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
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Eine vorbildlich integrierte afghanische Familie wurde aus Emden nach Schweden abgeschoben. Von dort droht ihr die Abschiebung nach Afghanistan. Viele Menschen fordern, dass sie zurückgeholt wird mehr...
10 May 2026
"Bamselægen kan noget som stationsundervisning"
De fleste børnehaveklassebørn kender ’Bamselægen’ – en tv-serie på DR Ramasjang, der indtil videre har kørt over fire sæsoner. Serien handler om bamselægen Sandra, der sammen med sin hjælper, ’Portør Ole’, rykker ud i sin ’bamselance’ til bamser, der er syge eller kommet til skade. Til serien hører både musikvideoer og bøger om nogle af episoderne. For nylig har CFU skabt et forløb – et såkaldt univers – på baggrund af den populære serie. Det faglige fokus er funderet i læseprojektet ‘Alle ord tæller’, et samarbejde mellem blandt andre DR, bibliotekerne og CFU Danmark. 'Alle ord tæller' har til formål at styrke børns læsekultur gennem undersøgende og eksperimenterende læringsaktiviteter. ”Bamselægen er en rigtig fin serie, som tager udgangspunkt i børnenes egen erfaringsverden,” siger Charlotte Hansen. Hun er pædagogisk konsulent på CFU, Campus Herning og står sammen med kollegaen Mette Bech fra Absalon bag forløbet, der er målrettet 0.-2. klasse. ”Vi syntes, det kunne være sjovt at lave et helt univers, hvor man kan bruge både tv-serien, bøgerne og musikken, og hvor man får materialekasser med lægekitler, bamser og lægesæt, så børnene selv får mulig hed for at være bamselæger,” siger hun og fortæller, at hun har lagt et opslag på Facebook om forløbet, der har fået 46 kommentarer – fortrinsvis fra lærere og børnehaveklasseledere, der enten har prøvet det med succes eller gerne vil prøve det. ”Og jeg kan se, at der er over 50.000, der har set opslaget,” siger hun. Varieret undervisning Forløbet lægger op til stationsundervisning – en metode, der vinder indpas i indskolingen, og det fungerer rigtig godt, synes Charlotte Hansen, der selv har afprøvet det i børnehaveklassen sammen med sine kollegaer i børnehaveklassen på Højgårdskolen, hvor hun er læsevejleder to dage om ugen. ”Bamselægen kan noget som stationsundervisning, fordi det giver mulighed for en varieret undervisning, hvor børnene prøver forskellige ting af. Børnene skal både undersøge, samtale, læse og skrive,” siger hun og fortsætter: ”Med stationsundervisning får man også rigtig meget viden om børnene, fordi man kommer omring alle børn. Så det bliver meget tydeligt, hvad de kan, og om de for eksempel har sproglige udfordringer.” Vejledningen til bamselæge-forløbet er tænkt som en inspiration, understreger Charlotte Hansen. Der er derfor mange muligheder for at organisere undervisningen på andre måder og tilpasse den til sine elever. På hendes skole valgte de at køre forløbet over to dobbeltlektioner med fire stationer, hvor børnene skulle være otte minutter ad gangen. Børnene blev inddelt i fire grupper, som havde navne efter dyrearter – for eksempel ’kaninerne’ – og hver station fik en farve. Hvert barn fik desuden en keyhanger med gruppens dyr på og en række med fire farvede firkanter, så de kunne se, hvilken station der kom efter den, de var på. Alle børnene fik en keyhanger, så de kunne se, hvilken gruppe de tilhørte, og hvilken station de skulle gå hen til, når timetimeren ringede. Foto: Charlotte Hansen Keyhangerne er ikke en del af materialesættet, fortæller Charlotte Hansen, men det er nemt at lave dem selv, og det er en god måde at gøre det nemmere for børnene at finde rundt mellem stationerne. Sjuskede underskrifter Det var første gang, børnene på hendes skole prøvede stationsundervisning. Derfor gjorde de voksne meget ud af at forklare og vise, hvordan det foregik. Børnene fik også lov at prøve at skifte mellem stationerne, inden de gik rigtigt i gang. ”Det er også vigtigt, når man laver stationsundervisning, at det er hurtigt at sætte op. Vi havde opstillet stationerne i hvert hjørne af klassen. Så lagde vi et farvekort på hvert bord sammen med de ting fra materialekassen, der skulle bruges på stationerne. Vi satte timetimer på, og når klokken ringede, skulle børnene sørge for at komme videre til den rigtige station. Men der kunne de så kigge på deres farvekode på keyhangeren.” Børnene skulle skrive en underskrift på bamserecepten og syntes, det var sjovt, at den skulle være sjusket. Foto: Privat/Charlotte Hansen Ved en station skulle børnene lave en lægeundersøgelse på en bamse. Ved en anden skulle de tegne og udfylde en bamsejournal. Ved en tredje fik de læst en af bamselæge-bøgerne højt for efterfølgende at læse den i makkerpar ud fra billederne. Den fjerde station hed Apoteket, og her skulle børnene udfylde en recept. Jeg tror, det er vigtigt, at skolen kan bygge bro til børnenes erfaringer og øvrige liv. For så føler de, at de har noget at byde ind med. Charlotte Hansen Pædagogisk konsulent, CFU, Campus Herning. ”Der er jo stor forskel på, hvad børnene kan, så nogle tegnede på recepten og andre skrev måske et forbogstav. Det var ’opdagende skrivning’, som vi kalder det. Men noget af det, de var allermest optaget af, var at skrive en underskrift på recepten. For der snakkede vi meget om, at det skal være sjusket. De er så vant til at få at vide, at de skal skrive pænt, og man skal kunne se, hvad der står, og vi skal øve bogstaverne. Men når voksne skriver underskrifter, er det jo ret sjusket, og det syntes de var sjovt, så da de først kom i gang, gik det bare løs.” På Charlotte Hansens skole blev der også lavet en ’pausestation’, hvor børnene kunne lægge puslespil eller lave perleplader, hvis de havde brug for et lille ophold i undervisningen. ”Der skulle ikke være nogen faglige forventninger. Det er ikke en del af vejledningen, men det fungerede supergodt.” Materialesættet Tre bamser Tre lægesæt (legetøjs-stetoskop, -kanyle, -termometer mm.) Tre lægekitler i forskellige størrelser Tre eksemplarer af hver af billedbøgerne ’Teddy er gravid’ og ’Luca og Bamse besøger Bamselægen’. Bøgerne kan bruges til fælles oplæsning og efterfølgende selvlæsning i makkerpar ud fra billederne. Et scenebanner, der kan hænges op i klassen. I Vejledningen er der forslag til otte stationer. Der lægges op til, at man laver en fælles opstart og fælles afslutning. Vejledningen lægger også op til, at man synger sangene fra serien med børnene. Sangene hedder ’Sange med Bamselægen’ og ligger frit tilgængelige på DRTV, men en af sangene kan også streames på CFU’s hjemmeside. Startede med skuespil De valgte at starte forløbet med, at et par af børnehaveklasselederne lavede et lille skuespil for børnene, hvor de var bamselæger. Det står heller ikke i vejledningen, men Charlotte Hansen vil varmt anbefale det, hvis man har mod på det. ”Børnene syntes, det var fantastisk at se de voksne, de har til hverdag, leve sig ind i rollerne. Det endte med, at der var flere børn, der spurgte, om de ikke også måtte prøve at lege bamselæger, og på det tidspunkt vidste de ikke, at de skulle i gang med forløbet.” De sang også en af sangene fra serien - en god måde at få bevægelse ind i undervisningen, påpeger Charlotte Hansen. ”Vi brugte det som et tilbagevendende greb, så det var indgangen til hver time. Så vidste børnene, at nu er det Bamselægen.” Genkendelsens glæde Hvorfor er det her med hospital og læge så interessant for børnene, tror du? ”Det er jo noget, børn altid har leget. Og så er det noget fra deres egen verden. Alle har selv været hos lægen og måske på hospitalet, eller de kender nogen, der har. Og jeg tror, det er vigtigt, at skolen kan bygge bro til børnenes erfaringer og øvrige liv. For så føler de, at de har noget at byde ind med,” siger hun og fortsætter: ”Det, vi også oplevede, da vi arbejdede med forløbet, var, at børnene kunne sætte rigtig mange ord på universet, fordi de kendte Bamselægen, og de var glade for, at de kunne deltage. Så der er en form for genkendelsens glæde i det.” Noget andet, Charlotte Hansen peger på, er at forløbet kan være med til at afmystificere, hvad det vil sige at komme på hospitalet eller få besøg af vagtlægen. ”Så ved man, at det måske ikke er så farligt, fordi alle er der for at hjælpe en.” Bamselægen-universet kan lånes på alle landets CFU'er, og hvis sættet er udlånt, opfordrer Charlotte Hansen til, at man laver sin egen version af universet og evt. låner bøgerne på biblioteket . Indlægget "Bamselægen kan noget som stationsundervisning" blev først udgivet på Folkeskolen .
10 May 2026
Weniger Steuereinnahmen als erwartet: Die Mär vom Ausgabenproblem
Der Staat wird dieses Jahr weniger Steuern einnehmen als erwartet. Viel wichtiger als die absolute Zahl ist aber die Frage: Wer trägt die Steuerlast? mehr...
10 May 2026
A Winning Combination: Continuous Improvement and Accountability
How daily continuous improvement actions drive accountability and goal attainment in K-12 school districts.
10 May 2026
Landesparteitag der SPD: „Die CDU zeigt jeden Tag, dass sie es nicht kann“
Die Berliner SPD geht mit kompaktem Wahlprogramm und Steffen Krach als neuem Parteichef in die Abgeordnetenhauswahl. Und schimpft auf den Koalitionspartner. mehr...
9 May 2026
Gov. Polis says federal tax-credit program won’t violate Colorado anti-discrimination laws
Sign up for Chalkbeat Colorado’s free daily newsletter to get the latest reporting from us, plus curated news from other Colorado outlets, delivered to your inbox. Gov. Jared Polis said Friday that Colorado’s participation in a new federal tax-credit scholarship program won’t run afoul of state anti-discrimination laws because the program relies on private donations rather than public funding. The federal program provides $1,700 in annual tax credits for donations made to scholarship-granting organizations for various educational services, such as private school tuition, tutoring, and after-school programs. Last week, several Democratic Colorado lawmakers decided to shelve a bill that would have required organizations to abide by state anti-discrimination laws . The bill concerned Polis, whose office said the governor didn’t want to hamstring the state from bringing in money for education. On Friday, Polis also said the state shouldn’t determine which organizations are “worthy” of receiving money from the program. “When you give $100 to any charity, it can be a church, it can be something that discriminates. It can be pro-gay or anti-gay,” said Polis, who is the first openly gay man to be elected governor in the country. ”It doesn’t matter.” Invest in Education Foundation, which supports the federal tax credit, hosted the event at the Denver Museum of Nature and Science, drawing about 150 kids, educators, and parents. Attendees included representatives from Parents Challenge, a Denver-based nonprofit that supports school choice, and Seeds of Hope, a Catholic private school advocacy organization. Invest in Education invited Polis to talk about his decision to opt Colorado into the federal program, which was approved last year as part of the One Big Beautiful Bill Act backed by Republicans. For states to benefit from the program, governors must opt in. Speaking to reporters after the event, Polis tried to draw a line between his support for the federal tax credit and his stance that Colorado’s universal preschool programs cannot discriminate against students. The major difference between the two, he said, is the preschool programs use state dollars, not donations. The state is currently involved in a U.S. Supreme Court case brought by two Catholic preschools that wanted to participate in the state’s universal preschool program but didn’t want to have to admit LGBTQ children or children from LGBTQ families. More than two dozen states have opted into the federal tax-credit program, with most led by Republican governors, according to Ballotpedia . Polis, the first Democratic governor to opt in, said during the event that he doesn’t want Colorado to leave money on the table that could benefit all kids in the state. If other states don’t opt into the program , he added, then Colorado should “go after their donors.” Most Democratic governors have taken a wait-and-see approach to understand the program’s rules, which haven’t been finalized, before making a decision. Democratic governors in New York and North Carolina have said they intend to opt into the program. Meanwhile, Kansas and Kentucky legislators have opted their states into the program, despite their Democratic governors trying to block participation. “I’m personally excited that Colorado is one of the leading states in helping to build awareness around this exciting opportunity to boost charitable giving to help our kids,” Polis said. Peter Murphy, who is the vice president of policy at Invest in Education, said the foundation hosted the event to raise awareness about what the law can do for private and public school families, as well as those who home-school. “Every non-wealthy child in this country is the potential beneficiary,” Murphy said. “And what this law also does is it puts more control of a child’s education in the hands of their parents, including public school parents.” While Polis has opted Colorado into the program, his term ends in January. The next governor could decide to opt the state out of the program when they take office. Jason Gonzales is a reporter covering higher education and the Colorado legislature. Chalkbeat Colorado partners with Open Campus on higher education coverage. Contact Jason at jgonzales@chalkbeat.org .
9 May 2026
Gov. Polis says federal tax-credit program won’t violate Colorado anti-discrimination laws
Sign up for Chalkbeat Colorado’s free daily newsletter to get the latest reporting from us, plus curated news from other Colorado outlets, delivered to your inbox. Gov. Jared Polis said Friday that Colorado’s participation in a new federal tax-credit scholarship program won’t run afoul of state anti-discrimination laws because the program relies on private donations rather than public funding. The federal program provides $1,700 in annual tax credits for donations made to scholarship-granting organizations for various educational services, such as private school tuition, tutoring, and after-school programs. Last week, several Democratic Colorado lawmakers decided to shelve a bill that would have required organizations to abide by state anti-discrimination laws . The bill concerned Polis, whose office said the governor didn’t want to hamstring the state from bringing in money for education. On Friday, Polis also said the state shouldn’t determine which organizations are “worthy” of receiving money from the program. “When you give $100 to any charity, it can be a church, it can be something that discriminates. It can be pro-gay or anti-gay,” said Polis, who is the first openly gay man to be elected governor in the country. ”It doesn’t matter.” Invest in Education Foundation, which supports the federal tax credit, hosted the event at the Denver Museum of Nature and Science, drawing about 150 kids, educators, and parents. Attendees included representatives from Parents Challenge, a Denver-based nonprofit that supports school choice, and Seeds of Hope, a Catholic private school advocacy organization. Invest in Education invited Polis to talk about his decision to opt Colorado into the federal program, which was approved last year as part of the One Big Beautiful Bill Act backed by Republicans. For states to benefit from the program, governors must opt in. Speaking to reporters after the event, Polis tried to draw a line between his support for the federal tax credit and his stance that Colorado’s universal preschool programs cannot discriminate against students. The major difference between the two, he said, is the preschool programs use state dollars, not donations. The state is currently involved in a U.S. Supreme Court case brought by two Catholic preschools that wanted to participate in the state’s universal preschool program but didn’t want to have to admit LGBTQ children or children from LGBTQ families. More than two dozen states have opted into the federal tax-credit program, with most led by Republican governors, according to Ballotpedia . Polis, the first Democratic governor to opt in, said during the event that he doesn’t want Colorado to leave money on the table that could benefit all kids in the state. If other states don’t opt into the program , he added, then Colorado should “go after their donors.” Most Democratic governors have taken a wait-and-see approach to understand the program’s rules, which haven’t been finalized, before making a decision. Democratic governors in New York and North Carolina have said they intend to opt into the program. Meanwhile, Kansas and Kentucky legislators have opted their states into the program, despite their Democratic governors trying to block participation. “I’m personally excited that Colorado is one of the leading states in helping to build awareness around this exciting opportunity to boost charitable giving to help our kids,” Polis said. Peter Murphy, who is the vice president of policy at Invest in Education, said the foundation hosted the event to raise awareness about what the law can do for private and public school families, as well as those who home-school. “Every non-wealthy child in this country is the potential beneficiary,” Murphy said. “And what this law also does is it puts more control of a child’s education in the hands of their parents, including public school parents.” While Polis has opted Colorado into the program, his term ends in January. The next governor could decide to opt the state out of the program when they take office. Jason Gonzales is a reporter covering higher education and the Colorado legislature. Chalkbeat Colorado partners with Open Campus on higher education coverage. Contact Jason at jgonzales@chalkbeat.org .
