Linda McMahon, Trump’s nominee for secretary of education, answers questions from senators during her confirmation hearing while surrounded by family members in Washington, D.C., on Thursday.
Credit: Allison Bailey/NurPhoto via AP
The nominee to become the next and, President Donald Trump vows, last secretary of education assured U.S. senators on Thursday that there are no plans to shut down the Department of Education or to cut spending that Congress has already approved for the department.
Linda McMahon, however, said she would be open to moving programs to other departments, such as sending the Office of Civil Rights to the Justice Department.
Sen. Bill Cassidy, R-La, who chairs the Senate Committee on Health, Education, Labor, and Pensions, brought up funding early in the two-hour hearing on the nomination.
“If the department is downsized, would the states and localities still receive the federal funding that they currently receive?” he asked.
“Yes, it’s not the president’s goal to defund the programs. It’s only to have it operate more efficiently,” she said.
Closing the department, a longtime goal of conservative Republicans, was one of Trump’s campaign promises. Calling the department a “con job” this week, he has said repeatedly that McMahon’s goal should be to shrink the department, to “put herself out of a job.”
But Trump also acknowledged that only Congress can dismantle what it established in 1980 during the Carter administration. At the hearing, McMahon affirmed that she would work with Congress to follow the law.
With husband Vince, McMahon, 76, founded a successful sports entertainment company that later became World Wrestling Entertainment, and served as its president, then its CEO for 30 years. McMahon served as Trump’s administrator of the Small Business Administration in his first administration. She also served for a year on the Connecticut State Board of Education in 2009 and is a longtime trustee of Sacred Heart University in Fairfield, Connecticut, but otherwise has had little involvement in education.
Democratic senators did not press her on her lack of education experience, although Sen. Patty Murray, D-Washington, did push her to name a requirement for schools to show improvement under the Every Student Succeeds Act, the principal law determining accountability for K-12 schools. She could not.
Instead, they questioned her on Trump’s plan to ship federal funding to states as block grants without federal oversight, his intention to expand parental school choice, and his threats to cut funding for colleges that allow transgender athletes to participate in women’s sports and for schools that continue policies for diversity, equity and inclusion, known as DEI.
‘Invest in teachers, not bureaucrats’
McMahon made clear in her opening statement she is in sync with the president’s assessment of education.
Calling the nation’s schools a “system in decline,” she said, “we can do better for elementary and junior high school students by teaching basic reading and mathematics; for the college freshmen facing censorship or antisemitism on campus, and for parents and grandparents who worry that their children and grandchildren are no longer taught American values and true history.”
“So what’s the remedy?” she asked. “Fund education freedom, not government-run systems. Invest in teachers, not Washington bureaucrats.”
McMahon expressed support for continuing federal funding for Title I in support of low-income students, and for students with disabilities under the Individuals With Disabilities Education Act (IDEA). However, she will investigate whether IDEA should remain in the department.
“When IDEA was originally set up, it was under the Department of Health and Welfare. After the Department of Education was established, it shifted over there,” she said. “I’m not sure that it’s not better served in Health and Human Services, but I don’t know. If I’m confirmed, it is of high priority to make sure that the students who are receiving disability funding (are) not impacted.”
Sen. Maggie Hassan, D-New Hampshire, called her commitment to continued funding “gaslighting.”
Even as the hearing was happening, Republicans in the House were working on “reconciliation” bills that called for possibly balancing massive continued personal income tax cuts with hundreds of billions in funding cuts for Medicaid and education.
This week, Elon Musk’s budget-cutting SWAT team known as DOGE, cut $881 million in research contracts without notice. Other education grants associated with DEI received termination notices, too.
McMahon said DOGE’s “audit” of the department was appropriate. “I believe the American people spoke loudly in the election last November, to say that they want to look at waste, fraud and abuse in our government.” Trump recently fired the Department of Education’s independent inspector general, Sandra D. Bruce, whose job was to root out waste, fraud and abuse.
Watch: Linda McMahon said DOGE’s “audit” of the department was appropriate.
“I understand an audit,” Murray said. “But when Congress appropriates money, it is the administration’s responsibility to put that out, as directed by Congress who has the power of the purse. So what will you do if the president or Elon Musk tells you not to spend money Congress has appropriated to you?”
“We’ll certainly expend those dollars that Congress has passed,” McMahon responded. “But I do think it is worthwhile to take a look at the programs before the money goes out the door. It’s much easier to stop the money before it goes out the door than it is to claw it back.”
Sen. Chris Murphy, D-Conn., said schools across the nation are “scrambling because they have no idea what DEI means” and are worried they will lose funding. He presented two scenarios that pointed to ambiguities in the executive order.
If a school in Connecticut celebrates Martin Luther King Day events and programming teaching about Black history, does it violate or run afoul of DEI prohibitions? he asked.
“Not, in my view, that is clearly not the case,” McMahon said. “That celebration of Martin Luther King Day and Black History Month should be celebrated throughout all of our schools.”
Murphy continued, “What about educational programming centered around specific ethnic and racial experiences? My son is in a public school. He takes African American History. Could you perhaps be in violation of this executive order?”
“I’m, I’m not quite certain,” McMahon said. “I would like to take a look at these programs and fully understand the breadth of the executive order and get back to you on that.”
As with all of Trump’s nominees so far, McMahon is expected to win a majority vote in the Senate, possibly along party lines, later this month.
Minors detained at Los Padrinos juvenile hall in Los Angeles County.
Credit: Richard Ross
Los Padrinos Juvenile Hall in Los Angeles County remains open a year after the state’s corrections oversight board deemed it “unsuitable for the confinement of minors” and four months after it ordered the center to shut down due to ongoing noncompliance with the state’s minimum standards for juvenile facilities.
The problems plaguing the facility, located in the southeast LA city of Downey, include insufficient probation officers, students arriving to class late, abysmal performance on standardized education testing, and the center’s heavy reliance on substitute teachers.
A court hearing that had been scheduled for Friday was to decide the hall’s fate, but L.A. County Superior Court Judge Miguel Espinoza deferred the decision until April, to allow for the completion of a re-inspection by the Bureau of State and Community Corrections, known as BSCC, the state agency that deemed it unsuitable after multiple inspections.
Advocates say they are concerned that the situation could impact the quality of education the youth are receiving.
“When we are thinking about young folks who are in these camps and halls, we want to make sure they’re having access to academic rigor that is deeper than just a packet, that they’re actually being challenged, and that they have the opportunity that when they leave these sites, to either return to their school of origin and be ready for the next thing — for trades, for college, for these things that allow them to be productive members of our community and society,” said Yasmine-Imani McMorrin, director of education equity at Children’s Defense Fund California.
While the issues found at Los Padrinos appear to be improving according to reports from an ongoing inspection, advocates are skeptical because such moments of compliance in the past were short-lived.