9 May 2026
Gov. Polis says federal tax-credit program won’t violate Colorado anti-discrimination laws
Sign up for Chalkbeat Colorado’s free daily newsletter to get the latest reporting from us, plus curated news from other Colorado outlets, delivered to your inbox. Gov. Jared Polis said Friday that Colorado’s participation in a new federal tax-credit scholarship program won’t run afoul of state anti-discrimination laws because the program relies on private donations rather than public funding. The federal program provides $1,700 in annual tax credits for donations made to scholarship-granting organizations for various educational services, such as private school tuition, tutoring, and after-school programs. Last week, several Democratic Colorado lawmakers decided to shelve a bill that would have required organizations to abide by state anti-discrimination laws . The bill concerned Polis, whose office said the governor didn’t want to hamstring the state from bringing in money for education. On Friday, Polis also said the state shouldn’t determine which organizations are “worthy” of receiving money from the program. “When you give $100 to any charity, it can be a church, it can be something that discriminates. It can be pro-gay or anti-gay,” said Polis, who is the first openly gay man to be elected governor in the country. ”It doesn’t matter.” Invest in Education Foundation, which supports the federal tax credit, hosted the event at the Denver Museum of Nature and Science, drawing about 150 kids, educators, and parents. Attendees included representatives from Parents Challenge, a Denver-based nonprofit that supports school choice, and Seeds of Hope, a Catholic private school advocacy organization. Invest in Education invited Polis to talk about his decision to opt Colorado into the federal program, which was approved last year as part of the One Big Beautiful Bill Act backed by Republicans. For states to benefit from the program, governors must opt in. Speaking to reporters after the event, Polis tried to draw a line between his support for the federal tax credit and his stance that Colorado’s universal preschool programs cannot discriminate against students. The major difference between the two, he said, is the preschool programs use state dollars, not donations. The state is currently involved in a U.S. Supreme Court case brought by two Catholic preschools that wanted to participate in the state’s universal preschool program but didn’t want to have to admit LGBTQ children or children from LGBTQ families. More than two dozen states have opted into the federal tax-credit program, with most led by Republican governors, according to Ballotpedia . Polis, the first Democratic governor to opt in, said during the event that he doesn’t want Colorado to leave money on the table that could benefit all kids in the state. If other states don’t opt into the program , he added, then Colorado should “go after their donors.” Most Democratic governors have taken a wait-and-see approach to understand the program’s rules, which haven’t been finalized, before making a decision. Democratic governors in New York and North Carolina have said they intend to opt into the program. Meanwhile, Kansas and Kentucky legislators have opted their states into the program, despite their Democratic governors trying to block participation. “I’m personally excited that Colorado is one of the leading states in helping to build awareness around this exciting opportunity to boost charitable giving to help our kids,” Polis said. Peter Murphy, who is the vice president of policy at Invest in Education, said the foundation hosted the event to raise awareness about what the law can do for private and public school families, as well as those who home-school. “Every non-wealthy child in this country is the potential beneficiary,” Murphy said. “And what this law also does is it puts more control of a child’s education in the hands of their parents, including public school parents.” While Polis has opted Colorado into the program, his term ends in January. The next governor could decide to opt the state out of the program when they take office. Jason Gonzales is a reporter covering higher education and the Colorado legislature. Chalkbeat Colorado partners with Open Campus on higher education coverage. Contact Jason at jgonzales@chalkbeat.org .
9 May 2026
Gov. Polis says federal tax-credit program won’t violate Colorado anti-discrimination laws
Sign up for Chalkbeat Colorado’s free daily newsletter to get the latest reporting from us, plus curated news from other Colorado outlets, delivered to your inbox. Gov. Jared Polis said Friday that Colorado’s participation in a new federal tax-credit scholarship program won’t run afoul of state anti-discrimination laws because the program relies on private donations rather than public funding. The federal program provides $1,700 in annual tax credits for donations made to scholarship-granting organizations for various educational services, such as private school tuition, tutoring, and after-school programs. Last week, several Democratic Colorado lawmakers decided to shelve a bill that would have required organizations to abide by state anti-discrimination laws . The bill concerned Polis, whose office said the governor didn’t want to hamstring the state from bringing in money for education. On Friday, Polis also said the state shouldn’t determine which organizations are “worthy” of receiving money from the program. “When you give $100 to any charity, it can be a church, it can be something that discriminates. It can be pro-gay or anti-gay,” said Polis, who is the first openly gay man to be elected governor in the country. ”It doesn’t matter.” Invest in Education Foundation, which supports the federal tax credit, hosted the event at the Denver Museum of Nature and Science, drawing about 150 kids, educators, and parents. Attendees included representatives from Parents Challenge, a Denver-based nonprofit that supports school choice, and Seeds of Hope, a Catholic private school advocacy organization. Invest in Education invited Polis to talk about his decision to opt Colorado into the federal program, which was approved last year as part of the One Big Beautiful Bill Act backed by Republicans. For states to benefit from the program, governors must opt in. Speaking to reporters after the event, Polis tried to draw a line between his support for the federal tax credit and his stance that Colorado’s universal preschool programs cannot discriminate against students. The major difference between the two, he said, is the preschool programs use state dollars, not donations. The state is currently involved in a U.S. Supreme Court case brought by two Catholic preschools that wanted to participate in the state’s universal preschool program but didn’t want to have to admit LGBTQ children or children from LGBTQ families. More than two dozen states have opted into the federal tax-credit program, with most led by Republican governors, according to Ballotpedia . Polis, the first Democratic governor to opt in, said during the event that he doesn’t want Colorado to leave money on the table that could benefit all kids in the state. If other states don’t opt into the program , he added, then Colorado should “go after their donors.” Most Democratic governors have taken a wait-and-see approach to understand the program’s rules, which haven’t been finalized, before making a decision. Democratic governors in New York and North Carolina have said they intend to opt into the program. Meanwhile, Kansas and Kentucky legislators have opted their states into the program, despite their Democratic governors trying to block participation. “I’m personally excited that Colorado is one of the leading states in helping to build awareness around this exciting opportunity to boost charitable giving to help our kids,” Polis said. Peter Murphy, who is the vice president of policy at Invest in Education, said the foundation hosted the event to raise awareness about what the law can do for private and public school families, as well as those who home-school. “Every non-wealthy child in this country is the potential beneficiary,” Murphy said. “And what this law also does is it puts more control of a child’s education in the hands of their parents, including public school parents.” While Polis has opted Colorado into the program, his term ends in January. The next governor could decide to opt the state out of the program when they take office. Jason Gonzales is a reporter covering higher education and the Colorado legislature. Chalkbeat Colorado partners with Open Campus on higher education coverage. Contact Jason at jgonzales@chalkbeat.org .
9 May 2026
Gov. Polis says federal tax-credit program won’t violate Colorado anti-discrimination laws
Sign up for Chalkbeat Colorado’s free daily newsletter to get the latest reporting from us, plus curated news from other Colorado outlets, delivered to your inbox. Gov. Jared Polis said Friday that Colorado’s participation in a new federal tax-credit scholarship program won’t run afoul of state anti-discrimination laws because the program relies on private donations rather than public funding. The federal program provides $1,700 in annual tax credits for donations made to scholarship-granting organizations for various educational services, such as private school tuition, tutoring, and after-school programs. Last week, several Democratic Colorado lawmakers decided to shelve a bill that would have required organizations to abide by state anti-discrimination laws . The bill concerned Polis, whose office said the governor didn’t want to hamstring the state from bringing in money for education. On Friday, Polis also said the state shouldn’t determine which organizations are “worthy” of receiving money from the program. “When you give $100 to any charity, it can be a church, it can be something that discriminates. It can be pro-gay or anti-gay,” said Polis, who is the first openly gay man to be elected governor in the country. ”It doesn’t matter.” Invest in Education Foundation, which supports the federal tax credit, hosted the event at the Denver Museum of Nature and Science, drawing about 150 kids, educators, and parents. Attendees included representatives from Parents Challenge, a Denver-based nonprofit that supports school choice, and Seeds of Hope, a Catholic private school advocacy organization. Invest in Education invited Polis to talk about his decision to opt Colorado into the federal program, which was approved last year as part of the One Big Beautiful Bill Act backed by Republicans. For states to benefit from the program, governors must opt in. Speaking to reporters after the event, Polis tried to draw a line between his support for the federal tax credit and his stance that Colorado’s universal preschool programs cannot discriminate against students. The major difference between the two, he said, is the preschool programs use state dollars, not donations. The state is currently involved in a U.S. Supreme Court case brought by two Catholic preschools that wanted to participate in the state’s universal preschool program but didn’t want to have to admit LGBTQ children or children from LGBTQ families. More than two dozen states have opted into the federal tax-credit program, with most led by Republican governors, according to Ballotpedia . Polis, the first Democratic governor to opt in, said during the event that he doesn’t want Colorado to leave money on the table that could benefit all kids in the state. If other states don’t opt into the program , he added, then Colorado should “go after their donors.” Most Democratic governors have taken a wait-and-see approach to understand the program’s rules, which haven’t been finalized, before making a decision. Democratic governors in New York and North Carolina have said they intend to opt into the program. Meanwhile, Kansas and Kentucky legislators have opted their states into the program, despite their Democratic governors trying to block participation. “I’m personally excited that Colorado is one of the leading states in helping to build awareness around this exciting opportunity to boost charitable giving to help our kids,” Polis said. Peter Murphy, who is the vice president of policy at Invest in Education, said the foundation hosted the event to raise awareness about what the law can do for private and public school families, as well as those who home-school. “Every non-wealthy child in this country is the potential beneficiary,” Murphy said. “And what this law also does is it puts more control of a child’s education in the hands of their parents, including public school parents.” While Polis has opted Colorado into the program, his term ends in January. The next governor could decide to opt the state out of the program when they take office. Jason Gonzales is a reporter covering higher education and the Colorado legislature. Chalkbeat Colorado partners with Open Campus on higher education coverage. Contact Jason at jgonzales@chalkbeat.org .
9 May 2026
Gov. Polis says federal tax-credit program won’t violate Colorado anti-discrimination laws
Sign up for Chalkbeat Colorado’s free daily newsletter to get the latest reporting from us, plus curated news from other Colorado outlets, delivered to your inbox. Gov. Jared Polis said Friday that Colorado’s participation in a new federal tax-credit scholarship program won’t run afoul of state anti-discrimination laws because the program relies on private donations rather than public funding. The federal program provides $1,700 in annual tax credits for donations made to scholarship-granting organizations for various educational services, such as private school tuition, tutoring, and after-school programs. Last week, several Democratic Colorado lawmakers decided to shelve a bill that would have required organizations to abide by state anti-discrimination laws . The bill concerned Polis, whose office said the governor didn’t want to hamstring the state from bringing in money for education. On Friday, Polis also said the state shouldn’t determine which organizations are “worthy” of receiving money from the program. “When you give $100 to any charity, it can be a church, it can be something that discriminates. It can be pro-gay or anti-gay,” said Polis, who is the first openly gay man to be elected governor in the country. ”It doesn’t matter.” Invest in Education Foundation, which supports the federal tax credit, hosted the event at the Denver Museum of Nature and Science, drawing about 150 kids, educators, and parents. Attendees included representatives from Parents Challenge, a Denver-based nonprofit that supports school choice, and Seeds of Hope, a Catholic private school advocacy organization. Invest in Education invited Polis to talk about his decision to opt Colorado into the federal program, which was approved last year as part of the One Big Beautiful Bill Act backed by Republicans. For states to benefit from the program, governors must opt in. Speaking to reporters after the event, Polis tried to draw a line between his support for the federal tax credit and his stance that Colorado’s universal preschool programs cannot discriminate against students. The major difference between the two, he said, is the preschool programs use state dollars, not donations. The state is currently involved in a U.S. Supreme Court case brought by two Catholic preschools that wanted to participate in the state’s universal preschool program but didn’t want to have to admit LGBTQ children or children from LGBTQ families. More than two dozen states have opted into the federal tax-credit program, with most led by Republican governors, according to Ballotpedia . Polis, the first Democratic governor to opt in, said during the event that he doesn’t want Colorado to leave money on the table that could benefit all kids in the state. If other states don’t opt into the program , he added, then Colorado should “go after their donors.” Most Democratic governors have taken a wait-and-see approach to understand the program’s rules, which haven’t been finalized, before making a decision. Democratic governors in New York and North Carolina have said they intend to opt into the program. Meanwhile, Kansas and Kentucky legislators have opted their states into the program, despite their Democratic governors trying to block participation. “I’m personally excited that Colorado is one of the leading states in helping to build awareness around this exciting opportunity to boost charitable giving to help our kids,” Polis said. Peter Murphy, who is the vice president of policy at Invest in Education, said the foundation hosted the event to raise awareness about what the law can do for private and public school families, as well as those who home-school. “Every non-wealthy child in this country is the potential beneficiary,” Murphy said. “And what this law also does is it puts more control of a child’s education in the hands of their parents, including public school parents.” While Polis has opted Colorado into the program, his term ends in January. The next governor could decide to opt the state out of the program when they take office. Jason Gonzales is a reporter covering higher education and the Colorado legislature. Chalkbeat Colorado partners with Open Campus on higher education coverage. Contact Jason at jgonzales@chalkbeat.org .
9 May 2026
Gov. Polis says federal tax-credit program won’t violate Colorado anti-discrimination laws
Sign up for Chalkbeat Colorado’s free daily newsletter to get the latest reporting from us, plus curated news from other Colorado outlets, delivered to your inbox. Gov. Jared Polis said Friday that Colorado’s participation in a new federal tax-credit scholarship program won’t run afoul of state anti-discrimination laws because the program relies on private donations rather than public funding. The federal program provides $1,700 in annual tax credits for donations made to scholarship-granting organizations for various educational services, such as private school tuition, tutoring, and after-school programs. Last week, several Democratic Colorado lawmakers decided to shelve a bill that would have required organizations to abide by state anti-discrimination laws . The bill concerned Polis, whose office said the governor didn’t want to hamstring the state from bringing in money for education. On Friday, Polis also said the state shouldn’t determine which organizations are “worthy” of receiving money from the program. “When you give $100 to any charity, it can be a church, it can be something that discriminates. It can be pro-gay or anti-gay,” said Polis, who is the first openly gay man to be elected governor in the country. ”It doesn’t matter.” Invest in Education Foundation, which supports the federal tax credit, hosted the event at the Denver Museum of Nature and Science, drawing about 150 kids, educators, and parents. Attendees included representatives from Parents Challenge, a Denver-based nonprofit that supports school choice, and Seeds of Hope, a Catholic private school advocacy organization. Invest in Education invited Polis to talk about his decision to opt Colorado into the federal program, which was approved last year as part of the One Big Beautiful Bill Act backed by Republicans. For states to benefit from the program, governors must opt in. Speaking to reporters after the event, Polis tried to draw a line between his support for the federal tax credit and his stance that Colorado’s universal preschool programs cannot discriminate against students. The major difference between the two, he said, is the preschool programs use state dollars, not donations. The state is currently involved in a U.S. Supreme Court case brought by two Catholic preschools that wanted to participate in the state’s universal preschool program but didn’t want to have to admit LGBTQ children or children from LGBTQ families. More than two dozen states have opted into the federal tax-credit program, with most led by Republican governors, according to Ballotpedia . Polis, the first Democratic governor to opt in, said during the event that he doesn’t want Colorado to leave money on the table that could benefit all kids in the state. If other states don’t opt into the program , he added, then Colorado should “go after their donors.” Most Democratic governors have taken a wait-and-see approach to understand the program’s rules, which haven’t been finalized, before making a decision. Democratic governors in New York and North Carolina have said they intend to opt into the program. Meanwhile, Kansas and Kentucky legislators have opted their states into the program, despite their Democratic governors trying to block participation. “I’m personally excited that Colorado is one of the leading states in helping to build awareness around this exciting opportunity to boost charitable giving to help our kids,” Polis said. Peter Murphy, who is the vice president of policy at Invest in Education, said the foundation hosted the event to raise awareness about what the law can do for private and public school families, as well as those who home-school. “Every non-wealthy child in this country is the potential beneficiary,” Murphy said. “And what this law also does is it puts more control of a child’s education in the hands of their parents, including public school parents.” While Polis has opted Colorado into the program, his term ends in January. The next governor could decide to opt the state out of the program when they take office. Jason Gonzales is a reporter covering higher education and the Colorado legislature. Chalkbeat Colorado partners with Open Campus on higher education coverage. Contact Jason at jgonzales@chalkbeat.org .