“We have a history of these independent bodies identifying issues with the education being provided, and then it might improve for a little bit, but then, once eyes are off or the settlement ends, we see those issues persist and get even worse,” said Vivian Wong, an education attorney and interim director of the Youth Justice Education Clinic at the Loyola Law Cchool, whose recent clients have included Los Padrinos students.
This chaotic history has led to the formation of groups like the Education Justice Coalition, which started in 2020 to advocate for the release of as many youth as possible at the height of the pandemic and high-quality education for detained youth.
Advocates like Wong insist that while conditions must improve inside the juvenile facilities, the priority should be to release youth back into their communities.
“Our policy recommendation, and something we’ve been consistently advocating for, is keeping people in the community as much as possible,” Wong said of the education coalition. “If you don’t have the staff, we should really question why young people are in here.”
In less than two years since its reopening, Los Padrinos has been plagued with accusations and findings of violence, allegedly incited by probation staff, and about the inadequacy of its programs, including the residents’ access to education. This site was to provide relief after two other juvenile halls, Central Juvenile Hall in Sylmar and the Barry J. Nidorf Juvenile Hall in Boyle Heights, were shuttered and deemed unsuitable given their ongoing problems. Issues included insufficient staffing, lack of proper training on the use-of-force policy, as well as youth being confined to their rooms for too long.
Los Padrinos itself was closed in 2019 amid allegations of abuse, with six officers charged with assault and child abuse the year of its closure, and a history of concerns about safety for both youth and probation officers. Then- California Attorney General Xavier Becerra, the county, and the county office of education entered into settlements in 2021 after problems were revealed with access to education for the youth. A 2010 settlement in a class action lawsuit showed inadequate education programs for the youth in the county’s largest juvenile detention facility. Reforms focused on 13 major areas, including literacy, instruction, transition, special education, and after care.
School at Los Padrinos Juvenile Hall
Over 230 youth are at Los Padrinos and, as of Jan. 6, 190 of them were attending the hall’s court school, which is operated by the county’s office of education. They are all pre-disposition youth who are awaiting court action or transfer to another facility.
The student population consists of 167 male students across 21 living units in the hall and 23 female students across two units. Students’ ages can range from 13 to 22 years old in grade levels from sixth to 12th. Some youth remain at Los Padrinos for months, up to a couple of years, but the average stay is about 22 days.
A typical day at Los Padrinos is supposed to go as follows: School is scheduled to begin at 8:30 a.m., and students remain for two class periods until 11:50 a.m. Then they return to their units for lunch for the next hour and a half, after which they return to class until 3 p.m. for their third and final period of the day. The only shortened day is Friday, which ends at 1 p.m. for teacher professional development.
Probation staff are tasked both with taking students from their units to their classroom and remaining in the classroom while class is in session.
But the BSCC’s inspection from December 2024 noted that inspections have found an “inability of facility staff to get youth to school on time due to lack of staff available for supervision within the classroom.”
The issue seems to have subsided at least once in the last year and a half. During an annual inspection in June last year, both the county office of education and youth reported that students had not been late to class in months due to low staffing. That inspection was conducted by the county’s Probation Oversight Commission, a group created by the county Board of Supervisors in 2020 to monitor and advise the Probation Department and the Board of Supervisors as they implement justice system reforms.
But that appears to be one of the few inspections since Los Padrinos reopened that found that students arrived at class on time. On-time arrival to class — of both students and teachers — has been listed as a problem during inspections more often than not.
It is unclear how many instructional minutes students have missed due to low staffing, but the 2024 California Assessment of Student Performance and Progress showed that not a single 11th grader at Los Padrinos met the state standard for math, and just over 2% met the English standard.
Students enrolled in LA County’s juvenile court schools take additional assessments referred to as STAR Reading and Star Math, which measure achievement and growth in the two subject areas.
Assessment results for the fall of 2023 showed that 0% of students tested proficient in reading and less than 5% tested proficient in math.
In the most recent STAR assessments from winter 2024-25, “urgent intervention” was needed for nearly half of all students in reading and about 44% in math. Just about 10% of students met or surpassed the benchmark for reading; 11.5% in math. The remainder were either bordering on needing intervention, or they needed it already, in both subjects.
While the numbers indicate progress, they remain low for the students’ grade levels.
At Los Padrinos, there are currently no reading specialists on staff, according to Erin Simon, associate superintendent at the county’s office of education. Reading intervention is provided by students’ teachers.
Many students arrive with “very low reading levels,” she said, and the county education office has implemented intervention programs such as Read180 to increase reading levels.
“They’re adjusting to their environment; there’s mental health and trauma,” said Simon, who was hired nearly 11 months ago to provide oversight over the county’s juvenile facilities, with an emphasis on Los Padrinos.
“The complexity of it is knowing that many of those students only stay with us for a very short period of time, so we are always pushing to have more intervention and more instruction, but we also know that there are certain things that happen when a student gets here.”
She added that more counselors are available now to help Los Padrinos students address mental health concerns, first addressing social-emotional learning and mental health challenges and then moving into academic intervention programming.
On a typical day, students might be taught by their assigned and credentialed teacher, but it is not uncommon for a substitute to lead the class instead.
While Los Padrinos, the county’s largest juvenile hall, has 33 permanent, credentialed teachers — up from 26 in October 2023 — they rely on nine to 14 substitute teachers on a daily basis, according to Simon. There are also seven vacancies at this time.
“It does require a teacher who is really not afraid to work in those camps and halls; a teacher who can really build relationships with many of our students, knowing they have trauma and also some mental health issues, and so it does become a very difficult position to fill, especially at Los Padrinos,” Simon said.
On the day of last year’s inspection by the county’s probation oversight commission, there were seven full-time teachers on the job and 16 substitute teachers.
“It’s a huge problem, especially for this population, where they have adults come in and out of their lives, and, frequently, there is already so much instability in their education. They’re coming and going in and out of schools, transferring school districts,” said Wong about the reliance on substitutes. “If the teacher is not there, then they have to build up that trust again with the new person.”
It can be especially difficult for a student who requires accommodation in the classroom, as is the case with Wong’s clients. She said a client, currently at a county juvenile camp, was doing well in school after having developed a relationship with a teacher. But when the teacher was out for a month, the student could no longer access his curriculum in a similar fashion, “because every teacher implements accommodations differently.”
As the debate continues over whether Los Padrinos will close or remain open, in part depending on the result of the latest BSCC inspection that began last week, advocates are pushing to maintain the focus on the youth inside the hall.
“We’re dealing with fires and fire recovery, climate change, housing, homelessness, all these things that overlap with our young folks and their needs,” McMorrin said. “But it’s such a priority to get it right, because there is no do-over for these critical years of youth and to do what we can to prepare them for this world.”
Despite Congress working through a spending deal to maintain federal grant funding for Head Start over the next six months, staff members at Head Start are starting to fear for the program’s future and the potential impacts on the Bay Area’s preschoolers from disadvantaged backgrounds, the East Bay Times reported.
So far, there aren’t any signs that Head Start will face cuts. But Melanee Cottrill, the executive director of Head Start California told the East Bay Times that “the broad, overarching challenge is all the uncertainty.”
“Even in areas as relatively close-knit and compact as the Bay Area, every program is a little different to meet the needs of the community — whatever those are — in the places where they are,” Cottrill told the Times. “Regardless of what kind of organization you are, losing any chunk of your funding would be a challenge.”
Funding approved on March 14 isn’t enough to help Head Start employees keep up with cost of living increases. And earlier this month, a Head Start program run by the Santa Clara County’s Office of Education had to hand out pink slips.
Meanwhile, in February alone, roughly 3,650 children in Contra Costa County received subsidized preschool.
Contra Costa County’s Employment and Human Services Department director, Marla Stuart, told the Times said several actions taken by the federal government — including threats to reject grants that support Diversity, Equity and Inclusion — have already impacted the program.
She also pointed to Project 2025 and claims that Head Start’s federal office is “fraught with scandal and abuse” and should be cut.
“I don’t take the ‘see no evil, hear no evil’ approach,” said Contra Costa County Supervisor John Gioia at a board meeting, according to the Times. “We’re not going to know until the end, but if we want to advocate to say, ‘here’s the impact of these cuts,’ no one is stopping me from talking about that.”
Several legal experts, according to the Times, have said that grant money for Head Start isn’t in jeopardy, unless the program is specifically cut.
“I’ve got lists of where possible funding impacts can occur, and I think we have a responsibility to talk about that,” Gioia said, according to the Times. “We’re not creating fear, we’re talking about reality.”
California Department of Education and California Department of Public
Health issue
joint guidance
on the coronavirus to school districts.
Colleges in California and nationally
move to
online instruction in response to the coronavirus. The California
Department of Education
receives
a USDA waiver that enables districts to feed students during
coronavirus-related closures.
Newsom signs
executive order
assuring closed schools remain funded as schools throughout the state
announce closures and distance learning
begins.
State Superintendent of Public Instruction Tony Thurmond
advises districts
to plan for providing distance learning through the end of the school
year.
Colleges
begin to announce
plans not to resume classes in person. CSU, UC later announce
decision to keep most fall classes online.
EdSource analysis
shows wide disparities in how much school districts will receive
through federal CARES Act.
Newsom projects a $54 billion deficit and $19 billion less in
Proposition 98 funding over two years for schools and community
colleges. Proposed budget
slashes funding for preschool and child care plans, teacher development programs.
Superintendents of urban California districts pen open letter to lawmakers saying proposed budget cuts will set back restarting school.
In historic action, UC
moves to drop
SAT/ACT and develop a replacement exam for admissions.
College graduates forced to abandon the traditional celebrations and
ceremonies associated with graduation turn to
families or even video games to mark their accomplishments.
In Los Angeles, Oakland, West Contra Costa County
, Sacramento and San Francisco, K-12 officials reconsider
whether police should be in schools and activists urge for their
removal in the wake of the George Floyd killing.
A spike in Covid-19 cases prompts
more districts to plan for online education for the beginning of the
2020-2021 school year.
State imposes
strict regulations for school opening and closing based on counties on
state’s monitoring list. Establishes waiver process
to allow some elementary schools to reopen.
In response to new regulations, many school districts abandon plans
for fall hybrid learning and in-person classes.
Los Angeles Unified reaches deal
with teachers over distance learning while other districts struggle to
finalize plans.
State health officials release first health and safety guidance
for how colleges and universities can reopen, but most classes must be
offered remotely and have other restrictions in place.
State-issued guidance
permitting limited openings will apply to districts in counties on the
coronavirus watch list, where schools are shut down, followed by guidance
allowing small cohorts of 14 students and two adults for special
education, homeless and foster students.
Los Angeles Unified announces plan
to offer coronavirus testing to all students, staff. Power outages
due to a heat wave hit California as school resumes virtually across
the state.
Almost all colleges and universities open
with few in-person classes, but dorms still house students and some
campuses plan for testing and contact tracing.
Newsom introduces
four-tiered color coded county tracking system to replace the previous
monitoring list for counties. The “Blueprint for a Safer Economy”
tracks counties by the number of Covid-19 cases recorded each day and
the percentage of positive cases out of the total number of tests
administered, both averaged over seven days. The system has had a
major impact on a school’s ability to reopen for in-person
instruction.
$900 billion Covid-19 relief package, including $82 billion for K-12
and colleges, plus $22 billion for Covid-19 testing that could help to
reopen schools. Of the $82 billion, $6.5 billion went to California
for K-12 schools.
, which allowed in-person instruction in counties in “purple” tier
with daily case rate of less than 25, and a $2 billion
incentive program
to bring back in-person instruction for elementary grades and students
with special needs in prioritized categories by mid-February.
Supporters of former President Donald Trump storm the United States
Capitol in a riot. California educators
condemn and reflect
on what many call an “insurrection.”
Gov. Gavin Newsom proposes a new state budget increasing funding to
California colleges to stabilize tuition rates, provide emergency aid,
and “re-engage” students who have dropped out due to the Covid-19
pandemic. The budget also proposes $4.6 billion for summer school
programs.
Teachers and other school employees in Mariposa County are among the
first in the state to be vaccinated against Covid-19.
to create a permanent, virtual K-12 academy, citing concerns about the
pandemic’s impact.
Newsom announces the creation of Safe Schools for All Hub, a site
providing resources to school districts regarding California’s Covid-19
strategies.
Covid-19 death toll passes 400,000 in the U.S., CDC announces.
In a news conference, Newsom announces streamlined vaccination efforts,
including an age-based eligibility system and putting teachers high on
the state’s priority vaccination list.
The California Commission on Teacher Credentialing extends a waiver
allowing those in preparation programs to continue teaching as they
finish their credentials, the latest move to combat a teacher shortage
during the pandemic.
Covid-19 death toll in the U.S. surpasses 500,000, CDC announces.
The Biden administration confirms all schools must resume annual
standardized testing, with modifications to protect against Covid. The
requirement had been suspended in March 2020.
The California Department of Public Health reports that infection rates
have fallen significantly, allowing many elementary schools to begin
reopening.
The California Legislature approves a plan providing $2 billion in
incentives for districts that reopen for in-person learning beginning
April 1, starting with the earliest grades first.
allocating about $15 billion to K-12 schools in California to combat the
pandemic and related recession.
One-year anniversary of the World Health Organization (WHO) declaring
Covid-19 a global pandemic.
The federal Centers for Disease Control and Prevention (CDC) updates
guidelines on distancing in schools in elementary schools. Elementary
schoolers can safely distance from 3 feet, while middle and high schools
should maintain a distance of 6 feet.
U.S. Department of Education announces California is behind on returning
to in-person instruction.
CDC announces that about 80% of K-12 staff, teachers, staff and child
care workers have received at least their first dose of the Covid
vaccine.
after facing lawsuits and criticism from a group of parents for not
reopening sooner.