9 May 2026
Gov. Polis says federal tax-credit program won’t violate Colorado anti-discrimination laws
Sign up for Chalkbeat Colorado’s free daily newsletter to get the latest reporting from us, plus curated news from other Colorado outlets, delivered to your inbox. Gov. Jared Polis said Friday that Colorado’s participation in a new federal tax-credit scholarship program won’t run afoul of state anti-discrimination laws because the program relies on private donations rather than public funding. The federal program provides $1,700 in annual tax credits for donations made to scholarship-granting organizations for various educational services, such as private school tuition, tutoring, and after-school programs. Last week, several Democratic Colorado lawmakers decided to shelve a bill that would have required organizations to abide by state anti-discrimination laws . The bill concerned Polis, whose office said the governor didn’t want to hamstring the state from bringing in money for education. On Friday, Polis also said the state shouldn’t determine which organizations are “worthy” of receiving money from the program. “When you give $100 to any charity, it can be a church, it can be something that discriminates. It can be pro-gay or anti-gay,” said Polis, who is the first openly gay man to be elected governor in the country. ”It doesn’t matter.” Invest in Education Foundation, which supports the federal tax credit, hosted the event at the Denver Museum of Nature and Science, drawing about 150 kids, educators, and parents. Attendees included representatives from Parents Challenge, a Denver-based nonprofit that supports school choice, and Seeds of Hope, a Catholic private school advocacy organization. Invest in Education invited Polis to talk about his decision to opt Colorado into the federal program, which was approved last year as part of the One Big Beautiful Bill Act backed by Republicans. For states to benefit from the program, governors must opt in. Speaking to reporters after the event, Polis tried to draw a line between his support for the federal tax credit and his stance that Colorado’s universal preschool programs cannot discriminate against students. The major difference between the two, he said, is the preschool programs use state dollars, not donations. The state is currently involved in a U.S. Supreme Court case brought by two Catholic preschools that wanted to participate in the state’s universal preschool program but didn’t want to have to admit LGBTQ children or children from LGBTQ families. More than two dozen states have opted into the federal tax-credit program, with most led by Republican governors, according to Ballotpedia . Polis, the first Democratic governor to opt in, said during the event that he doesn’t want Colorado to leave money on the table that could benefit all kids in the state. If other states don’t opt into the program , he added, then Colorado should “go after their donors.” Most Democratic governors have taken a wait-and-see approach to understand the program’s rules, which haven’t been finalized, before making a decision. Democratic governors in New York and North Carolina have said they intend to opt into the program. Meanwhile, Kansas and Kentucky legislators have opted their states into the program, despite their Democratic governors trying to block participation. “I’m personally excited that Colorado is one of the leading states in helping to build awareness around this exciting opportunity to boost charitable giving to help our kids,” Polis said. Peter Murphy, who is the vice president of policy at Invest in Education, said the foundation hosted the event to raise awareness about what the law can do for private and public school families, as well as those who home-school. “Every non-wealthy child in this country is the potential beneficiary,” Murphy said. “And what this law also does is it puts more control of a child’s education in the hands of their parents, including public school parents.” While Polis has opted Colorado into the program, his term ends in January. The next governor could decide to opt the state out of the program when they take office. Jason Gonzales is a reporter covering higher education and the Colorado legislature. Chalkbeat Colorado partners with Open Campus on higher education coverage. Contact Jason at jgonzales@chalkbeat.org .
9 May 2026
: „Die sind doch Welpen“
Treffen sich sieben Frauen aus der taz und reden über Männer mehr...
8 May 2026
: Geschlagen hat er mich nie
Mein Vater trotzte als Kapitän den Meeren. Ich bewunderte und fürchtete ihn zugleich. Als ich selbst Vater wurde, wollte ich vieles anders machen – aber spürte ihn trotzdem im Nacken mehr...
8 May 2026
: „Und das geht nur gemeinsam“
Shadore rappt gegen Rassismus, arbeitet mit Jugendlichen und verortet seine Kunst zwischen politischem HipHop und experimentellem Pop. Ein Gespräch über Hanau, Berlin-Neukölln und migrantische Selbstbehauptung mehr...
8 May 2026
: Furcht und Vorurteil
Die Autorin Nicole List schreibt über ihre „Angst vor Männern“, die Journalistin Eva Ladipo wirbt dafür,die Verlustängste und die Wut der Männer zu ergründen. Zwei aktuelle Sachbücher zum Männlichkeits-Diskurs mehr...
8 May 2026
: Zeichen der Zeit
Deutsche Inschriften an Gebäuden waren in Schlesien früher allgegenwärtig. Die Geschichte hat sie größtenteils getilgt. Die Ausstellung „Vergessene Inschriften“ im Schlesischen Museum Görlitz geht auf Spurensuche mehr...
8 May 2026
: Wenn Quark beim Altwerden hilft – und Männer
mehr...
8 May 2026
: „Für viele Frauen und Queers ist Männlichkeit nicht in der Krise, sie istdie Krise“
Die Autoren Tobias Haberl und Ole Liebl haben beide Bücher über fragile Männlichkeit geschrieben – mit unterschiedlichen Thesen. Ein Gespräch über pauschalen Männerhass, Manfluencer, Geschlechterpolitik und Omas als Role-Models mehr...
8 May 2026
: Über Männer
Unser Autor will nicht wütend sein oder um Vergebung betteln – und auf keinen Fall will er einen Debattenbeitrag über den Mann von heute schreiben. Er scheitert mehr...
8 May 2026
: Väter, feiert später!
Statt am Grill oder besoffen mit dem Bollerwagen verbringt unser Autor den Vatertag lieber mit seinen Kindern. Zumal der richtige Termin für ihn sowieso erst im Juni ist mehr...
8 May 2026
: Carearbeit statt Cowboyromantik
Auf Reiterhöfen dominieren Frauen – im Stall wie im Sattel. Dass Jungs dem Pferdesport fernbleiben, hat auch mit fehlenden Vorbildern zu tun. Unser Autor wagt einen Anfang mehr...
8 May 2026
: Wie ich lernte, über den Fußball zu lachen
Als Amateurkicker musste unser Autor in seiner Karriere viele Niederlagen verkraften. Aber wenn man nichts erwartet, kann man sich am Ende nur freuen. Sogar über Eigentore mehr...
8 May 2026
: Aus Kind werde toller Mann, hex, hex!
So einfach ist das leider nicht, stellt unsere Autorin fest. Denn toxische Vorbilder lauern überall, auf dem Schulhof wie im Netz. Als nichtweißer Mann hat ihr Sohn noch ganz andere Probleme mehr...
8 May 2026
: Hinterfragt euch, dann klappt’s auch mit der Freundin
Jungs und Männern brauchen ein spezifisches Politikangebot, sagt Grünen-Chef Felix Banaszak. Darüber spricht er mit dem „Playboy“, diskutiert mit dem Bundesfrauenrat der Partei, setzt umstrittene Posts ab. Was hat er vor? mehr...
8 May 2026
: Rambo hat Redebedarf
Unser Autor fragt sich, warum Jugendliche Leute wie Andrew Tate anhimmeln. Aber jetzt mal ehrlich: Wäre er als planloser Teenager nicht vielleicht selbst in die Manosphere abgetaucht? mehr...
8 May 2026
Erica ZingherGrauzone: Sprechende Handwerker im Alles-scheiße-Modus
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8 May 2026
: Waffe: Auto. Täter: Mann. Verantwortung: null
Ein Stadt trauert um die Toten der Amokfahrt von Leipzig. Und der Rest? Macht weiter. Das Auto gilt immer noch als unantastbar – in Deutschland. Dabei geht es längst besser mehr...
8 May 2026
: Ein Gefühl von Jugend und Aufbruch in Abidjan
Es ist eine Art Wunder, dass sich das Femua seit fast 20 Jahren in Côte d’Ivoire hält. Ein Besuch des Festivals, während Youssou N’Dour tanzt und Rap-Superstar Didi B auftritt mehr...
8 May 2026
Science of reading for all: Proposal would require Denver schools to use research-backed literacy lessons
Sign up for Chalkbeat Colorado’s free daily newsletter to get the latest reporting from us, plus curated news from other Colorado outlets, delivered to your inbox. Denver school board member Amy Klein Molk said she visited two schools recently. At one, she saw students working in small groups on lessons that align with the science of reading, which calls for phonics instruction and sounding out words. At the other, she didn’t. The difference between the two schools? The first served more affluent students. Klein Molk told that anecdote at a board meeting Thursday night during a discussion of a new policy that would require all Denver schools to use a science of reading-backed approach. The proposed policy would also require “early identification” of students with dyslexia and mandate that the district provide all students with “high-quality digital apps” so they can practice their literacy skills at home, among other requirements. “We, the board, can no longer ignore the huge disparities between proficient readers and readers who struggle,” said board member Monica Hunter, a former Denver Public Schools elementary school teacher who introduced the proposed policy. Those struggling readers are more likely to be Black and Latino, Hunter and others pointed out. State data shows 67% of white third graders in Denver met or exceeded expectations on state literacy tests last year, while only 26% of Black and 25% of Latino third graders did. The science of reading is a large body of research about how children learn to read. It’s also the most popular method for teaching literacy, and most states — including Colorado — have laws mandating that schools use scientifically based reading programs and teachers be trained . Denver Public Schools rolled out a science of reading curriculum called Core Knowledge Language Arts to elementary students over three years, starting in 2022-23 and ending in 2024-25. To comply with a federal court order on how DPS serves English language learners, the district also introduced a new Spanish reading curriculum, called Caminos. Denver has also been screening students for dyslexia . A state law passed in 2025 will require all Colorado districts to do so starting this fall. Some school board members asked why a new policy would be needed, given that state law covers some of the same topics. Community members wondered that, too. “What new action does it require that is not already mandated by the READ Act?” Tania Hogan, the executive director of the University of Colorado’s BUENO Center for Multicultural Education, asked during public comment at Thursday’s board meeting. The READ Act is Colorado’s landmark reading law , first passed in 2012 and amended several times since. Leah Schultz-Bartlett, the principal at Denver’s Beach Court Elementary, questioned whether the school board should be making decisions about reading curriculum. “It is not the board of education’s role to be involved in the daily operation of a school,” she said. But Hunter and others said the quality of reading instruction varies from school to school, sometimes because parents at more affluent schools can fundraise to hire extra reading interventionists. Several parents and teachers urged the board to support the new policy. “If you’ve ever been around someone who can’t read, they’re angry, they’re frustrated, because they can’t understand the world around them,” said parent Kayla Greathouse. It’s not clear when the board might vote on the proposal. Some board members seemed supportive, while others were hesitant. Board President Xóchitl Gaytán said she agreed with holding the superintendent accountable for raising reading scores, but that Hunter’s proposed policy was “way too prescriptive, way too operational.” The proposal is called Executive Limitation 22. Executive limitations are rules for the superintendent, who answers to the school board. Klein Molk urged her fellow board members to help Hunter make the proposal better “because the intent behind this is 100% correct.” Hunter said the board should act quickly. “Time is a luxury that, I just want to name, that a lot of students do not have,” she said. Melanie Asmar is the bureau chief for Chalkbeat Colorado. Contact Melanie at masmar@chalkbeat.org .
8 May 2026
Science of reading for all: Proposal would require Denver schools to use research-backed literacy lessons
Sign up for Chalkbeat Colorado’s free daily newsletter to get the latest reporting from us, plus curated news from other Colorado outlets, delivered to your inbox. Denver school board member Amy Klein Molk said she visited two schools recently. At one, she saw students working in small groups on lessons that align with the science of reading, which calls for phonics instruction and sounding out words. At the other, she didn’t. The difference between the two schools? The first served more affluent students. Klein Molk told that anecdote at a board meeting Thursday night during a discussion of a new policy that would require all Denver schools to use a science of reading-backed approach. The proposed policy would also require “early identification” of students with dyslexia and mandate that the district provide all students with “high-quality digital apps” so they can practice their literacy skills at home, among other requirements. “We, the board, can no longer ignore the huge disparities between proficient readers and readers who struggle,” said board member Monica Hunter, a former Denver Public Schools elementary school teacher who introduced the proposed policy. Those struggling readers are more likely to be Black and Latino, Hunter and others pointed out. State data shows 67% of white third graders in Denver met or exceeded expectations on state literacy tests last year, while only 26% of Black and 25% of Latino third graders did. The science of reading is a large body of research about how children learn to read. It’s also the most popular method for teaching literacy, and most states — including Colorado — have laws mandating that schools use scientifically based reading programs and teachers be trained . Denver Public Schools rolled out a science of reading curriculum called Core Knowledge Language Arts to elementary students over three years, starting in 2022-23 and ending in 2024-25. To comply with a federal court order on how DPS serves English language learners, the district also introduced a new Spanish reading curriculum, called Caminos. Denver has also been screening students for dyslexia . A state law passed in 2025 will require all Colorado districts to do so starting this fall. Some school board members asked why a new policy would be needed, given that state law covers some of the same topics. Community members wondered that, too. “What new action does it require that is not already mandated by the READ Act?” Tania Hogan, the executive director of the University of Colorado’s BUENO Center for Multicultural Education, asked during public comment at Thursday’s board meeting. The READ Act is Colorado’s landmark reading law , first passed in 2012 and amended several times since. Leah Schultz-Bartlett, the principal at Denver’s Beach Court Elementary, questioned whether the school board should be making decisions about reading curriculum. “It is not the board of education’s role to be involved in the daily operation of a school,” she said. But Hunter and others said the quality of reading instruction varies from school to school, sometimes because parents at more affluent schools can fundraise to hire extra reading interventionists. Several parents and teachers urged the board to support the new policy. “If you’ve ever been around someone who can’t read, they’re angry, they’re frustrated, because they can’t understand the world around them,” said parent Kayla Greathouse. It’s not clear when the board might vote on the proposal. Some board members seemed supportive, while others were hesitant. Board President Xóchitl Gaytán said she agreed with holding the superintendent accountable for raising reading scores, but that Hunter’s proposed policy was “way too prescriptive, way too operational.” The proposal is called Executive Limitation 22. Executive limitations are rules for the superintendent, who answers to the school board. Klein Molk urged her fellow board members to help Hunter make the proposal better “because the intent behind this is 100% correct.” Hunter said the board should act quickly. “Time is a luxury that, I just want to name, that a lot of students do not have,” she said. Melanie Asmar is the bureau chief for Chalkbeat Colorado. Contact Melanie at masmar@chalkbeat.org .
8 May 2026
Science of reading for all: Proposal would require Denver schools to use research-backed literacy lessons
Sign up for Chalkbeat Colorado’s free daily newsletter to get the latest reporting from us, plus curated news from other Colorado outlets, delivered to your inbox. Denver school board member Amy Klein Molk said she visited two schools recently. At one, she saw students working in small groups on lessons that align with the science of reading, which calls for phonics instruction and sounding out words. At the other, she didn’t. The difference between the two schools? The first served more affluent students. Klein Molk told that anecdote at a board meeting Thursday night during a discussion of a new policy that would require all Denver schools to use a science of reading-backed approach. The proposed policy would also require “early identification” of students with dyslexia and mandate that the district provide all students with “high-quality digital apps” so they can practice their literacy skills at home, among other requirements. “We, the board, can no longer ignore the huge disparities between proficient readers and readers who struggle,” said board member Monica Hunter, a former Denver Public Schools elementary school teacher who introduced the proposed policy. Those struggling readers are more likely to be Black and Latino, Hunter and others pointed out. State data shows 67% of white third graders in Denver met or exceeded expectations on state literacy tests last year, while only 26% of Black and 25% of Latino third graders did. The science of reading is a large body of research about how children learn to read. It’s also the most popular method for teaching literacy, and most states — including Colorado — have laws mandating that schools use scientifically based reading programs and teachers be trained . Denver Public Schools rolled out a science of reading curriculum called Core Knowledge Language Arts to elementary students over three years, starting in 2022-23 and ending in 2024-25. To comply with a federal court order on how DPS serves English language learners, the district also introduced a new Spanish reading curriculum, called Caminos. Denver has also been screening students for dyslexia . A state law passed in 2025 will require all Colorado districts to do so starting this fall. Some school board members asked why a new policy would be needed, given that state law covers some of the same topics. Community members wondered that, too. “What new action does it require that is not already mandated by the READ Act?” Tania Hogan, the executive director of the University of Colorado’s BUENO Center for Multicultural Education, asked during public comment at Thursday’s board meeting. The READ Act is Colorado’s landmark reading law , first passed in 2012 and amended several times since. Leah Schultz-Bartlett, the principal at Denver’s Beach Court Elementary, questioned whether the school board should be making decisions about reading curriculum. “It is not the board of education’s role to be involved in the daily operation of a school,” she said. But Hunter and others said the quality of reading instruction varies from school to school, sometimes because parents at more affluent schools can fundraise to hire extra reading interventionists. Several parents and teachers urged the board to support the new policy. “If you’ve ever been around someone who can’t read, they’re angry, they’re frustrated, because they can’t understand the world around them,” said parent Kayla Greathouse. It’s not clear when the board might vote on the proposal. Some board members seemed supportive, while others were hesitant. Board President Xóchitl Gaytán said she agreed with holding the superintendent accountable for raising reading scores, but that Hunter’s proposed policy was “way too prescriptive, way too operational.” The proposal is called Executive Limitation 22. Executive limitations are rules for the superintendent, who answers to the school board. Klein Molk urged her fellow board members to help Hunter make the proposal better “because the intent behind this is 100% correct.” Hunter said the board should act quickly. “Time is a luxury that, I just want to name, that a lot of students do not have,” she said. Melanie Asmar is the bureau chief for Chalkbeat Colorado. Contact Melanie at masmar@chalkbeat.org .