The U.S. Department of Agriculture announces that it will continue
reimbursing schools and child care centers for free meals, a move
serving food insecure families during the pandemic.
The University of California system announces it will no longer consider
SAT or ACT scores in scholarship or admissions decisions.
California announces a plan to spend $6 billion to expand broadband
internet access to thousands of students underserved by private internet
service providers during distance learning.
State rescinds mandate requiring schools to send home children who
refuse to wear a mask, announcing that it will allow schools to decide
what to do.
The University of California system announces that it will require
students, faculty and staff to show proof of vaccination against Covid.
The California State University System announces that all faculty,
students and staff will be required to show proof of vaccination.
CDC updates masking guidance, recommending masking indoors and in high
transmission areas, amid a surge in the Covid virus’s new delta variant.
Several California community colleges, including ones in the Los Angeles
Community College District and Los Rios Community College District,
implement vaccine mandates amid surging cases.
to be vaccinated against Covid or undergo weekly testing.
Culver City Unified, in west Los Angeles, announces that it will require
all students to be vaccinated against and undergo weekly testing,
becoming the first school district in California to do so.
Several rural districts in California close schools, following an
increase in cases of the delta variant of Covid-19.
The Los Angeles Unified school board votes to require all students 12
and older to be fully vaccinated against Covid-19, becoming the largest
public school district to do so.
The chancellor of the California Community College system announces
student enrollment has dropped below 2 million students for the first
time in over 30 years due to the pandemic.
A judge rules that California students with disabilities can resume
independent study after Assembly Bill 130 was passed, requiring all
schools to provide in-person classes. The bill made an exception for
those who qualified for independent study, but shut out several students
who had various disabilities preventing them from wearing a mask or
making them susceptible to Covid.
The UC system announces it will stick with test-free admissions and will
not replace the SAT and ACT with a new exam.
CDC announces the death toll in the U.S. has surpassed 800,000.
Several school districts, including Los Angeles Unified and West Contra
Costa Unified, announce plans to delay vaccine mandate deadlines.
CDC updates quarantine and isolation guidelines, and California
announces the state will follow them.
CDC reports 1 million active Covid cases in the U.S, the highest daily
total of any country.
About 900 teachers and aides stage a “sickout” to protest the lack of
Covid-19 protections in San Francisco public schools in the midst of a
surge of cases.
Gov. Gavin Newsom announces that funding for schools and community
colleges will increase to over $100 million in the midst of a pandemic
affecting state revenue.
Newsom signs an executive order loosening state regulations for
substitute teachers to combat staffing shortages.
protest by several teachers at a West Contra Costa Unified middle
school, over half of Stege Elementary school’s teachers call out to
protest Covid-19 policies.
Oakland-based research group Children Now releases report card detailing
the effects of the pandemic, wildfires and racial injustice on
children’s education and mental health.
Several CSU and UC campuses suspend in-person classes following a surge
of cases.
San Diego State University sees a record number of fall 2022 applicants,
indicating a bounce back to pre-pandemic levels.
The chancellor of the CSU system announces tuition will not increase for
the 2022-23 school year as many students continue to face financial
struggles due to the pandemic.
A panel for the CSU system recommends eliminating SAT and ACT exams for
admission, following several colleges across the nation during the
pandemic.
EdSource reports that graduation rates held steady during the pandemic.
CDC issues new rating system allowing most students in K-12 schools to
remove masks indoors.
Covid-19 deaths worldwide surpass 6 million.
Two year anniversary of when the World Health Organization declared the
coronavirus a global pandemic.
California ends school mask mandate.
President Joe Biden proposes $88.3 billion dollars in new discretionary
funds for American colleges, a 16% increase from the previous year.
Almost 1 million Covid deaths have been reported in the U.S.
The National Institute for Early Education Research at Rutgers announces
state-based preschool programs suffered from massive pandemic-related
losses, including enrollment decline and loss of state funding.
Biden and the Department of Education announce an extension of the
student loan payment pause until Aug. 31. The pandemic-era policy
assisted millions of borrowers nationwide.
College students introduce a bill to add a 24-hour mental health hotline
number on student ID cards due to the growing mental health crisis
associated with the pandemic and other social justice issues.
U.S. Covid deaths top 1 million.
Newsom announces a revised state budget allocating $128 billion to
schools and community colleges in the state, $20 billion more than
initially proposed. The new budget is slated to provide $3.3 billion for
districts affected by inconsistent attendance due to new Covid variants.
The Public Policy Institute of California reveals that science
instruction decreased in K-12 schools across the state during the
pandemic. More than 200 districts were surveyed, citing teacher burnout
related to the pandemic and a lack of funding for science, technology,
engineering and math programs.
California to provide free lunch to all K-12 students, expanding on the
USDA’s pandemic-era universal meal program.
Several public universities and colleges begin in-person instructions
with few Covid restrictions.
As educators worry about the pandemic’s effect on students, the state
Department of Education announces it will delay release of standardized
test scores from the previous year, prompting a public outcry.
standardized test scores projected to show declines related to global
pandemic. This is a contrast from the initial announcement indicating a
delay.
EdSource reports that California students have performed significantly
worse on state standardized states, highlighting another one of the
pandemic’s impacts on education.
CSU board of trustees abandons a plan to require a fourth year of math
for admission, citing pandemic-related concerns.
Gov. Gavin Newsom proposes a budget decrease for California Community
Colleges and K-12 schools, while continuing to allocate funding for
“learning recovery from Covid.”
Officials from the Department of Public Health announce plans to end the
Covid vaccine mandate for school children.
Several elementary schools in Marin County institute a temporary mask
mandate following an uptick in cases.
CDC adds Covid-19 vaccine to recommended immunization schedule for
children ages 6-17.
CalFresh announces it will end two temporary exceptions allowing more
students to qualify for CalFresh during the pandemic.
Despite hopes of return to a “pre-pandemic normalcy,” state data reports
a decline in TK-12 enrollment.
Randi Weingarten, president of the American Federation of Teachers,
testifies in front of Congress regarding Covid-related closures at
schools.
World Health Organization announces that Covid-19 is no longer
considered a global pandemic.
CalMatters reports that the Golden State Education and Training Grant
Program, which allows those affected by job loss due to Covid to enroll
in a college program, is set to end by June 15 in order to combat
ongoing budget deficit.
School officials and union leaders for Los Angeles Unified reach
agreement to extend winter breaks. If ratified, the measure will extend
the school year in hopes of combating Covid-related learning loss.
State Legislature mandates a change in literacy standards, hoping to
combat reading loss.
In a 6-3 decision, the U.S. Supreme Court rules President Joe Biden
lacked the authority to implement a plan erasing $400 billion in college
student debt, leaving millions of people affected by financial woes
during the pandemic in a limbo.