8 May 2026
Science of reading for all: Proposal would require Denver schools to use research-backed literacy lessons
Sign up for Chalkbeat Colorado’s free daily newsletter to get the latest reporting from us, plus curated news from other Colorado outlets, delivered to your inbox. Denver school board member Amy Klein Molk said she visited two schools recently. At one, she saw students working in small groups on lessons that align with the science of reading, which calls for phonics instruction and sounding out words. At the other, she didn’t. The difference between the two schools? The first served more affluent students. Klein Molk told that anecdote at a board meeting Thursday night during a discussion of a new policy that would require all Denver schools to use a science of reading-backed approach. The proposed policy would also require “early identification” of students with dyslexia and mandate that the district provide all students with “high-quality digital apps” so they can practice their literacy skills at home, among other requirements. “We, the board, can no longer ignore the huge disparities between proficient readers and readers who struggle,” said board member Monica Hunter, a former Denver Public Schools elementary school teacher who introduced the proposed policy. Those struggling readers are more likely to be Black and Latino, Hunter and others pointed out. State data shows 67% of white third graders in Denver met or exceeded expectations on state literacy tests last year, while only 26% of Black and 25% of Latino third graders did. The science of reading is a large body of research about how children learn to read. It’s also the most popular method for teaching literacy, and most states — including Colorado — have laws mandating that schools use scientifically based reading programs and teachers be trained . Denver Public Schools rolled out a science of reading curriculum called Core Knowledge Language Arts to elementary students over three years, starting in 2022-23 and ending in 2024-25. To comply with a federal court order on how DPS serves English language learners, the district also introduced a new Spanish reading curriculum, called Caminos. Denver has also been screening students for dyslexia . A state law passed in 2025 will require all Colorado districts to do so starting this fall. Some school board members asked why a new policy would be needed, given that state law covers some of the same topics. Community members wondered that, too. “What new action does it require that is not already mandated by the READ Act?” Tania Hogan, the executive director of the University of Colorado’s BUENO Center for Multicultural Education, asked during public comment at Thursday’s board meeting. The READ Act is Colorado’s landmark reading law , first passed in 2012 and amended several times since. Leah Schultz-Bartlett, the principal at Denver’s Beach Court Elementary, questioned whether the school board should be making decisions about reading curriculum. “It is not the board of education’s role to be involved in the daily operation of a school,” she said. But Hunter and others said the quality of reading instruction varies from school to school, sometimes because parents at more affluent schools can fundraise to hire extra reading interventionists. Several parents and teachers urged the board to support the new policy. “If you’ve ever been around someone who can’t read, they’re angry, they’re frustrated, because they can’t understand the world around them,” said parent Kayla Greathouse. It’s not clear when the board might vote on the proposal. Some board members seemed supportive, while others were hesitant. Board President Xóchitl Gaytán said she agreed with holding the superintendent accountable for raising reading scores, but that Hunter’s proposed policy was “way too prescriptive, way too operational.” The proposal is called Executive Limitation 22. Executive limitations are rules for the superintendent, who answers to the school board. Klein Molk urged her fellow board members to help Hunter make the proposal better “because the intent behind this is 100% correct.” Hunter said the board should act quickly. “Time is a luxury that, I just want to name, that a lot of students do not have,” she said. Melanie Asmar is the bureau chief for Chalkbeat Colorado. Contact Melanie at masmar@chalkbeat.org .
8 May 2026
Science of reading for all: Proposal would require Denver schools to use research-backed literacy lessons
Sign up for Chalkbeat Colorado’s free daily newsletter to get the latest reporting from us, plus curated news from other Colorado outlets, delivered to your inbox. Denver school board member Amy Klein Molk said she visited two schools recently. At one, she saw students working in small groups on lessons that align with the science of reading, which calls for phonics instruction and sounding out words. At the other, she didn’t. The difference between the two schools? The first served more affluent students. Klein Molk told that anecdote at a board meeting Thursday night during a discussion of a new policy that would require all Denver schools to use a science of reading-backed approach. The proposed policy would also require “early identification” of students with dyslexia and mandate that the district provide all students with “high-quality digital apps” so they can practice their literacy skills at home, among other requirements. “We, the board, can no longer ignore the huge disparities between proficient readers and readers who struggle,” said board member Monica Hunter, a former Denver Public Schools elementary school teacher who introduced the proposed policy. Those struggling readers are more likely to be Black and Latino, Hunter and others pointed out. State data shows 67% of white third graders in Denver met or exceeded expectations on state literacy tests last year, while only 26% of Black and 25% of Latino third graders did. The science of reading is a large body of research about how children learn to read. It’s also the most popular method for teaching literacy, and most states — including Colorado — have laws mandating that schools use scientifically based reading programs and teachers be trained . Denver Public Schools rolled out a science of reading curriculum called Core Knowledge Language Arts to elementary students over three years, starting in 2022-23 and ending in 2024-25. To comply with a federal court order on how DPS serves English language learners, the district also introduced a new Spanish reading curriculum, called Caminos. Denver has also been screening students for dyslexia . A state law passed in 2025 will require all Colorado districts to do so starting this fall. Some school board members asked why a new policy would be needed, given that state law covers some of the same topics. Community members wondered that, too. “What new action does it require that is not already mandated by the READ Act?” Tania Hogan, the executive director of the University of Colorado’s BUENO Center for Multicultural Education, asked during public comment at Thursday’s board meeting. The READ Act is Colorado’s landmark reading law , first passed in 2012 and amended several times since. Leah Schultz-Bartlett, the principal at Denver’s Beach Court Elementary, questioned whether the school board should be making decisions about reading curriculum. “It is not the board of education’s role to be involved in the daily operation of a school,” she said. But Hunter and others said the quality of reading instruction varies from school to school, sometimes because parents at more affluent schools can fundraise to hire extra reading interventionists. Several parents and teachers urged the board to support the new policy. “If you’ve ever been around someone who can’t read, they’re angry, they’re frustrated, because they can’t understand the world around them,” said parent Kayla Greathouse. It’s not clear when the board might vote on the proposal. Some board members seemed supportive, while others were hesitant. Board President Xóchitl Gaytán said she agreed with holding the superintendent accountable for raising reading scores, but that Hunter’s proposed policy was “way too prescriptive, way too operational.” The proposal is called Executive Limitation 22. Executive limitations are rules for the superintendent, who answers to the school board. Klein Molk urged her fellow board members to help Hunter make the proposal better “because the intent behind this is 100% correct.” Hunter said the board should act quickly. “Time is a luxury that, I just want to name, that a lot of students do not have,” she said. Melanie Asmar is the bureau chief for Chalkbeat Colorado. Contact Melanie at masmar@chalkbeat.org .
8 May 2026
Science of reading for all: Proposal would require Denver schools to use research-backed literacy lessons
Sign up for Chalkbeat Colorado’s free daily newsletter to get the latest reporting from us, plus curated news from other Colorado outlets, delivered to your inbox. Denver school board member Amy Klein Molk said she visited two schools recently. At one, she saw students working in small groups on lessons that align with the science of reading, which calls for phonics instruction and sounding out words. At the other, she didn’t. The difference between the two schools? The first served more affluent students. Klein Molk told that anecdote at a board meeting Thursday night during a discussion of a new policy that would require all Denver schools to use a science of reading-backed approach. The proposed policy would also require “early identification” of students with dyslexia and mandate that the district provide all students with “high-quality digital apps” so they can practice their literacy skills at home, among other requirements. “We, the board, can no longer ignore the huge disparities between proficient readers and readers who struggle,” said board member Monica Hunter, a former Denver Public Schools elementary school teacher who introduced the proposed policy. Those struggling readers are more likely to be Black and Latino, Hunter and others pointed out. State data shows 67% of white third graders in Denver met or exceeded expectations on state literacy tests last year, while only 26% of Black and 25% of Latino third graders did. The science of reading is a large body of research about how children learn to read. It’s also the most popular method for teaching literacy, and most states — including Colorado — have laws mandating that schools use scientifically based reading programs and teachers be trained . Denver Public Schools rolled out a science of reading curriculum called Core Knowledge Language Arts to elementary students over three years, starting in 2022-23 and ending in 2024-25. To comply with a federal court order on how DPS serves English language learners, the district also introduced a new Spanish reading curriculum, called Caminos. Denver has also been screening students for dyslexia . A state law passed in 2025 will require all Colorado districts to do so starting this fall. Some school board members asked why a new policy would be needed, given that state law covers some of the same topics. Community members wondered that, too. “What new action does it require that is not already mandated by the READ Act?” Tania Hogan, the executive director of the University of Colorado’s BUENO Center for Multicultural Education, asked during public comment at Thursday’s board meeting. The READ Act is Colorado’s landmark reading law , first passed in 2012 and amended several times since. Leah Schultz-Bartlett, the principal at Denver’s Beach Court Elementary, questioned whether the school board should be making decisions about reading curriculum. “It is not the board of education’s role to be involved in the daily operation of a school,” she said. But Hunter and others said the quality of reading instruction varies from school to school, sometimes because parents at more affluent schools can fundraise to hire extra reading interventionists. Several parents and teachers urged the board to support the new policy. “If you’ve ever been around someone who can’t read, they’re angry, they’re frustrated, because they can’t understand the world around them,” said parent Kayla Greathouse. It’s not clear when the board might vote on the proposal. Some board members seemed supportive, while others were hesitant. Board President Xóchitl Gaytán said she agreed with holding the superintendent accountable for raising reading scores, but that Hunter’s proposed policy was “way too prescriptive, way too operational.” The proposal is called Executive Limitation 22. Executive limitations are rules for the superintendent, who answers to the school board. Klein Molk urged her fellow board members to help Hunter make the proposal better “because the intent behind this is 100% correct.” Hunter said the board should act quickly. “Time is a luxury that, I just want to name, that a lot of students do not have,” she said. Melanie Asmar is the bureau chief for Chalkbeat Colorado. Contact Melanie at masmar@chalkbeat.org .
8 May 2026
Science of reading for all: Proposal would require Denver schools to use research-backed literacy lessons
Sign up for Chalkbeat Colorado’s free daily newsletter to get the latest reporting from us, plus curated news from other Colorado outlets, delivered to your inbox. Denver school board member Amy Klein Molk said she visited two schools recently. At one, she saw students working in small groups on lessons that align with the science of reading, which calls for phonics instruction and sounding out words. At the other, she didn’t. The difference between the two schools? The first served more affluent students. Klein Molk told that anecdote at a board meeting Thursday night during a discussion of a new policy that would require all Denver schools to use a science of reading-backed approach. The proposed policy would also require “early identification” of students with dyslexia and mandate that the district provide all students with “high-quality digital apps” so they can practice their literacy skills at home, among other requirements. “We, the board, can no longer ignore the huge disparities between proficient readers and readers who struggle,” said board member Monica Hunter, a former Denver Public Schools elementary school teacher who introduced the proposed policy. Those struggling readers are more likely to be Black and Latino, Hunter and others pointed out. State data shows 67% of white third graders in Denver met or exceeded expectations on state literacy tests last year, while only 26% of Black and 25% of Latino third graders did. The science of reading is a large body of research about how children learn to read. It’s also the most popular method for teaching literacy, and most states — including Colorado — have laws mandating that schools use scientifically based reading programs and teachers be trained . Denver Public Schools rolled out a science of reading curriculum called Core Knowledge Language Arts to elementary students over three years, starting in 2022-23 and ending in 2024-25. To comply with a federal court order on how DPS serves English language learners, the district also introduced a new Spanish reading curriculum, called Caminos. Denver has also been screening students for dyslexia . A state law passed in 2025 will require all Colorado districts to do so starting this fall. Some school board members asked why a new policy would be needed, given that state law covers some of the same topics. Community members wondered that, too. “What new action does it require that is not already mandated by the READ Act?” Tania Hogan, the executive director of the University of Colorado’s BUENO Center for Multicultural Education, asked during public comment at Thursday’s board meeting. The READ Act is Colorado’s landmark reading law , first passed in 2012 and amended several times since. Leah Schultz-Bartlett, the principal at Denver’s Beach Court Elementary, questioned whether the school board should be making decisions about reading curriculum. “It is not the board of education’s role to be involved in the daily operation of a school,” she said. But Hunter and others said the quality of reading instruction varies from school to school, sometimes because parents at more affluent schools can fundraise to hire extra reading interventionists. Several parents and teachers urged the board to support the new policy. “If you’ve ever been around someone who can’t read, they’re angry, they’re frustrated, because they can’t understand the world around them,” said parent Kayla Greathouse. It’s not clear when the board might vote on the proposal. Some board members seemed supportive, while others were hesitant. Board President Xóchitl Gaytán said she agreed with holding the superintendent accountable for raising reading scores, but that Hunter’s proposed policy was “way too prescriptive, way too operational.” The proposal is called Executive Limitation 22. Executive limitations are rules for the superintendent, who answers to the school board. Klein Molk urged her fellow board members to help Hunter make the proposal better “because the intent behind this is 100% correct.” Hunter said the board should act quickly. “Time is a luxury that, I just want to name, that a lot of students do not have,” she said. Melanie Asmar is the bureau chief for Chalkbeat Colorado. Contact Melanie at masmar@chalkbeat.org .
8 May 2026
Science of reading for all: Proposal would require Denver schools to use research-backed literacy lessons
Sign up for Chalkbeat Colorado’s free daily newsletter to get the latest reporting from us, plus curated news from other Colorado outlets, delivered to your inbox. Denver school board member Amy Klein Molk said she visited two schools recently. At one, she saw students working in small groups on lessons that align with the science of reading, which calls for phonics instruction and sounding out words. At the other, she didn’t. The difference between the two schools? The first served more affluent students. Klein Molk told that anecdote at a board meeting Thursday night during a discussion of a new policy that would require all Denver schools to use a science of reading-backed approach. The proposed policy would also require “early identification” of students with dyslexia and mandate that the district provide all students with “high-quality digital apps” so they can practice their literacy skills at home, among other requirements. “We, the board, can no longer ignore the huge disparities between proficient readers and readers who struggle,” said board member Monica Hunter, a former Denver Public Schools elementary school teacher who introduced the proposed policy. Those struggling readers are more likely to be Black and Latino, Hunter and others pointed out. State data shows 67% of white third graders in Denver met or exceeded expectations on state literacy tests last year, while only 26% of Black and 25% of Latino third graders did. The science of reading is a large body of research about how children learn to read. It’s also the most popular method for teaching literacy, and most states — including Colorado — have laws mandating that schools use scientifically based reading programs and teachers be trained . Denver Public Schools rolled out a science of reading curriculum called Core Knowledge Language Arts to elementary students over three years, starting in 2022-23 and ending in 2024-25. To comply with a federal court order on how DPS serves English language learners, the district also introduced a new Spanish reading curriculum, called Caminos. Denver has also been screening students for dyslexia . A state law passed in 2025 will require all Colorado districts to do so starting this fall. Some school board members asked why a new policy would be needed, given that state law covers some of the same topics. Community members wondered that, too. “What new action does it require that is not already mandated by the READ Act?” Tania Hogan, the executive director of the University of Colorado’s BUENO Center for Multicultural Education, asked during public comment at Thursday’s board meeting. The READ Act is Colorado’s landmark reading law , first passed in 2012 and amended several times since. Leah Schultz-Bartlett, the principal at Denver’s Beach Court Elementary, questioned whether the school board should be making decisions about reading curriculum. “It is not the board of education’s role to be involved in the daily operation of a school,” she said. But Hunter and others said the quality of reading instruction varies from school to school, sometimes because parents at more affluent schools can fundraise to hire extra reading interventionists. Several parents and teachers urged the board to support the new policy. “If you’ve ever been around someone who can’t read, they’re angry, they’re frustrated, because they can’t understand the world around them,” said parent Kayla Greathouse. It’s not clear when the board might vote on the proposal. Some board members seemed supportive, while others were hesitant. Board President Xóchitl Gaytán said she agreed with holding the superintendent accountable for raising reading scores, but that Hunter’s proposed policy was “way too prescriptive, way too operational.” The proposal is called Executive Limitation 22. Executive limitations are rules for the superintendent, who answers to the school board. Klein Molk urged her fellow board members to help Hunter make the proposal better “because the intent behind this is 100% correct.” Hunter said the board should act quickly. “Time is a luxury that, I just want to name, that a lot of students do not have,” she said. Melanie Asmar is the bureau chief for Chalkbeat Colorado. Contact Melanie at masmar@chalkbeat.org .