The Legislature announces two bills to combat a teacher shortage
exacerbated by the pandemic, including one set to pay student teachers
for their required 600 hours of instruction.
to prevent them from testifying in a suit alleging that the state failed
to prevent learning loss for low-income and other high-risk groups. Some
professors from the university planned to testify regarding the effects
of the pandemic on chronic absenteeism and student engagement/enrollment
measures.
Reversing course, the department announces it will not pursue a lawsuit
against the Stanford researchers.
Chancellor for California Community Colleges announces enrollment has
increased, bouncing back after years of pandemic-related declines.
Los Angeles Unified School District announces it will no longer require
employees be vaccinated against the coronavirus. The mandate was under
controversy as many claimed it was discriminatory.
CAASPP Smarter Balanced assessments reveal that districts have done
little to reverse learning loss due to the pandemic. The learning loss
disproportionately affected Black, Latino and economically disadvantaged
students.
Gov. Gavin Newsom proposes a rainy day fund to protect California
colleges from expected budget shortfalls.
Los Angeles Unified loosens Covid restrictions, allowing children and
school to return to school if symptoms are mild.
A study published by the New England Journal of Medicine finds that long
Covid will have lasting effects on IQ levels and cognitive ability of
schoolchildren.
California Community Colleges reports that the system has lost more than
$5 million due to fraudulent registrations, a trend that has seen an
increase since the pandemic.
Trump-appointed judge in the 9th U.S. Circuit Court of Appeals rules
that Los Angeles Unified employees can sue the district over expired
Covid policies. The suit had been thrown out by a lower court as the
rules were no longer in effect.
The New York Times reports that $190 billion given to schools to help
students recover from pandemic-related learning loss did little to
improve test scores.
Toddlers and babies born during the pandemic suffered from significant
developmental delays due to its effects, the New York Times reports.
Los Angeles Unified superintendent announces that the district has
recovered from some learning loss during the pandemic, with reading
scores showing English proficiency increasing from 41% to 43%. Math
scores also rose by 2 percentage points.
Study by Northwest Evaluation Association reports that a significant
number of eighth graders are approximately a year behind in learning
progress due to the pandemic.
EdWeek reports that district administrators have until Sept. 30 to claim
share of Covid-related federal aid set aside to assist homeless
students.
CSU system announces 461,000 enrolled students, the largest number since
the beginning of the pandemic.
State data indicates improving scores on standardized tests, but not to
pre-pandemic levels. Government officials say the scores show that
districts are making up for learning loss.
The Center on Reinventing Public Education gives California a D grade on
its reporting of the effects of Covid on students.
EdSource reports that several schools and colleges around California
will receive over $45 billion in bonds for construction in a “post-Covid
vote of confidence.”
West Contra Costa district announces it will cut several administrative
and staff positions due to a budget deficit, citing declining enrollment
and expiration of Covid-relief grants as causes.
President Donald Trump, left, holds up a signed executive order as young people hold up copies of the executive order they signed at an education event in the East Room of the White House in Washington on March 20, 2025.
Credit: Ben Curtis/AP Photo
President Donald Trump signed an executive order Thursday directing U.S. Secretary of Education Linda McMahon to work toward eliminating the Department of Education, pushing forward a campaign promise to dismantle an agency that has long been maligned by conservatives.
With a group of students as a prop busily working on school desks behind him, Trump said, “My administration will take all lawful steps to shut down the department.”
The order instructs Education Secretary Linda McMahon to “take all necessary steps to facilitate the closure of the Department of Education and return authority over education to the States and local communities while ensuring the effective and uninterrupted delivery of services, programs, and benefits on which Americans rely.”
The federal government funds less than 10% of public school budgets, though much of that money supports especially vulnerable students. The department also oversees programs that help students pay college tuition, including Pell grants for low-income students.
The White House has already taken steps to gut the Education Department by roughly halving its workforce of 4,100, but officially eliminating the Cabinet-level agency would require congressional action.
The administration has also vowed to ship other critical functions to other federal departments — services for students with disabilities and low-income students to the Department of Health and Human Services and student loans to the Treasury Department.
“Closing the Department does not mean cutting off funds from those who depend on them — we will continue to support K-12 students, students with special needs, college student borrowers, and others who rely on essential programs,” McMahon said in a statement. “We’re going to follow the law and eliminate the bureaucracy responsibly by working through Congress to ensure a lawful and orderly transition.”
Children’s advocates were skeptical. The executive order “could result in a catastrophic impact on the country’s most vulnerable students and cutting much-needed funding will specifically impact students of color, students with disabilities and students in low-income communities,” the Association of California School Administrators said in a statement.
Over the decades, Republicans have repeatedly called for shutting down the department, although doing so would require 60 votes in the Senate — unlikely because Republicans now hold only 53 seats.
Nonetheless, Sen. Bill Cassidy, R-Louisiana, chairman of the Senate education committee, said in a statement, “Since the Department can only be shut down with congressional approval, I will support the President’s goals by submitting legislation to accomplish this as soon as possible.”
House Speaker Mike Johnson, R-Louisiana, praised the order in a post on X “President Trump is keeping his promise and returning education to the states,” but didn’t pledge to bring the issue to a vote. David Cleary, who worked on education issues on Capitol Hill for two decades, indicated he wouldn’t be surprised if Johnson didn’t.
“Leaders don’t like to spend time on things they know can’t get over the finish line,” he told the Washington Post.
California Attorney General Rob Bonta, who has sued the administration over the wholesale firing of federal employees and abrupt cancelation of research contracts, said he would monitor how the executive order is carried out.
While acknowledging the obligation to go through Congress, “the Administration continues to do everything it can to destroy the department’s ability to carry out its most vital, congressionally mandated functions — with the clearly stated ‘final mission’ of shuttering the Department for good,” he said in a statement. “My office will be looking at what this executive order actually does — not what the President says it will do.”
Trump used the executive order to continue his attack on equity-focused education programs. The Secretary of Education will ensure that Department of Education funds will follow federal law and administration policy, it states, “including the requirement that any program or activity receiving Federal assistance terminate illegal discrimination obscured under the label ‘diversity, equity, and inclusion’ or similar terms and programs promoting gender ideology.”
In response, Jessie Ryan, president of the Campaign for College Opportunity, said the continued attacks on diversity, equity, and inclusion and dismantling of the department “will leave millions of students and their families vulnerable to discrimination and deny them the opportunity to succeed in school, achieve their individual potential, and prepare for the future workforce. We cannot allow this administration to steamroll students and communities to achieve its agenda.”
Guillermo Mayer, President and CEO of the nonprofit Public Advocates, attributed the executive order to the Administration’s larger aim.
“Nobody should be fooled,” he said. “While this order purports to reduce federal bureaucracy, it’s part of a longer-term plan to eliminate federal oversight in education and give states free rein to redirect billions of dollars away from public schools and towards private school vouchers. The ultimate goal is to erode the public’s trust in our system of public education.”
On the first week back you will need to review all the rules and routines. The first day back from break I treat like the first day of school. Not too much academic work, but lots of reviewing the routine, practicing them, and review your expectations. During the post-holiday classroom activities for the first week back, we review each of our literacy centers and what they should be doing during their center times. We review how to sit on the carpet and how to work hard to get their work done well. We review expectations of guided math and guided math centers. Students need a review of all the classroom rules and expectations that have not been on the forefront of their mind over the break.
Expert Insights Into the 2024 Higher Education Landscape
As we step into the mid-way point in 2024, the higher education industry is bracing for a wave of transformative changes. Below, several experts from higher education tech company Modern Campus collectively paint a future where traditional educational models are rapidly evolving. The burgeoning adoption of microcredentials promises a more flexible and competency-based learning landscape, tailored to meet the ever-changing needs of the workforce. Higher education institutions are expected to pivot significantly, focusing more on aligning their offerings with industry requirements and enhancing the overall student experience.
Peter DeVries, CEO
AI will continue to be a hot topic with a disconnect between the institution’s hesitancy and intent to drive efficiency versus student’s usage whenever an opportunity exists.
Microcredentials and stackable credentials will continue to be held up as a key area of innovation with slow demonstration of how it can be readily utilized by students due to institution inertia.
Students will continue to look for institutions that provide a modern engagement experience with personalization and value add services available seamlessly through online services.
Amrit Ahluwalia, Senior Director of Strategic Insights
Microcredential adoption will continue to accelerate: More colleges and universities will offer a wider range of microcredentials to provide alternatives for people to engage in meaningful learning without forcing them to enroll in a full degree program. This will also drive increased adoption of competency-based learning models.
Higher ed will align more closely with the workforce: Colleges and universities will work to align offerings more closely to workforce needs, creating pathways for adults to engage in professional development to keep pace with industry changes while also streamlining the learner-to-earner pathway for degree-seeking students.
Colleges and universities will prioritize the student experience: To stem growing stop-out and drop-out numbers, higher ed institutions will begin to invest in mechanisms to improve student belonging and communication and will look for approaches to accelerate degree completion.
IT leaders will play a more strategic role: Historically, institutional IT leaders have played a largely operational role. But as technology plays an increasingly central role in the management of the modern postsecondary institution, these leaders will be asked to have a larger influence on the strategy and direction of their respective institutions. This will have a significant impact on higher education’s approach to customer/student engagement, leveraging/securing data, and software management.
Institutional IT leaders will be looking to address the “Digital Jungle” of software and vendors operating on their campuses. During the pandemic, colleges invested in massive numbers of disconnected and overlapping technology tools to deliver on specific needs through a challenging time. But now that we’re on the other side, CIOs and CISOs will be looking for ways to reduce the risk associated with having so many tech vendors operating simultaneously on campus, improving data security and simplifying the institutional tech infrastructure.
Keith Renneker, VP Sales for Modern Campus Connected Curriculum and Modern Campus CMS
AI will continue to be a hot button topic – how to leverage in education delivery, impact on research, recruitment and engagement of students – essentially the whole education ecosystem.
Financial survival – while some schools have been able to thrive, others continue to struggle, with Birmingham Southern the most recent example of a school trying to avoid closure. What will be the impact on affordability for students? Will campuses close or merge? Budget scrutiny will continue to slow and formalize more procurement processes.
A more politicized environment with government seemingly more engaged from the K-12 environment into higher ed – a leading example is loan forgiveness. Schools will be challenged with strong public views on political topics, creating risks for schools and including impact to donors.
Greater efforts on campuses for increased efficiency – platform solutions vs multi-vendor. Continued call for services – for school and students. Modernizing the experience for the learner. Stronger tools to integrate different campus solutions from different providers.
David Cashwell, VP Sales for Modern Campus Lifelong Learning
More centralization of CE programs in universities. For example, School of Education, School of Business, etc. They are sharing resources more, and that includes software.
Defining microcredential quality standards – this has become a more important issue with the American Council of Education, who oversees accreditation.
The Definition of FTE has become problematic because such a high percentage of full-time students are on financial aid and many “part time” students are paying in full. The question remains as to whether Pell dollars will be usable for students seeking a short-term job training program.
The higher ed institutions that are not well-endowed and who struggle with enrollments will be more deliberate about creating career pathways for their students. This will not be an issue for the most prestigious R1 universities who have 20% and below acceptance rates.
Institutions will be more focused on programs and marketing that focus on the stop out population through degree and non-degree programs. They will look to these populations as a supplement to the shortage in traditional demographics.
CIOs will continue to prefer purpose-built platforms that will play nicely within ecosystems. This shift in purpose-built solutions will be great for those that provide them assuming they can seamlessly integrate into “main campus” systems.
LMS providers will continue their momentum on combining with other solutions or building extensions of their LMS systems (see Instructure, Anthology (bB) and D2L). This will allow them to differentiate from each other outside of traditional “bake off” differentiators.
Institutions will continue to tighten up their security requirements. Universities have no regulations so it’s a big chance for cybersecurity in organizations.
Andy Gould, VP Sales for Modern Campus Student Engagement Suite
Retention efforts/funding will redirect to enrollment support in the face of continued enrollment decline, which will put effective student engagement at further risk.
Students will continue to demand more mobile-focused, interconnected, and personalized technologies be a part of their experience.
Soft skill development/articulation demand will increase as employers reduce forces, putting pressure on recruiting high quality new graduates.
Academic support will receive increased pressure and existing technologies are in need of modernization. Products like TEDU will see quick adoption.
Centralized student platforms like Pathify will gain increased traction as institutions and students alike face technology overload and more demand for a personalized experience.
Chad Rowe, VP Product for Modern Campus Lifelong Learning
Continuation of the rise and adoption of alternative credentials including digital badges.
Tighter integration of CE focused student information systems with customer relationship management systems to promote student engagement throughout their journey and lifetime.
Adoption of new tools and integration connectors to improve the student experience; tighter integrations between the CE-focused student information systems and the main campus SIS for more engaging catalog display.
Cautious exploration of AI use cases in the administration, reporting and predictive analytics or CE programs.
Kim Prieto, SVP Product
As enrollments continue to decline, and budgets are stretched, institutions will work to meet students where they are at:
Continued and growing focus on micro-credentialing
Support of online and hybrid programs
Communicating clear paths to post school employment
As the costs of education rises, community colleges will see higher growth than 4-year institutions, increasing the need for clear and easy transfer paths.
Campuses will look to gain efficiencies in their vendor management – looking more for platform vendors who can fulfill multiple needs.
From the accelerated adoption of microcredentials to the strategic role of IT leaders, and from the integration of AI to the focus on student engagement, these changes reflect a broader shift in educational priorities and methodologies. Higher education institutions must adapt to these changes, balancing innovation with the enduring values of accessibility and quality education. In doing so, they will not only meet the evolving needs of students and the workforce but also lead the way in shaping a future where education is more adaptable, inclusive, and aligned with the ever-changing global landscape.