8 May 2026
As Memphis schools takeover looms, city faces further voting power struggle
Sign up for Chalkbeat Tennessee’s free newsletter to keep up with statewide education policy and Memphis-Shelby County Schools. The Tennessee supermajority’s redrawing of its Congressional districts to siphon Memphis Democrats into Republican seats came days before the Memphis-Shelby County school system takeover is expected to be signed into law. It’s an unprecedented confluence that could dilute the voting power of Tennessee’s largest majority-Black city. This week, Memphis Democrats decried an onslaught of Republican measures they say are aimed at Black Memphians, who will see their locally elected school board neutered by GOP political appointees just as they lose a Memphis-centered Congressional district aimed at protecting minority voting power. Senate Democratic Caucus Chair London Lamar, a Memphis Democrat, called the sweeping effort “an absolute power grab.” “You didn’t like our school board, you took that over,” Lamar said Thursday prior to the redistricting vote. “You didn’t like our airport authority. You took that over. And now, you don’t like the way Memphis votes. You’re going to take that away from us, too. You cannot claim local control while stripping Memphis voters from meaningful representation. You cannot claim to respect democracy while changing the rules.” Now, one of the main architects of the Memphis-Shelby County schools takeover wants to capitalize on the redistricting effort. Sen. Brent Taylor, the Memphis Republican who sponsored the Senate version of the takeover, announced Thursday he would run in the redrawn 9th Congressional District just minutes after the redistricting effort was signed into law. Taylor and other Republicans have denied the effort was tied to Memphis’ racial makeup but say they’re now able to further consolidate Republican power in Tennessee due to a recent U.S. Supreme Court ruling. “This is about allowing Tennessee to maximize its partisan advantage,” said Sen. John Stevens, a Republican from Huntingdon, in a Senate debate this week. Taylor’s partner in the schools takeover, Memphis Republican Rep. Mark White, was one of the few Republicans who did not support the redistricting effort. White opted to not cast a vote in favor or against the measure alongside a handful of other Republicans who serve in more competitive districts in Shelby and Knox counties. The state takeover legislation awaits Gov. Bill Lee’s signature to become law. The law would shift control of the state’s largest public school district to a nine-person oversight board appointed by Tennessee’s top three Republicans, including the governor. The new board will diminish the authority of the local school board, which is in the m iddle of an election cycle that drew the largest voter turnout in over t wo decades for county-wide May 5 primary elections. Takeover advocates argue years of academic underperformance and district management drama necessitated the intervention, which accelerated after the school board in 2025 quickly fired a new superintendent. It also follows years of rising tensions between Tennessee Republicans, a majority-white party with supermajority power, and local leaders in Memphis, a longtime Democratic stronghold with a majority-Black population. Last year, Republicans imposed a state and federal law enforcement surge because of immigration and crime concerns. A Memphis school board member in April called the oversight law “racist” as Tennessee Republicans, all of whom are white, will seize control from the locally elected school board, the majority of whom are Black. Memphis parents have expressed concern about funding and support for a predominantly Black school district. The Republican supermajority has given the oversight board nearly unlimited power to dive into district records, from teacher evaluations to curriculum reviews, and control the district’s largest financial decisions. It will also have final say over the district’s operating budget and superintendent contract. Its power even extends in part to the Shelby County Commission, the county’s local governing body, which will be blocked from signing off on the MSCS annual budget until the oversight board gives its approval. Melissa Brown is the bureau chief for Chalkbeat Tennessee. Contact Melissa at mbrown@chalkbeat.org .
8 May 2026
As Memphis schools takeover looms, city faces further voting power struggle
Sign up for Chalkbeat Tennessee’s free newsletter to keep up with statewide education policy and Memphis-Shelby County Schools. The Tennessee supermajority’s redrawing of its Congressional districts to siphon Memphis Democrats into Republican seats came days before the Memphis-Shelby County school system takeover is expected to be signed into law. It’s an unprecedented confluence that could dilute the voting power of Tennessee’s largest majority-Black city. This week, Memphis Democrats decried an onslaught of Republican measures they say are aimed at Black Memphians, who will see their locally elected school board neutered by GOP political appointees just as they lose a Memphis-centered Congressional district aimed at protecting minority voting power. Senate Democratic Caucus Chair London Lamar, a Memphis Democrat, called the sweeping effort “an absolute power grab.” “You didn’t like our school board, you took that over,” Lamar said Thursday prior to the redistricting vote. “You didn’t like our airport authority. You took that over. And now, you don’t like the way Memphis votes. You’re going to take that away from us, too. You cannot claim local control while stripping Memphis voters from meaningful representation. You cannot claim to respect democracy while changing the rules.” Now, one of the main architects of the Memphis-Shelby County schools takeover wants to capitalize on the redistricting effort. Sen. Brent Taylor, the Memphis Republican who sponsored the Senate version of the takeover, announced Thursday he would run in the redrawn 9th Congressional District just minutes after the redistricting effort was signed into law. Taylor and other Republicans have denied the effort was tied to Memphis’ racial makeup but say they’re now able to further consolidate Republican power in Tennessee due to a recent U.S. Supreme Court ruling. “This is about allowing Tennessee to maximize its partisan advantage,” said Sen. John Stevens, a Republican from Huntingdon, in a Senate debate this week. Taylor’s partner in the schools takeover, Memphis Republican Rep. Mark White, was one of the few Republicans who did not support the redistricting effort. White opted to not cast a vote in favor or against the measure alongside a handful of other Republicans who serve in more competitive districts in Shelby and Knox counties. The state takeover legislation awaits Gov. Bill Lee’s signature to become law. The law would shift control of the state’s largest public school district to a nine-person oversight board appointed by Tennessee’s top three Republicans, including the governor. The new board will diminish the authority of the local school board, which is in the m iddle of an election cycle that drew the largest voter turnout in over t wo decades for county-wide May 5 primary elections. Takeover advocates argue years of academic underperformance and district management drama necessitated the intervention, which accelerated after the school board in 2025 quickly fired a new superintendent. It also follows years of rising tensions between Tennessee Republicans, a majority-white party with supermajority power, and local leaders in Memphis, a longtime Democratic stronghold with a majority-Black population. Last year, Republicans imposed a state and federal law enforcement surge because of immigration and crime concerns. A Memphis school board member in April called the oversight law “racist” as Tennessee Republicans, all of whom are white, will seize control from the locally elected school board, the majority of whom are Black. Memphis parents have expressed concern about funding and support for a predominantly Black school district. The Republican supermajority has given the oversight board nearly unlimited power to dive into district records, from teacher evaluations to curriculum reviews, and control the district’s largest financial decisions. It will also have final say over the district’s operating budget and superintendent contract. Its power even extends in part to the Shelby County Commission, the county’s local governing body, which will be blocked from signing off on the MSCS annual budget until the oversight board gives its approval. Melissa Brown is the bureau chief for Chalkbeat Tennessee. Contact Melissa at mbrown@chalkbeat.org .
8 May 2026
As Memphis schools takeover looms, city faces further voting power struggle
Sign up for Chalkbeat Tennessee’s free newsletter to keep up with statewide education policy and Memphis-Shelby County Schools. The Tennessee supermajority’s redrawing of its Congressional districts to siphon Memphis Democrats into Republican seats came days before the Memphis-Shelby County school system takeover is expected to be signed into law. It’s an unprecedented confluence that could dilute the voting power of Tennessee’s largest majority-Black city. This week, Memphis Democrats decried an onslaught of Republican measures they say are aimed at Black Memphians, who will see their locally elected school board neutered by GOP political appointees just as they lose a Memphis-centered Congressional district aimed at protecting minority voting power. Senate Democratic Caucus Chair London Lamar, a Memphis Democrat, called the sweeping effort “an absolute power grab.” “You didn’t like our school board, you took that over,” Lamar said Thursday prior to the redistricting vote. “You didn’t like our airport authority. You took that over. And now, you don’t like the way Memphis votes. You’re going to take that away from us, too. You cannot claim local control while stripping Memphis voters from meaningful representation. You cannot claim to respect democracy while changing the rules.” Now, one of the main architects of the Memphis-Shelby County schools takeover wants to capitalize on the redistricting effort. Sen. Brent Taylor, the Memphis Republican who sponsored the Senate version of the takeover, announced Thursday he would run in the redrawn 9th Congressional District just minutes after the redistricting effort was signed into law. Taylor and other Republicans have denied the effort was tied to Memphis’ racial makeup but say they’re now able to further consolidate Republican power in Tennessee due to a recent U.S. Supreme Court ruling. “This is about allowing Tennessee to maximize its partisan advantage,” said Sen. John Stevens, a Republican from Huntingdon, in a Senate debate this week. Taylor’s partner in the schools takeover, Memphis Republican Rep. Mark White, was one of the few Republicans who did not support the redistricting effort. White opted to not cast a vote in favor or against the measure alongside a handful of other Republicans who serve in more competitive districts in Shelby and Knox counties. The state takeover legislation awaits Gov. Bill Lee’s signature to become law. The law would shift control of the state’s largest public school district to a nine-person oversight board appointed by Tennessee’s top three Republicans, including the governor. The new board will diminish the authority of the local school board, which is in the m iddle of an election cycle that drew the largest voter turnout in over t wo decades for county-wide May 5 primary elections. Takeover advocates argue years of academic underperformance and district management drama necessitated the intervention, which accelerated after the school board in 2025 quickly fired a new superintendent. It also follows years of rising tensions between Tennessee Republicans, a majority-white party with supermajority power, and local leaders in Memphis, a longtime Democratic stronghold with a majority-Black population. Last year, Republicans imposed a state and federal law enforcement surge because of immigration and crime concerns. A Memphis school board member in April called the oversight law “racist” as Tennessee Republicans, all of whom are white, will seize control from the locally elected school board, the majority of whom are Black. Memphis parents have expressed concern about funding and support for a predominantly Black school district. The Republican supermajority has given the oversight board nearly unlimited power to dive into district records, from teacher evaluations to curriculum reviews, and control the district’s largest financial decisions. It will also have final say over the district’s operating budget and superintendent contract. Its power even extends in part to the Shelby County Commission, the county’s local governing body, which will be blocked from signing off on the MSCS annual budget until the oversight board gives its approval. Melissa Brown is the bureau chief for Chalkbeat Tennessee. Contact Melissa at mbrown@chalkbeat.org .
8 May 2026
As Memphis schools takeover looms, city faces further voting power struggle
Sign up for Chalkbeat Tennessee’s free newsletter to keep up with statewide education policy and Memphis-Shelby County Schools. The Tennessee supermajority’s redrawing of its Congressional districts to siphon Memphis Democrats into Republican seats came days before the Memphis-Shelby County school system takeover is expected to be signed into law. It’s an unprecedented confluence that could dilute the voting power of Tennessee’s largest majority-Black city. This week, Memphis Democrats decried an onslaught of Republican measures they say are aimed at Black Memphians, who will see their locally elected school board neutered by GOP political appointees just as they lose a Memphis-centered Congressional district aimed at protecting minority voting power. Senate Democratic Caucus Chair London Lamar, a Memphis Democrat, called the sweeping effort “an absolute power grab.” “You didn’t like our school board, you took that over,” Lamar said Thursday prior to the redistricting vote. “You didn’t like our airport authority. You took that over. And now, you don’t like the way Memphis votes. You’re going to take that away from us, too. You cannot claim local control while stripping Memphis voters from meaningful representation. You cannot claim to respect democracy while changing the rules.” Now, one of the main architects of the Memphis-Shelby County schools takeover wants to capitalize on the redistricting effort. Sen. Brent Taylor, the Memphis Republican who sponsored the Senate version of the takeover, announced Thursday he would run in the redrawn 9th Congressional District just minutes after the redistricting effort was signed into law. Taylor and other Republicans have denied the effort was tied to Memphis’ racial makeup but say they’re now able to further consolidate Republican power in Tennessee due to a recent U.S. Supreme Court ruling. “This is about allowing Tennessee to maximize its partisan advantage,” said Sen. John Stevens, a Republican from Huntingdon, in a Senate debate this week. Taylor’s partner in the schools takeover, Memphis Republican Rep. Mark White, was one of the few Republicans who did not support the redistricting effort. White opted to not cast a vote in favor or against the measure alongside a handful of other Republicans who serve in more competitive districts in Shelby and Knox counties. The state takeover legislation awaits Gov. Bill Lee’s signature to become law. The law would shift control of the state’s largest public school district to a nine-person oversight board appointed by Tennessee’s top three Republicans, including the governor. The new board will diminish the authority of the local school board, which is in the m iddle of an election cycle that drew the largest voter turnout in over t wo decades for county-wide May 5 primary elections. Takeover advocates argue years of academic underperformance and district management drama necessitated the intervention, which accelerated after the school board in 2025 quickly fired a new superintendent. It also follows years of rising tensions between Tennessee Republicans, a majority-white party with supermajority power, and local leaders in Memphis, a longtime Democratic stronghold with a majority-Black population. Last year, Republicans imposed a state and federal law enforcement surge because of immigration and crime concerns. A Memphis school board member in April called the oversight law “racist” as Tennessee Republicans, all of whom are white, will seize control from the locally elected school board, the majority of whom are Black. Memphis parents have expressed concern about funding and support for a predominantly Black school district. The Republican supermajority has given the oversight board nearly unlimited power to dive into district records, from teacher evaluations to curriculum reviews, and control the district’s largest financial decisions. It will also have final say over the district’s operating budget and superintendent contract. Its power even extends in part to the Shelby County Commission, the county’s local governing body, which will be blocked from signing off on the MSCS annual budget until the oversight board gives its approval. Melissa Brown is the bureau chief for Chalkbeat Tennessee. Contact Melissa at mbrown@chalkbeat.org .
8 May 2026
As Memphis schools takeover looms, city faces further voting power struggle
Sign up for Chalkbeat Tennessee’s free newsletter to keep up with statewide education policy and Memphis-Shelby County Schools. The Tennessee supermajority’s redrawing of its Congressional districts to siphon Memphis Democrats into Republican seats came days before the Memphis-Shelby County school system takeover is expected to be signed into law. It’s an unprecedented confluence that could dilute the voting power of Tennessee’s largest majority-Black city. This week, Memphis Democrats decried an onslaught of Republican measures they say are aimed at Black Memphians, who will see their locally elected school board neutered by GOP political appointees just as they lose a Memphis-centered Congressional district aimed at protecting minority voting power. Senate Democratic Caucus Chair London Lamar, a Memphis Democrat, called the sweeping effort “an absolute power grab.” “You didn’t like our school board, you took that over,” Lamar said Thursday prior to the redistricting vote. “You didn’t like our airport authority. You took that over. And now, you don’t like the way Memphis votes. You’re going to take that away from us, too. You cannot claim local control while stripping Memphis voters from meaningful representation. You cannot claim to respect democracy while changing the rules.” Now, one of the main architects of the Memphis-Shelby County schools takeover wants to capitalize on the redistricting effort. Sen. Brent Taylor, the Memphis Republican who sponsored the Senate version of the takeover, announced Thursday he would run in the redrawn 9th Congressional District just minutes after the redistricting effort was signed into law. Taylor and other Republicans have denied the effort was tied to Memphis’ racial makeup but say they’re now able to further consolidate Republican power in Tennessee due to a recent U.S. Supreme Court ruling. “This is about allowing Tennessee to maximize its partisan advantage,” said Sen. John Stevens, a Republican from Huntingdon, in a Senate debate this week. Taylor’s partner in the schools takeover, Memphis Republican Rep. Mark White, was one of the few Republicans who did not support the redistricting effort. White opted to not cast a vote in favor or against the measure alongside a handful of other Republicans who serve in more competitive districts in Shelby and Knox counties. The state takeover legislation awaits Gov. Bill Lee’s signature to become law. The law would shift control of the state’s largest public school district to a nine-person oversight board appointed by Tennessee’s top three Republicans, including the governor. The new board will diminish the authority of the local school board, which is in the m iddle of an election cycle that drew the largest voter turnout in over t wo decades for county-wide May 5 primary elections. Takeover advocates argue years of academic underperformance and district management drama necessitated the intervention, which accelerated after the school board in 2025 quickly fired a new superintendent. It also follows years of rising tensions between Tennessee Republicans, a majority-white party with supermajority power, and local leaders in Memphis, a longtime Democratic stronghold with a majority-Black population. Last year, Republicans imposed a state and federal law enforcement surge because of immigration and crime concerns. A Memphis school board member in April called the oversight law “racist” as Tennessee Republicans, all of whom are white, will seize control from the locally elected school board, the majority of whom are Black. Memphis parents have expressed concern about funding and support for a predominantly Black school district. The Republican supermajority has given the oversight board nearly unlimited power to dive into district records, from teacher evaluations to curriculum reviews, and control the district’s largest financial decisions. It will also have final say over the district’s operating budget and superintendent contract. Its power even extends in part to the Shelby County Commission, the county’s local governing body, which will be blocked from signing off on the MSCS annual budget until the oversight board gives its approval. Melissa Brown is the bureau chief for Chalkbeat Tennessee. Contact Melissa at mbrown@chalkbeat.org .
8 May 2026
As Memphis schools takeover looms, city faces further voting power struggle
Sign up for Chalkbeat Tennessee’s free newsletter to keep up with statewide education policy and Memphis-Shelby County Schools. The Tennessee supermajority’s redrawing of its Congressional districts to siphon Memphis Democrats into Republican seats came days before the Memphis-Shelby County school system takeover is expected to be signed into law. It’s an unprecedented confluence that could dilute the voting power of Tennessee’s largest majority-Black city. This week, Memphis Democrats decried an onslaught of Republican measures they say are aimed at Black Memphians, who will see their locally elected school board neutered by GOP political appointees just as they lose a Memphis-centered Congressional district aimed at protecting minority voting power. Senate Democratic Caucus Chair London Lamar, a Memphis Democrat, called the sweeping effort “an absolute power grab.” “You didn’t like our school board, you took that over,” Lamar said Thursday prior to the redistricting vote. “You didn’t like our airport authority. You took that over. And now, you don’t like the way Memphis votes. You’re going to take that away from us, too. You cannot claim local control while stripping Memphis voters from meaningful representation. You cannot claim to respect democracy while changing the rules.” Now, one of the main architects of the Memphis-Shelby County schools takeover wants to capitalize on the redistricting effort. Sen. Brent Taylor, the Memphis Republican who sponsored the Senate version of the takeover, announced Thursday he would run in the redrawn 9th Congressional District just minutes after the redistricting effort was signed into law. Taylor and other Republicans have denied the effort was tied to Memphis’ racial makeup but say they’re now able to further consolidate Republican power in Tennessee due to a recent U.S. Supreme Court ruling. “This is about allowing Tennessee to maximize its partisan advantage,” said Sen. John Stevens, a Republican from Huntingdon, in a Senate debate this week. Taylor’s partner in the schools takeover, Memphis Republican Rep. Mark White, was one of the few Republicans who did not support the redistricting effort. White opted to not cast a vote in favor or against the measure alongside a handful of other Republicans who serve in more competitive districts in Shelby and Knox counties. The state takeover legislation awaits Gov. Bill Lee’s signature to become law. The law would shift control of the state’s largest public school district to a nine-person oversight board appointed by Tennessee’s top three Republicans, including the governor. The new board will diminish the authority of the local school board, which is in the m iddle of an election cycle that drew the largest voter turnout in over t wo decades for county-wide May 5 primary elections. Takeover advocates argue years of academic underperformance and district management drama necessitated the intervention, which accelerated after the school board in 2025 quickly fired a new superintendent. It also follows years of rising tensions between Tennessee Republicans, a majority-white party with supermajority power, and local leaders in Memphis, a longtime Democratic stronghold with a majority-Black population. Last year, Republicans imposed a state and federal law enforcement surge because of immigration and crime concerns. A Memphis school board member in April called the oversight law “racist” as Tennessee Republicans, all of whom are white, will seize control from the locally elected school board, the majority of whom are Black. Memphis parents have expressed concern about funding and support for a predominantly Black school district. The Republican supermajority has given the oversight board nearly unlimited power to dive into district records, from teacher evaluations to curriculum reviews, and control the district’s largest financial decisions. It will also have final say over the district’s operating budget and superintendent contract. Its power even extends in part to the Shelby County Commission, the county’s local governing body, which will be blocked from signing off on the MSCS annual budget until the oversight board gives its approval. Melissa Brown is the bureau chief for Chalkbeat Tennessee. Contact Melissa at mbrown@chalkbeat.org .
8 May 2026
As Memphis schools takeover looms, city faces further voting power struggle
Sign up for Chalkbeat Tennessee’s free newsletter to keep up with statewide education policy and Memphis-Shelby County Schools. The Tennessee supermajority’s redrawing of its Congressional districts to siphon Memphis Democrats into Republican seats came days before the Memphis-Shelby County school system takeover is expected to be signed into law. It’s an unprecedented confluence that could dilute the voting power of Tennessee’s largest majority-Black city. This week, Memphis Democrats decried an onslaught of Republican measures they say are aimed at Black Memphians, who will see their locally elected school board neutered by GOP political appointees just as they lose a Memphis-centered Congressional district aimed at protecting minority voting power. Senate Democratic Caucus Chair London Lamar, a Memphis Democrat, called the sweeping effort “an absolute power grab.” “You didn’t like our school board, you took that over,” Lamar said Thursday prior to the redistricting vote. “You didn’t like our airport authority. You took that over. And now, you don’t like the way Memphis votes. You’re going to take that away from us, too. You cannot claim local control while stripping Memphis voters from meaningful representation. You cannot claim to respect democracy while changing the rules.” Now, one of the main architects of the Memphis-Shelby County schools takeover wants to capitalize on the redistricting effort. Sen. Brent Taylor, the Memphis Republican who sponsored the Senate version of the takeover, announced Thursday he would run in the redrawn 9th Congressional District just minutes after the redistricting effort was signed into law. Taylor and other Republicans have denied the effort was tied to Memphis’ racial makeup but say they’re now able to further consolidate Republican power in Tennessee due to a recent U.S. Supreme Court ruling. “This is about allowing Tennessee to maximize its partisan advantage,” said Sen. John Stevens, a Republican from Huntingdon, in a Senate debate this week. Taylor’s partner in the schools takeover, Memphis Republican Rep. Mark White, was one of the few Republicans who did not support the redistricting effort. White opted to not cast a vote in favor or against the measure alongside a handful of other Republicans who serve in more competitive districts in Shelby and Knox counties. The state takeover legislation awaits Gov. Bill Lee’s signature to become law. The law would shift control of the state’s largest public school district to a nine-person oversight board appointed by Tennessee’s top three Republicans, including the governor. The new board will diminish the authority of the local school board, which is in the m iddle of an election cycle that drew the largest voter turnout in over t wo decades for county-wide May 5 primary elections. Takeover advocates argue years of academic underperformance and district management drama necessitated the intervention, which accelerated after the school board in 2025 quickly fired a new superintendent. It also follows years of rising tensions between Tennessee Republicans, a majority-white party with supermajority power, and local leaders in Memphis, a longtime Democratic stronghold with a majority-Black population. Last year, Republicans imposed a state and federal law enforcement surge because of immigration and crime concerns. A Memphis school board member in April called the oversight law “racist” as Tennessee Republicans, all of whom are white, will seize control from the locally elected school board, the majority of whom are Black. Memphis parents have expressed concern about funding and support for a predominantly Black school district. The Republican supermajority has given the oversight board nearly unlimited power to dive into district records, from teacher evaluations to curriculum reviews, and control the district’s largest financial decisions. It will also have final say over the district’s operating budget and superintendent contract. Its power even extends in part to the Shelby County Commission, the county’s local governing body, which will be blocked from signing off on the MSCS annual budget until the oversight board gives its approval. Melissa Brown is the bureau chief for Chalkbeat Tennessee. Contact Melissa at mbrown@chalkbeat.org .
8 May 2026
As Memphis schools takeover looms, city faces further voting power struggle
Sign up for Chalkbeat Tennessee’s free newsletter to keep up with statewide education policy and Memphis-Shelby County Schools. The Tennessee supermajority’s redrawing of its Congressional districts to siphon Memphis Democrats into Republican seats came days before the Memphis-Shelby County school system takeover is expected to be signed into law. It’s an unprecedented confluence that could dilute the voting power of Tennessee’s largest majority-Black city. This week, Memphis Democrats decried an onslaught of Republican measures they say are aimed at Black Memphians, who will see their locally elected school board neutered by GOP political appointees just as they lose a Memphis-centered Congressional district aimed at protecting minority voting power. Senate Democratic Caucus Chair London Lamar, a Memphis Democrat, called the sweeping effort “an absolute power grab.” “You didn’t like our school board, you took that over,” Lamar said Thursday prior to the redistricting vote. “You didn’t like our airport authority. You took that over. And now, you don’t like the way Memphis votes. You’re going to take that away from us, too. You cannot claim local control while stripping Memphis voters from meaningful representation. You cannot claim to respect democracy while changing the rules.” Now, one of the main architects of the Memphis-Shelby County schools takeover wants to capitalize on the redistricting effort. Sen. Brent Taylor, the Memphis Republican who sponsored the Senate version of the takeover, announced Thursday he would run in the redrawn 9th Congressional District just minutes after the redistricting effort was signed into law. Taylor and other Republicans have denied the effort was tied to Memphis’ racial makeup but say they’re now able to further consolidate Republican power in Tennessee due to a recent U.S. Supreme Court ruling. “This is about allowing Tennessee to maximize its partisan advantage,” said Sen. John Stevens, a Republican from Huntingdon, in a Senate debate this week. Taylor’s partner in the schools takeover, Memphis Republican Rep. Mark White, was one of the few Republicans who did not support the redistricting effort. White opted to not cast a vote in favor or against the measure alongside a handful of other Republicans who serve in more competitive districts in Shelby and Knox counties. The state takeover legislation awaits Gov. Bill Lee’s signature to become law. The law would shift control of the state’s largest public school district to a nine-person oversight board appointed by Tennessee’s top three Republicans, including the governor. The new board will diminish the authority of the local school board, which is in the m iddle of an election cycle that drew the largest voter turnout in over t wo decades for county-wide May 5 primary elections. Takeover advocates argue years of academic underperformance and district management drama necessitated the intervention, which accelerated after the school board in 2025 quickly fired a new superintendent. It also follows years of rising tensions between Tennessee Republicans, a majority-white party with supermajority power, and local leaders in Memphis, a longtime Democratic stronghold with a majority-Black population. Last year, Republicans imposed a state and federal law enforcement surge because of immigration and crime concerns. A Memphis school board member in April called the oversight law “racist” as Tennessee Republicans, all of whom are white, will seize control from the locally elected school board, the majority of whom are Black. Memphis parents have expressed concern about funding and support for a predominantly Black school district. The Republican supermajority has given the oversight board nearly unlimited power to dive into district records, from teacher evaluations to curriculum reviews, and control the district’s largest financial decisions. It will also have final say over the district’s operating budget and superintendent contract. Its power even extends in part to the Shelby County Commission, the county’s local governing body, which will be blocked from signing off on the MSCS annual budget until the oversight board gives its approval. Melissa Brown is the bureau chief for Chalkbeat Tennessee. Contact Melissa at mbrown@chalkbeat.org .
8 May 2026
Philly middle schoolers are examining AI — and questioning its impact on their lives
Sign up for Chalkbeat Philadelphia’s free newsletter to keep up with news on the city’s public school system. The middle schoolers at Philly’s Marian Anderson Neighborhood Academy have a lot of questions about artificial intelligence. They want to know how the government is using AI and what impact the technology has on the environment. They’re curious about how it’s being used for creativity, and whether it will be with us forever — or if it’s an economic bubble waiting to burst. The sixth through eighth graders have been researching these topics and grappling with how it makes them feel about themselves, their education, and the world around them. On Friday, they presented their findings to their parents, teachers, and some state and local officials in their school cafeteria. Overall, they said there’s a lot they still don’t know. Marian Anderson Neighborhood Academy sixth grader Azizah Simmons researched how AI is affecting kids her age. Sixth grader Azizah Simmons said she’s weighed the pros and cons and she’s pretty confident that AI’s overall effect on our society is negative. If used correctly, Simmons said language models like ChatGPT could help kids her age improve their writing. More often than not, she said students use it to cheat on homework or cut corners on writing assignments. But it’s the ubiquity of the technology that worries her most. “You can’t really escape AI,” Simmons said. Conversations about AI have permeated every aspect of education since the arrival of models like ChatGPT. Familiar debates about cheating have given way to protests about transparency and student surveillance. Marketing pitches from companies promising “transformative” AI tools are now overwhelming superintendents’ inboxes . In Philly, educators are working with students to build their own curriculum to separate truth from AI slop, and confront the bias that can be embedded deep in the internal code. And students say they feel like they have as much knowledge — or sometimes more — than the adults in their lives. Sixth graders Thomas Mapp and Tyshaan Anderson’s research project focused on how video game designers use AI for level design, character creation, and visuals. Outside of school, they’ve been using AI to help them code games in Roblox and edit videos. Anderson said he thinks the technology has helped kids like him experiment with creative fields like game design without needing to know the ins and outs of specific coding languages. Marian Anderson Principal Nicole Patterson said she’s been inspired by her students’ civic inquiries and has learned a lot from them. Patterson said she sees her school as a trailblazer in leading challenging conversations about AI. But she cautioned that “this is unfinished work.” She said students will continue their research and keep talking about these issues. Marian Anderson computer science and technology teacher Trey Smith said the goal of Friday’s event was to help students and parents discuss how AI is now part of society, culture, politics, and everyday life, not just about how AI works. “We’re all still trying to figure this out together,” Smith said. “For students to be in dialogue, not just with themselves and each other and me, but also with their families and with legislators and with school district officials and professors — I think it’s so important for them to learn together.” That learning process can be tricky. Simmons said she ends up using AI involuntarily because search engines like Google now frontload AI overviews. That makes it difficult for young users to differentiate between what is a primary source link and what is AI generated. “You use it without meaning to. It’s everywhere implanted in our lives,” Simmons said. Carly Sitrin is the bureau chief for Chalkbeat Philadelphia. Contact Carly at csitrin@chalkbeat.org .
8 May 2026
Philly middle schoolers are examining AI — and questioning its impact on their lives
Sign up for Chalkbeat Philadelphia’s free newsletter to keep up with news on the city’s public school system. The middle schoolers at Philly’s Marian Anderson Neighborhood Academy have a lot of questions about artificial intelligence. They want to know how the government is using AI and what impact the technology has on the environment. They’re curious about how it’s being used for creativity, and whether it will be with us forever — or if it’s an economic bubble waiting to burst. The sixth through eighth graders have been researching these topics and grappling with how it makes them feel about themselves, their education, and the world around them. On Friday, they presented their findings to their parents, teachers, and some state and local officials in their school cafeteria. Overall, they said there’s a lot they still don’t know. Marian Anderson Neighborhood Academy sixth grader Azizah Simmons researched how AI is affecting kids her age. Sixth grader Azizah Simmons said she’s weighed the pros and cons and she’s pretty confident that AI’s overall effect on our society is negative. If used correctly, Simmons said language models like ChatGPT could help kids her age improve their writing. More often than not, she said students use it to cheat on homework or cut corners on writing assignments. But it’s the ubiquity of the technology that worries her most. “You can’t really escape AI,” Simmons said. Conversations about AI have permeated every aspect of education since the arrival of models like ChatGPT. Familiar debates about cheating have given way to protests about transparency and student surveillance. Marketing pitches from companies promising “transformative” AI tools are now overwhelming superintendents’ inboxes . In Philly, educators are working with students to build their own curriculum to separate truth from AI slop, and confront the bias that can be embedded deep in the internal code. And students say they feel like they have as much knowledge — or sometimes more — than the adults in their lives. Sixth graders Thomas Mapp and Tyshaan Anderson’s research project focused on how video game designers use AI for level design, character creation, and visuals. Outside of school, they’ve been using AI to help them code games in Roblox and edit videos. Anderson said he thinks the technology has helped kids like him experiment with creative fields like game design without needing to know the ins and outs of specific coding languages. Marian Anderson Principal Nicole Patterson said she’s been inspired by her students’ civic inquiries and has learned a lot from them. Patterson said she sees her school as a trailblazer in leading challenging conversations about AI. But she cautioned that “this is unfinished work.” She said students will continue their research and keep talking about these issues. Marian Anderson computer science and technology teacher Trey Smith said the goal of Friday’s event was to help students and parents discuss how AI is now part of society, culture, politics, and everyday life, not just about how AI works. “We’re all still trying to figure this out together,” Smith said. “For students to be in dialogue, not just with themselves and each other and me, but also with their families and with legislators and with school district officials and professors — I think it’s so important for them to learn together.” That learning process can be tricky. Simmons said she ends up using AI involuntarily because search engines like Google now frontload AI overviews. That makes it difficult for young users to differentiate between what is a primary source link and what is AI generated. “You use it without meaning to. It’s everywhere implanted in our lives,” Simmons said. Carly Sitrin is the bureau chief for Chalkbeat Philadelphia. Contact Carly at csitrin@chalkbeat.org .