Snowball fight is a fun game for 2 -4 players. I have included differentiated packs working on adding number 1-5 and then working on number 10-15. This winter math games is perfect for kindergarten and 1st graders. Once all the cards are printed and cut, make a pile of the cards with addition facts and the Snowball FIGHT cards face down. The cards with number 1-5 or if you are playing the teen number game the number 10-15, should be set above the pile face up. These are the sum cards and need to be seen the entire time. Player 1 starts and pulls a card from the pile. They add the numbers and place the card on the correct sum. Player 1 continues with their turn, pulling cards and adding until they get the card SNOWBALL FIGHT. Their turn stops and the next player takes over. The snowball fight card can be put to the side. The game continues rotating through players until the card pile is done. ** If you wanted to differentiate this game for a single student, you can take away the SNOWBALL fight cards and set a timer for a minute. The students challenge could be how many cards could they solve in 1 minute.
Hi there, Education Coffee Break readers! I’m excited to share a special update with you. As you know, I’ve been focusing mostly on primary grade education here on the blog, but we’re about to branch out into something new!
I’d like to introduce my husband, Joshua, who will be joining me as a contributor to the blog. He started teaching in August 2023 at Dauphin County Technical School, a Career Technical Education (CTE) high school, where he teaches Web Development & Design. He’ll be bringing his experience and insights from working with high school students and his love for technology to add a new perspective here.
Joshua will focus on high school education, especially around preparing students for real-world careers through practical, hands-on learning. His background is quite different from mine, but that’s what makes this so exciting! You’ll be able to find content and ideas that span from elementary classrooms all the way up to high school settings.
I’m really excited to have him on board, and I think you’ll love hearing from him, too. Keep an eye out for his first post soon!
Self-efficacy comes from social cognitive theory. It greatly affects how students feel about their chance to do well in school. This is especially important in higher education, where there are many challenges. Helping students believe in themselves is vital. When educators boost their self-efficacy, students can find their potential. This builds academic motivation and leads to better learning and personal growth.
Diverse Learners
Self-efficacy in education is crucial for diverse learners as it influences their motivation, effort, and perseverance in academic tasks. When learners believe in their abilities to succeed, regardless of their background or capabilities, they are more likely to set challenging goals and persist in the face of obstacles. Cultivating self-efficacy in education involves providing learners with opportunities for mastery experiences, social modeling, verbal persuasion, and emotional arousal to help them develop a sense of competence and confidence in their learning abilities. By nurturing self-efficacy in diverse learners, educators can empower them to achieve their full potential and thrive academically.
Key Highlights
This blog explores practical strategies to enhance student self-efficacy, a crucial factor in academic motivation and success.
We’ll examine the role of self-efficacy in learning, its effects on performance, and its impact on student motivation.
The blog offers a step-by-step guide, outlining practical strategies for educators to implement.
Additionally, we will provide insights into measuring and assessing self-efficacy in educational settings.
The blog concludes by addressing frequently asked questions, providing further clarity on this important topic.
Understanding Student Self-Efficacy in Classrooms
Self-efficacy is the belief in your ability to succeed. In school, it means a student’s confidence in their ability to handle academic tasks, face challenges, and reach their learning goals.
This is about helping students believe they can learn well. It’s not just about having skills or knowledge. It’s also about encouraging a belief that students can see themselves as able learners, prepared to handle any challenge that they encounter.
Defining Self-Efficacy in the Educational Context
Self-efficacy is a key idea in psychology and is very important in education. It means how much a person believes they can perform tasks to reach specific goals. It’s not just about having skills; it’s about believing you can use those skills to face challenges and reach your aims.
At its core, self-efficacy shows how much control a person thinks they have over their actions and results. It’s about believing you can make a difference in your own learning.
In schools, high self-efficacy is linked to good academic achievement. Students who strongly believe in their ability to learn often set higher goals. They also keep trying harder and achieve better results in their studies.
The Role of Self-Efficacy in Learning and Achievement
Self-efficacy is very important for successful learning. It pushes students to take part in academic tasks, work through problems, and aim for excellence.
When students believe they can learn and succeed, they see challenges as ways to grow instead of threats to their self-worth. This change in mindset can make a big difference.
Self-efficacy not only shapes how students view their abilities, but it also affects their academic performance. It helps them put in more effort, stay persistent, and be resilient. This leads to better grades, a stronger understanding of concepts, and a real love for learning.
The Importance of Developing Self-Efficacy in Students
Building self-efficacy in students goes beyond better grades. It’s about giving them a skill they can use in life. Students with high self-efficacy can handle challenges, recover from setbacks, and face learning with a friendly and strong spirit.
Picture a classroom full of students who are willing to try new things, learn from failures, and grow from their mistakes. This is the amazing effect of self-efficacy. It helps create strong, independent, and confident learners.
Effects on Academic Performance
In the unifying theory of behavioral change, self-efficacy plays a big role. It affects how people face challenges and keep going when things get tough. In education, this means students can have a growth mindset. They see problems as chances to learn and improve their understanding.
Students who believe in themselves are less affected by negative feedback. They see it as helpful advice and use it to find ways to get better. This skill is important for their academic performance.
Additionally, these students take charge of their learning. They set goals and stick with them. Their belief in a chance to succeed helps them do better in school overall.
Impact on Student Motivation and Engagement
Motivation plays a key role in education. It drives students to engage, put in effort, and succeed. When students believe in their abilities, they are more likely to feel motivated from within. They find joy in learning and enjoy the process itself.
This belief in themselves helps them take charge of their learning. As a result, they engage more in classroom activities. They also have a strong desire to learn more and challenge themselves. They often look for extra resources and explore subjects more deeply than what is required.
Additionally, students who believe in their efficacy can use metacognitive strategies well. They understand how they learn, which helps them plan, monitor, and assess their progress effectively. This awareness leads to a more organized and independent approach to their education.
Introducing Self-Efficacy to Beginners
For anyone who is unfamiliar with it, self-efficacy may sound complex. In easier words, it means having a “can-do” attitude. It is the idea that students believe they can overcome difficulties and reach their school goals.
Think about a student facing a tough math problem. If they have a positive mindset and trust in their ability to solve it, that shows self-efficacy. This belief helps students face challenges and keep trying, knowing that they can succeed.
Key Concepts and Terms Explained
Self-efficacy means believing in your ability to reach your goals in different situations. It is more than just feeling confident; it looks at how well you think you can do a specific task.
Teachers and educators are very important in building self-efficacy. They can help students succeed by teaching effectively. This includes breaking down difficult tasks into simpler steps, giving clear explanations, and creating a friendly learning space. These actions help students trust in their skills.
Also, verbal persuasion is key in developing self-efficacy. This means using positive words, encouragement, and helpful feedback. When teachers recognize students’ hard work, celebrate achievements, and offer support during tough times, they help create confidence and belief in what students can do.