8 May 2026
Philly middle schoolers are examining AI — and questioning its impact on their lives
Sign up for Chalkbeat Philadelphia’s free newsletter to keep up with news on the city’s public school system. The middle schoolers at Philly’s Marian Anderson Neighborhood Academy have a lot of questions about artificial intelligence. They want to know how the government is using AI and what impact the technology has on the environment. They’re curious about how it’s being used for creativity, and whether it will be with us forever — or if it’s an economic bubble waiting to burst. The sixth through eighth graders have been researching these topics and grappling with how it makes them feel about themselves, their education, and the world around them. On Friday, they presented their findings to their parents, teachers, and some state and local officials in their school cafeteria. Overall, they said there’s a lot they still don’t know. Marian Anderson Neighborhood Academy sixth grader Azizah Simmons researched how AI is affecting kids her age. Sixth grader Azizah Simmons said she’s weighed the pros and cons and she’s pretty confident that AI’s overall effect on our society is negative. If used correctly, Simmons said language models like ChatGPT could help kids her age improve their writing. More often than not, she said students use it to cheat on homework or cut corners on writing assignments. But it’s the ubiquity of the technology that worries her most. “You can’t really escape AI,” Simmons said. Conversations about AI have permeated every aspect of education since the arrival of models like ChatGPT. Familiar debates about cheating have given way to protests about transparency and student surveillance. Marketing pitches from companies promising “transformative” AI tools are now overwhelming superintendents’ inboxes . In Philly, educators are working with students to build their own curriculum to separate truth from AI slop, and confront the bias that can be embedded deep in the internal code. And students say they feel like they have as much knowledge — or sometimes more — than the adults in their lives. Sixth graders Thomas Mapp and Tyshaan Anderson’s research project focused on how video game designers use AI for level design, character creation, and visuals. Outside of school, they’ve been using AI to help them code games in Roblox and edit videos. Anderson said he thinks the technology has helped kids like him experiment with creative fields like game design without needing to know the ins and outs of specific coding languages. Marian Anderson Principal Nicole Patterson said she’s been inspired by her students’ civic inquiries and has learned a lot from them. Patterson said she sees her school as a trailblazer in leading challenging conversations about AI. But she cautioned that “this is unfinished work.” She said students will continue their research and keep talking about these issues. Marian Anderson computer science and technology teacher Trey Smith said the goal of Friday’s event was to help students and parents discuss how AI is now part of society, culture, politics, and everyday life, not just about how AI works. “We’re all still trying to figure this out together,” Smith said. “For students to be in dialogue, not just with themselves and each other and me, but also with their families and with legislators and with school district officials and professors — I think it’s so important for them to learn together.” That learning process can be tricky. Simmons said she ends up using AI involuntarily because search engines like Google now frontload AI overviews. That makes it difficult for young users to differentiate between what is a primary source link and what is AI generated. “You use it without meaning to. It’s everywhere implanted in our lives,” Simmons said. Carly Sitrin is the bureau chief for Chalkbeat Philadelphia. Contact Carly at csitrin@chalkbeat.org .
8 May 2026
Philly middle schoolers are examining AI — and questioning its impact on their lives
Sign up for Chalkbeat Philadelphia’s free newsletter to keep up with news on the city’s public school system. The middle schoolers at Philly’s Marian Anderson Neighborhood Academy have a lot of questions about artificial intelligence. They want to know how the government is using AI and what impact the technology has on the environment. They’re curious about how it’s being used for creativity, and whether it will be with us forever — or if it’s an economic bubble waiting to burst. The sixth through eighth graders have been researching these topics and grappling with how it makes them feel about themselves, their education, and the world around them. On Friday, they presented their findings to their parents, teachers, and some state and local officials in their school cafeteria. Overall, they said there’s a lot they still don’t know. Marian Anderson Neighborhood Academy sixth grader Azizah Simmons researched how AI is affecting kids her age. Sixth grader Azizah Simmons said she’s weighed the pros and cons and she’s pretty confident that AI’s overall effect on our society is negative. If used correctly, Simmons said language models like ChatGPT could help kids her age improve their writing. More often than not, she said students use it to cheat on homework or cut corners on writing assignments. But it’s the ubiquity of the technology that worries her most. “You can’t really escape AI,” Simmons said. Conversations about AI have permeated every aspect of education since the arrival of models like ChatGPT. Familiar debates about cheating have given way to protests about transparency and student surveillance. Marketing pitches from companies promising “transformative” AI tools are now overwhelming superintendents’ inboxes . In Philly, educators are working with students to build their own curriculum to separate truth from AI slop, and confront the bias that can be embedded deep in the internal code. And students say they feel like they have as much knowledge — or sometimes more — than the adults in their lives. Sixth graders Thomas Mapp and Tyshaan Anderson’s research project focused on how video game designers use AI for level design, character creation, and visuals. Outside of school, they’ve been using AI to help them code games in Roblox and edit videos. Anderson said he thinks the technology has helped kids like him experiment with creative fields like game design without needing to know the ins and outs of specific coding languages. Marian Anderson Principal Nicole Patterson said she’s been inspired by her students’ civic inquiries and has learned a lot from them. Patterson said she sees her school as a trailblazer in leading challenging conversations about AI. But she cautioned that “this is unfinished work.” She said students will continue their research and keep talking about these issues. Marian Anderson computer science and technology teacher Trey Smith said the goal of Friday’s event was to help students and parents discuss how AI is now part of society, culture, politics, and everyday life, not just about how AI works. “We’re all still trying to figure this out together,” Smith said. “For students to be in dialogue, not just with themselves and each other and me, but also with their families and with legislators and with school district officials and professors — I think it’s so important for them to learn together.” That learning process can be tricky. Simmons said she ends up using AI involuntarily because search engines like Google now frontload AI overviews. That makes it difficult for young users to differentiate between what is a primary source link and what is AI generated. “You use it without meaning to. It’s everywhere implanted in our lives,” Simmons said. Carly Sitrin is the bureau chief for Chalkbeat Philadelphia. Contact Carly at csitrin@chalkbeat.org .
8 May 2026
Philly middle schoolers are examining AI — and questioning its impact on their lives
Sign up for Chalkbeat Philadelphia’s free newsletter to keep up with news on the city’s public school system. The middle schoolers at Philly’s Marian Anderson Neighborhood Academy have a lot of questions about artificial intelligence. They want to know how the government is using AI and what impact the technology has on the environment. They’re curious about how it’s being used for creativity, and whether it will be with us forever — or if it’s an economic bubble waiting to burst. The sixth through eighth graders have been researching these topics and grappling with how it makes them feel about themselves, their education, and the world around them. On Friday, they presented their findings to their parents, teachers, and some state and local officials in their school cafeteria. Overall, they said there’s a lot they still don’t know. Marian Anderson Neighborhood Academy sixth grader Azizah Simmons researched how AI is affecting kids her age. Sixth grader Azizah Simmons said she’s weighed the pros and cons and she’s pretty confident that AI’s overall effect on our society is negative. If used correctly, Simmons said language models like ChatGPT could help kids her age improve their writing. More often than not, she said students use it to cheat on homework or cut corners on writing assignments. But it’s the ubiquity of the technology that worries her most. “You can’t really escape AI,” Simmons said. Conversations about AI have permeated every aspect of education since the arrival of models like ChatGPT. Familiar debates about cheating have given way to protests about transparency and student surveillance. Marketing pitches from companies promising “transformative” AI tools are now overwhelming superintendents’ inboxes . In Philly, educators are working with students to build their own curriculum to separate truth from AI slop, and confront the bias that can be embedded deep in the internal code. And students say they feel like they have as much knowledge — or sometimes more — than the adults in their lives. Sixth graders Thomas Mapp and Tyshaan Anderson’s research project focused on how video game designers use AI for level design, character creation, and visuals. Outside of school, they’ve been using AI to help them code games in Roblox and edit videos. Anderson said he thinks the technology has helped kids like him experiment with creative fields like game design without needing to know the ins and outs of specific coding languages. Marian Anderson Principal Nicole Patterson said she’s been inspired by her students’ civic inquiries and has learned a lot from them. Patterson said she sees her school as a trailblazer in leading challenging conversations about AI. But she cautioned that “this is unfinished work.” She said students will continue their research and keep talking about these issues. Marian Anderson computer science and technology teacher Trey Smith said the goal of Friday’s event was to help students and parents discuss how AI is now part of society, culture, politics, and everyday life, not just about how AI works. “We’re all still trying to figure this out together,” Smith said. “For students to be in dialogue, not just with themselves and each other and me, but also with their families and with legislators and with school district officials and professors — I think it’s so important for them to learn together.” That learning process can be tricky. Simmons said she ends up using AI involuntarily because search engines like Google now frontload AI overviews. That makes it difficult for young users to differentiate between what is a primary source link and what is AI generated. “You use it without meaning to. It’s everywhere implanted in our lives,” Simmons said. Carly Sitrin is the bureau chief for Chalkbeat Philadelphia. Contact Carly at csitrin@chalkbeat.org .
8 May 2026
Philly middle schoolers are examining AI — and questioning its impact on their lives
Sign up for Chalkbeat Philadelphia’s free newsletter to keep up with news on the city’s public school system. The middle schoolers at Philly’s Marian Anderson Neighborhood Academy have a lot of questions about artificial intelligence. They want to know how the government is using AI and what impact the technology has on the environment. They’re curious about how it’s being used for creativity, and whether it will be with us forever — or if it’s an economic bubble waiting to burst. The sixth through eighth graders have been researching these topics and grappling with how it makes them feel about themselves, their education, and the world around them. On Friday, they presented their findings to their parents, teachers, and some state and local officials in their school cafeteria. Overall, they said there’s a lot they still don’t know. Marian Anderson Neighborhood Academy sixth grader Azizah Simmons researched how AI is affecting kids her age. Sixth grader Azizah Simmons said she’s weighed the pros and cons and she’s pretty confident that AI’s overall effect on our society is negative. If used correctly, Simmons said language models like ChatGPT could help kids her age improve their writing. More often than not, she said students use it to cheat on homework or cut corners on writing assignments. But it’s the ubiquity of the technology that worries her most. “You can’t really escape AI,” Simmons said. Conversations about AI have permeated every aspect of education since the arrival of models like ChatGPT. Familiar debates about cheating have given way to protests about transparency and student surveillance. Marketing pitches from companies promising “transformative” AI tools are now overwhelming superintendents’ inboxes . In Philly, educators are working with students to build their own curriculum to separate truth from AI slop, and confront the bias that can be embedded deep in the internal code. And students say they feel like they have as much knowledge — or sometimes more — than the adults in their lives. Sixth graders Thomas Mapp and Tyshaan Anderson’s research project focused on how video game designers use AI for level design, character creation, and visuals. Outside of school, they’ve been using AI to help them code games in Roblox and edit videos. Anderson said he thinks the technology has helped kids like him experiment with creative fields like game design without needing to know the ins and outs of specific coding languages. Marian Anderson Principal Nicole Patterson said she’s been inspired by her students’ civic inquiries and has learned a lot from them. Patterson said she sees her school as a trailblazer in leading challenging conversations about AI. But she cautioned that “this is unfinished work.” She said students will continue their research and keep talking about these issues. Marian Anderson computer science and technology teacher Trey Smith said the goal of Friday’s event was to help students and parents discuss how AI is now part of society, culture, politics, and everyday life, not just about how AI works. “We’re all still trying to figure this out together,” Smith said. “For students to be in dialogue, not just with themselves and each other and me, but also with their families and with legislators and with school district officials and professors — I think it’s so important for them to learn together.” That learning process can be tricky. Simmons said she ends up using AI involuntarily because search engines like Google now frontload AI overviews. That makes it difficult for young users to differentiate between what is a primary source link and what is AI generated. “You use it without meaning to. It’s everywhere implanted in our lives,” Simmons said. Carly Sitrin is the bureau chief for Chalkbeat Philadelphia. Contact Carly at csitrin@chalkbeat.org .
8 May 2026
Philly middle schoolers are examining AI — and questioning its impact on their lives
Sign up for Chalkbeat Philadelphia’s free newsletter to keep up with news on the city’s public school system. The middle schoolers at Philly’s Marian Anderson Neighborhood Academy have a lot of questions about artificial intelligence. They want to know how the government is using AI and what impact the technology has on the environment. They’re curious about how it’s being used for creativity, and whether it will be with us forever — or if it’s an economic bubble waiting to burst. The sixth through eighth graders have been researching these topics and grappling with how it makes them feel about themselves, their education, and the world around them. On Friday, they presented their findings to their parents, teachers, and some state and local officials in their school cafeteria. Overall, they said there’s a lot they still don’t know. Marian Anderson Neighborhood Academy sixth grader Azizah Simmons researched how AI is affecting kids her age. Sixth grader Azizah Simmons said she’s weighed the pros and cons and she’s pretty confident that AI’s overall effect on our society is negative. If used correctly, Simmons said language models like ChatGPT could help kids her age improve their writing. More often than not, she said students use it to cheat on homework or cut corners on writing assignments. But it’s the ubiquity of the technology that worries her most. “You can’t really escape AI,” Simmons said. Conversations about AI have permeated every aspect of education since the arrival of models like ChatGPT. Familiar debates about cheating have given way to protests about transparency and student surveillance. Marketing pitches from companies promising “transformative” AI tools are now overwhelming superintendents’ inboxes . In Philly, educators are working with students to build their own curriculum to separate truth from AI slop, and confront the bias that can be embedded deep in the internal code. And students say they feel like they have as much knowledge — or sometimes more — than the adults in their lives. Sixth graders Thomas Mapp and Tyshaan Anderson’s research project focused on how video game designers use AI for level design, character creation, and visuals. Outside of school, they’ve been using AI to help them code games in Roblox and edit videos. Anderson said he thinks the technology has helped kids like him experiment with creative fields like game design without needing to know the ins and outs of specific coding languages. Marian Anderson Principal Nicole Patterson said she’s been inspired by her students’ civic inquiries and has learned a lot from them. Patterson said she sees her school as a trailblazer in leading challenging conversations about AI. But she cautioned that “this is unfinished work.” She said students will continue their research and keep talking about these issues. Marian Anderson computer science and technology teacher Trey Smith said the goal of Friday’s event was to help students and parents discuss how AI is now part of society, culture, politics, and everyday life, not just about how AI works. “We’re all still trying to figure this out together,” Smith said. “For students to be in dialogue, not just with themselves and each other and me, but also with their families and with legislators and with school district officials and professors — I think it’s so important for them to learn together.” That learning process can be tricky. Simmons said she ends up using AI involuntarily because search engines like Google now frontload AI overviews. That makes it difficult for young users to differentiate between what is a primary source link and what is AI generated. “You use it without meaning to. It’s everywhere implanted in our lives,” Simmons said. Carly Sitrin is the bureau chief for Chalkbeat Philadelphia. Contact Carly at csitrin@chalkbeat.org .
8 May 2026
Philly middle schoolers are examining AI — and questioning its impact on their lives
Sign up for Chalkbeat Philadelphia’s free newsletter to keep up with news on the city’s public school system. The middle schoolers at Philly’s Marian Anderson Neighborhood Academy have a lot of questions about artificial intelligence. They want to know how the government is using AI and what impact the technology has on the environment. They’re curious about how it’s being used for creativity, and whether it will be with us forever — or if it’s an economic bubble waiting to burst. The sixth through eighth graders have been researching these topics and grappling with how it makes them feel about themselves, their education, and the world around them. On Friday, they presented their findings to their parents, teachers, and some state and local officials in their school cafeteria. Overall, they said there’s a lot they still don’t know. Marian Anderson Neighborhood Academy sixth grader Azizah Simmons researched how AI is affecting kids her age. Sixth grader Azizah Simmons said she’s weighed the pros and cons and she’s pretty confident that AI’s overall effect on our society is negative. If used correctly, Simmons said language models like ChatGPT could help kids her age improve their writing. More often than not, she said students use it to cheat on homework or cut corners on writing assignments. But it’s the ubiquity of the technology that worries her most. “You can’t really escape AI,” Simmons said. Conversations about AI have permeated every aspect of education since the arrival of models like ChatGPT. Familiar debates about cheating have given way to protests about transparency and student surveillance. Marketing pitches from companies promising “transformative” AI tools are now overwhelming superintendents’ inboxes . In Philly, educators are working with students to build their own curriculum to separate truth from AI slop, and confront the bias that can be embedded deep in the internal code. And students say they feel like they have as much knowledge — or sometimes more — than the adults in their lives. Sixth graders Thomas Mapp and Tyshaan Anderson’s research project focused on how video game designers use AI for level design, character creation, and visuals. Outside of school, they’ve been using AI to help them code games in Roblox and edit videos. Anderson said he thinks the technology has helped kids like him experiment with creative fields like game design without needing to know the ins and outs of specific coding languages. Marian Anderson Principal Nicole Patterson said she’s been inspired by her students’ civic inquiries and has learned a lot from them. Patterson said she sees her school as a trailblazer in leading challenging conversations about AI. But she cautioned that “this is unfinished work.” She said students will continue their research and keep talking about these issues. Marian Anderson computer science and technology teacher Trey Smith said the goal of Friday’s event was to help students and parents discuss how AI is now part of society, culture, politics, and everyday life, not just about how AI works. “We’re all still trying to figure this out together,” Smith said. “For students to be in dialogue, not just with themselves and each other and me, but also with their families and with legislators and with school district officials and professors — I think it’s so important for them to learn together.” That learning process can be tricky. Simmons said she ends up using AI involuntarily because search engines like Google now frontload AI overviews. That makes it difficult for young users to differentiate between what is a primary source link and what is AI generated. “You use it without meaning to. It’s everywhere implanted in our lives,” Simmons said. Carly Sitrin is the bureau chief for Chalkbeat Philadelphia. Contact Carly at csitrin@chalkbeat.org .
8 May 2026
Pensioneret lærer er tilbage i jobbet efter blot to måneder: "Det var ikke nogen svær beslutning"
Efter 40 år som lærer – heraf 26 år på Egelundskolen i Albertslund – havde Birger Tønnesen taget beslutningen om at stoppe i august 2024 for at nyde sit otium sammen med hustruen. Men der gik ikke lang tid, før han blev rastløs. Så da han så, at skolen søgte en matematiklærer, tog han selv kontakt og meldte sig på banen. To måneder senere var han tilbage i klasseværelset. ”Jeg har altid elsket at være lærer. Den faglighed, det er at undervise i mine fag, og ansvaret for at børnene lærer nogle ting. For mig er det bare fantastisk at gå ned i nogle klasser, få det til at virke og skabe relationer til elever og forældre,” fortæller nu 68-årige Birger Tønnesen. Selvom han nød pensionisttilværelsens frihed, savnede han kollegerne og eleverne, og der var et eller andet uforløst i forhold til det faglige. ”Jeg blev færdig med matematikvejlederuddannelsen i 2020. Det åbnede mine øjne, gav mig nye didaktiske briller, som jeg ikke var følte mig helt færdig med at udforske. Samtidig manglede jeg en eller anden bekræftelse, og det får man virkelig af børn, for der er kontant afregning. Så det var ikke nogen svær beslutning; jeg tror sgu, jeg vil tilbage,” fortæller han. Modtaget med kyshånd Hans henvendelse til skolen om at komme retur, blev modtaget med kyshånd fra ledelsen. For med store udfordringer med at få tilstrækkeligt med uddannede lærere – især i mange af kommunerne i hovedstadsområdet – fik Egelundskolen pludselig en erfaren lærer, de ovenikøbet kendte godt i forvejen. Birger Tønnesens tilbagevenden til Egelundskolen var først i en midlertidig stilling i 7. klasse, som han underviste i matematik, historie og kristendom frem til sommerferien i 2025. Det at stå som lærer giver mig et spejlbillede tilbage på, at jeg er noget værd, at der stadig er respekt for det, jeg gør Birger Tønnesen Derefter havde han løsere ansættelser i en 9. klasse i dansk, hvor læreren havde 6. ferieuge, og fra efterårsferien til jul i dette skoleår et barselsvikariat i matematik i samme klasse. I den periode blev en af skolens lærere langtidssygemeldt, og Birger Tønnesen spurgte udskolingslederen, om de var interesserede i, at han tog lærerens to 8. klasser i matematik. Og sådan blev det – siden jul og foreløbig frem til sommerferien. ”Der havde været mange lærerskift i 8.-klasserne, og jeg kommer med en anden erfaring og et andet fagligt overskud end vores unge vikarer. Så jeg har givet klassen noget kontinuitet, som er vigtigt for elevernes trivsel og faglighed,” siger Birger Tønnesen. Han betegner sig selv som en kærlig, men myndig lærer. ”Jeg kan ikke gå ind i en klasse uden at give noget af mig selv, så eleverne mærker, at jeg er et menneske, og jeg viser en rækken ud i forsøg på en forståelse. Men når de spørger om, de kan få en fritime, så er svaret nej. Vi kan godt spille skak det sidste kvarter af timen, for det er godt for hjernen, men vi har altså noget matematik, vi skal nå,” pointerer Birger Tønnesen. Et spejlbillede på min værdi Ud over et glædeligt gensyn med kollegerne, børnene og selve undervisningen har hans tilbagevenden også givet ham bekræftelsen, han manglede efter pensioneringen. ”Det at stå som lærer giver mig et spejlbillede tilbage på, at jeg er noget værd, at der stadig er respekt for det, jeg gør. Det er vigtigt at få at vide, at man er god til noget, og jeg har nok altid haft behov for den bekræftelse,” fortæller han. Tilbage i lærerjobbet har Birger Tønnesen haft 10-12 timer om ugen, og lige nu har han 10 ugentlige timer – fem matematiktimer i hver 8. klasse. Her møder han ind mandag, onsdag og torsdag i henholdsvis fire og tre timer om dagen. ”Jeg er ansat som lærer til 350 kroner i timen uden pension, fordi jeg jo er pensionist. Forberedelsen er inkluderet i timelønnen, og det er så fint,” fortæller han. Hvis de mangler folk til en idrætsdag eller andet, så kommer jeg, men ellers koncentrerer jeg mig om min undervisning. Det giver en kæmpe frihed Birger Tønnesen De første måneder efter hans tilbagevenden til Egelundskolen var han på efterløn, og her blev han trukket i efterløn for timerne, han arbejdede. Derefter overgik han til pension, og her sker ingen fratræk – uanset hvor mange timer man arbejder. ”Jeg er her ikke for pengene, men det irriterede mig grænseløst, at de trak i min efterløn, men det er heldigvis ændret i forhold til pensionen.” Kun undervisning – ingen møder Når Birger Tønnesen kun ønsker at arbejde 10-12 timer, er det fordi, han også gerne vil have friheden til alt muligt andet. Til hustruen, de tre børn og otte børnebørn. Til haven, kultur, sport, relationerne i nærområdet i Albertslund og såvel korte som længere ture. ”Jeg nyder virkelig, at min kone og jeg kan tage det stille og roligt om morgenen, så 10-12 timer er det, jeg har overskud til,” fortæller han. I de forskellige jobs som pensioneret lærer deltager han hverken i møder, teamsamarbejde eller emneuger, og det passer ham fremragende. ”Jeg er uformelt med på aula med kollegerne, hvorfra jeg også sender ugeplaner ud til forældre og elever, og så har jeg en aftale med ledelsen om, at hvis de mangler folk til en idrætsdag eller andet, så kommer jeg, men ellers koncentrerer jeg mig om min undervisning. Det giver en kæmpe frihed.” Han håber at kunne fortsætte på Egelundskolen efter sommerferien. ”Jeg føler mig frisk nok til at fortsætte 10 timer om ugen. Lige nu har jeg de to 8. klasser frem til sommerferien. Hvad der skal ske herefter, ved jeg ikke endnu, men der skal nok dukke noget op,” siger Birger Tønnesen. Opbakning til vikarportal Med sin egen succeshistorie som tilbagevendt pensioneret lærer i jobbet bakker Birger Tønnesen fuldt og helt op om den nye vikarportal fra Lærernes a-kasse , som lige nu afprøves i Aalborg og som i stor stil satser på pensionerede lærere som en del af løsningen i forhold til at skaffe mere kvalificerede vikarer til skolerne. ”Jeg synes, det er en fantastisk ide at se pensionerede lærere som en del af løsningen, og når der er lærermangel, tager vi jo ikke job fra andre. Vi er med til at udfylde nogle huller, og kan man få noget fleksibilitet i jobbet ligesom jeg, er det en rigtig god ide,” siger Birger Tønnesen. Ifølge ham kommer pensionerede lærere med en faglig, didaktisk og pædagogisk erfaring, og de kan få det til at fungere i klasseværelset. ”Og dem, der ikke kan, de løber skrigende bort og kommer ikke tilbage,” konstaterer han. Indlægget Pensioneret lærer er tilbage i jobbet efter blot to måneder: "Det var ikke nogen svær beslutning" blev først udgivet på Folkeskolen .
8 May 2026
A Chicago school board investigation failed to uncover source of media leaks
Sign up for Chalkbeat Chicago’s free daily newsletter to keep up with the latest news on Chicago Public Schools. A controversial monthslong investigation failed to uncover whether any school board members leaked the identities of CEO finalists and other information to the media. In November, school board President Sean Harden hired a law firm to find out who revealed the identities of two finalists for district CEO . He later expanded the scope of that inquiry to include a leak alerting a reporter to a December special meeting to adjust a property tax levy the day before it was announced. The investigation by Salvatore Prescott Porter & Porter has drawn criticism, particularly when it came to the special meeting, which was public and scheduled shortly before the winter holidays to discuss a tax increase. The board could not immediately provide the total cost of the inquiry. The disclosure of the CEO finalists — one of whom immediately distanced himself from the search — was seen at the time as a move that scuttled the national search process and led to additional months of seeking a top leader. Board members had signed nondisclosure agreements in a bid to encourage applications by leaders in other large districts, who might be reluctant to advertise their interest in leaving their current posts. Ultimately, the school board hired the interim CEO, Macquline King , whom members had enlisted to fill in last summer. Released by the board office Thursday evening, the law firm’s report says there was insufficient evidence to find the source of the leaks, noting the refusal by multiple board members to turn over their personal cell phones for examination. Two of the 21 board members, Che “Rhymefest” Smith and Ellen Rosenfeld, declined to cooperate with the investigation entirely and did not speak with the attorneys. Two reporters the firm asked to interview — WBEZ’s Sarah Karp and Paris Schutz, at FOX at the time — also refused. A search of more than 9,000 emails and other documents also did not uncover any clues. The report does include a summary of discussions the lawyers had with board members about the motivation behind the leaks. Members offered differing takes on what might have spurred the disclosures. But, the report said: “Whatever the motivation of the leaks, all witnesses agreed that the leaks made the Board look divided and untrustworthy. Relatedly, many witnesses commented on the tension and distrust within the Board between the appointed and elected members.” The report also discusses the possibility that someone other than a board member leaked the CEO finalists’ identities. Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at mkoumpilova@chalkbeat.org .
8 May 2026
A Chicago school board investigation failed to uncover source of media leaks
Sign up for Chalkbeat Chicago’s free daily newsletter to keep up with the latest news on Chicago Public Schools. A controversial monthslong investigation failed to uncover whether any school board members leaked the identities of CEO finalists and other information to the media. In November, school board President Sean Harden hired a law firm to find out who revealed the identities of two finalists for district CEO . He later expanded the scope of that inquiry to include a leak alerting a reporter to a December special meeting to adjust a property tax levy the day before it was announced. The investigation by Salvatore Prescott Porter & Porter has drawn criticism, particularly when it came to the special meeting, which was public and scheduled shortly before the winter holidays to discuss a tax increase. The board could not immediately provide the total cost of the inquiry. The disclosure of the CEO finalists — one of whom immediately distanced himself from the search — was seen at the time as a move that scuttled the national search process and led to additional months of seeking a top leader. Board members had signed nondisclosure agreements in a bid to encourage applications by leaders in other large districts, who might be reluctant to advertise their interest in leaving their current posts. Ultimately, the school board hired the interim CEO, Macquline King , whom members had enlisted to fill in last summer. Released by the board office Thursday evening, the law firm’s report says there was insufficient evidence to find the source of the leaks, noting the refusal by multiple board members to turn over their personal cell phones for examination. Two of the 21 board members, Che “Rhymefest” Smith and Ellen Rosenfeld, declined to cooperate with the investigation entirely and did not speak with the attorneys. Two reporters the firm asked to interview — WBEZ’s Sarah Karp and Paris Schutz, at FOX at the time — also refused. A search of more than 9,000 emails and other documents also did not uncover any clues. The report does include a summary of discussions the lawyers had with board members about the motivation behind the leaks. Members offered differing takes on what might have spurred the disclosures. But, the report said: “Whatever the motivation of the leaks, all witnesses agreed that the leaks made the Board look divided and untrustworthy. Relatedly, many witnesses commented on the tension and distrust within the Board between the appointed and elected members.” The report also discusses the possibility that someone other than a board member leaked the CEO finalists’ identities. Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at mkoumpilova@chalkbeat.org .
8 May 2026
A Chicago school board investigation failed to uncover source of media leaks
Sign up for Chalkbeat Chicago’s free daily newsletter to keep up with the latest news on Chicago Public Schools. A controversial monthslong investigation failed to uncover whether any school board members leaked the identities of CEO finalists and other information to the media. In November, school board President Sean Harden hired a law firm to find out who revealed the identities of two finalists for district CEO . He later expanded the scope of that inquiry to include a leak alerting a reporter to a December special meeting to adjust a property tax levy the day before it was announced. The investigation by Salvatore Prescott Porter & Porter has drawn criticism, particularly when it came to the special meeting, which was public and scheduled shortly before the winter holidays to discuss a tax increase. The board could not immediately provide the total cost of the inquiry. The disclosure of the CEO finalists — one of whom immediately distanced himself from the search — was seen at the time as a move that scuttled the national search process and led to additional months of seeking a top leader. Board members had signed nondisclosure agreements in a bid to encourage applications by leaders in other large districts, who might be reluctant to advertise their interest in leaving their current posts. Ultimately, the school board hired the interim CEO, Macquline King , whom members had enlisted to fill in last summer. Released by the board office Thursday evening, the law firm’s report says there was insufficient evidence to find the source of the leaks, noting the refusal by multiple board members to turn over their personal cell phones for examination. Two of the 21 board members, Che “Rhymefest” Smith and Ellen Rosenfeld, declined to cooperate with the investigation entirely and did not speak with the attorneys. Two reporters the firm asked to interview — WBEZ’s Sarah Karp and Paris Schutz, at FOX at the time — also refused. A search of more than 9,000 emails and other documents also did not uncover any clues. The report does include a summary of discussions the lawyers had with board members about the motivation behind the leaks. Members offered differing takes on what might have spurred the disclosures. But, the report said: “Whatever the motivation of the leaks, all witnesses agreed that the leaks made the Board look divided and untrustworthy. Relatedly, many witnesses commented on the tension and distrust within the Board between the appointed and elected members.” The report also discusses the possibility that someone other than a board member leaked the CEO finalists’ identities. Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at mkoumpilova@chalkbeat.org .
8 May 2026
A Chicago school board investigation failed to uncover source of media leaks
Sign up for Chalkbeat Chicago’s free daily newsletter to keep up with the latest news on Chicago Public Schools. A controversial monthslong investigation failed to uncover whether any school board members leaked the identities of CEO finalists and other information to the media. In November, school board President Sean Harden hired a law firm to find out who revealed the identities of two finalists for district CEO . He later expanded the scope of that inquiry to include a leak alerting a reporter to a December special meeting to adjust a property tax levy the day before it was announced. The investigation by Salvatore Prescott Porter & Porter has drawn criticism, particularly when it came to the special meeting, which was public and scheduled shortly before the winter holidays to discuss a tax increase. The board could not immediately provide the total cost of the inquiry. The disclosure of the CEO finalists — one of whom immediately distanced himself from the search — was seen at the time as a move that scuttled the national search process and led to additional months of seeking a top leader. Board members had signed nondisclosure agreements in a bid to encourage applications by leaders in other large districts, who might be reluctant to advertise their interest in leaving their current posts. Ultimately, the school board hired the interim CEO, Macquline King , whom members had enlisted to fill in last summer. Released by the board office Thursday evening, the law firm’s report says there was insufficient evidence to find the source of the leaks, noting the refusal by multiple board members to turn over their personal cell phones for examination. Two of the 21 board members, Che “Rhymefest” Smith and Ellen Rosenfeld, declined to cooperate with the investigation entirely and did not speak with the attorneys. Two reporters the firm asked to interview — WBEZ’s Sarah Karp and Paris Schutz, at FOX at the time — also refused. A search of more than 9,000 emails and other documents also did not uncover any clues. The report does include a summary of discussions the lawyers had with board members about the motivation behind the leaks. Members offered differing takes on what might have spurred the disclosures. But, the report said: “Whatever the motivation of the leaks, all witnesses agreed that the leaks made the Board look divided and untrustworthy. Relatedly, many witnesses commented on the tension and distrust within the Board between the appointed and elected members.” The report also discusses the possibility that someone other than a board member leaked the CEO finalists’ identities. Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at mkoumpilova@chalkbeat.org .
8 May 2026