Why Fostering Self-Efficacy is Crucial for Students
There is a strong connection between how students believe in themselves and their success in school. When students think they can do well, it positively affects their motivation, involvement, and achievements. This belief is key to having a good learning experience.
A positive link is seen between high self-efficacy and better academic performance. It also helps lower anxiety and boosts overall well-being. This belief makes students take charge of their learning and helps them enjoy gaining knowledge and want to improve.
Picture a classroom where students want to join in, ask questions, and strive to do well. By promoting self-efficacy, we build a lively learning space where students can do great in their studies, connect well with others, and feel good emotionally.
What You Will Need to Get Started
Improving student self-efficacy isn’t the same for everyone. It begins with knowing what each student needs and what they are good at. Start by building a friendly and positive classroom. In this space, mistakes are just chances to learn, and hard work is praised.
You can see it like giving students a set of tools they can use. When teachers provide the right resources and help students believe in themselves, they can support students as they confidently handle their own learning adventures.
Identifying Sources of Self-Efficacy in Education
Understanding where self-efficacy comes from is important to help students grow in this area. It is not something they are born with; they build it through their experiences and interactions at school. For example, when students finish tough academic tasks successfully, they feel a sense of mastery. This feeling boosts their self-efficacy.
Seeing their peers succeed at similar tasks can also increase their sense of efficacy. This kind of learning, where students watch friends reach their goals, can have a great impact. It shows them that they can succeed too.
Additionally, feedback is very important for building self-efficacy. Positive and helpful feedback from teachers is crucial. When teachers recognize students’ efforts, point out their strengths, and give clear advice for improvement, they help build students’ cognitive development and confidence in their learning skills.
Essential Tools and Resources for Teachers and Educators
To effectively enhance student self-efficacy, educators can utilize a range of tools and resources designed to support their efforts. For instance, incorporating goal-setting frameworks can empower students to take ownership of their learning.
Providing access to resources such as learning platforms, educational apps, and interactive tools can further support students in their learning journey, allowing them to learn at their own pace and develop mastery in specific subject areas.
Here’s a table summarizing how different sources of self-efficacy translate into actionable strategies:
Source of Self-Efficacy
Strategies for Enhancement
Mastery Experiences
Provide opportunities for students to experience success in challenging tasks; break down complex tasks into manageable steps; offer individualized support and scaffolding.
Vicarious Experiences
Showcase successful peer models; utilize case studies and testimonials; engage students in collaborative learning activities.
Verbal Persuasion
Offer specific and genuine praise; provide constructive feedback focused on effort and improvement; encourage positive self-talk and affirmations.
Emotional and Physiological States
Create a positive and supportive learning environment; incorporate stress-reduction techniques; promote a growth mindset where mistakes are seen as learning opportunities.
By understanding these sources and implementing these strategies, educators can create a fertile ground for self-efficacy to flourish. This, in turn, empowers students to reach their full potential within and beyond the classroom.
Step-by-Step Guide to Enhancing Self-Efficacy in Students
According to the article Strategies for promoting self-efficacy in students improving self-efficacy in students takes time and a variety of methods. There is no simple fix, but by using different strategies, teachers can build a classroom where students feel confident and believe they can do well.
Here is a simple guide with steps to help boost student self-efficacy. It covers easy ways for teachers and educators to use those ideas in their classes.
Step 1: Setting Achievable Goals
Setting goals is very important for building self-confidence. In New Zealand, teaching focuses on helping students set realistic and reachable goals. When students take part in deciding their own learning goals, they feel a sense of control over their education. This feeling is key to building self-confidence.
It’s important to make sure that goals are specific, measurable, achievable, relevant, and time-bound (SMART). Breaking big goals into smaller, easier steps can help too. This makes them feel less overwhelming and more achievable.
It’s good to keep in mind that even small successes can greatly increase a student’s confidence and inspire them to aim higher. By making goal-setting a part of learning, we give students a useful skill for life. This helps them become strong and resilient young citizens who can reach their dreams.
Step 2: Providing Constructive Feedback
Effective feedback is very important for building self-efficacy. Using constructive feedback in teaching helps students improve and believe in their own abilities. It focuses on their strengths and gives clear suggestions on how to improve.
For example, instead of just marking an answer wrong, teachers can ask questions that make students think. Questions like “What led you to this answer?” or “Can you find another way to solve this?” can help students reflect and take charge of their learning.
When feedback is given in a positive way, it highlights effort and progress. This motivates students to keep trying, to adjust their methods, and to build confidence for making smart future academic choices. Remember, constructive feedback isn’t just about fixing errors; it’s about helping students reach mastery and grow their belief in their own potential.
Step 3: Encouraging Positive Self-Talk Among Students
The Education Hub’s mission focuses on helping students become self-directed learners. One important way to do this is by encouraging positive self-talk. This is very important in early childhood education. During this time, children start to build their sense of self and how they view their abilities.
Teachers can show positive self-talk by sharing their thoughts, especially when they face challenges. For example, they might say, “This problem seems tricky, but I know if I break it down step by step, I can figure it out.” This shows a good way to solve problems with a positive attitude.
In addition, teachers can help students change negative thoughts like “I can’t do this” into positive ones like “I can do this if I keep trying” or “I’m going to ask for help if I get stuck.” By creating a culture of positive self-talk, we give students a strong tool to overcome challenges and learn with a growth mindset.
Step 4: Creating an Environment That Supports Risk-Taking
Building a classroom culture that values effort more than perfection is very important for helping students believe in themselves. Bandura’s research shows that students do better in environments where they feel safe to try new things, make mistakes, and learn from them. We need to focus less on simply getting the right answers. Instead, we should appreciate the learning and problem-solving process.
One good way to do this is by highlighting different peer models. We should celebrate students who show resilience when facing challenges, those who ask for help, and those who see mistakes as chances to learn. This sends a strong message that encourages a growth mindset.
Remember, in a classroom where mistakes are viewed as failures, students may struggle to grow and build self-efficacy. Instead, we should create environments where students feel brave enough to take risks. They need to know their efforts and progress matter, no matter the outcomes.
Step 5: Recognizing and Celebrating Progress and Success
Schunk and Pajares’ research shows that recognizing and celebrating progress is very important. This is true for learners’ belief in their abilities. It isn’t just about the end result. It is also about appreciating the effort, persistence, and growth mindset shown throughout the process.
Celebration can appear in many ways. You could give simple words of encouragement, like “I’m so impressed by the effort you put into this project.” You could also provide rewards, such as displaying excellent work or sharing achievements with the class. The important thing is to make recognition personal and meaningful for each student.
Building a culture of celebration helps improve self-efficacy. It also creates a positive and supportive learning environment. In this setting, students feel valued and are motivated to reach their full potential. Keep in mind that even small successes can greatly impact a student’s self-belief and their readiness to face new challenges.
Practical Strategies for Teachers and Educators
Let’s move from theory to real-life actions. We will look at clear ways educators can build self-efficacy in their classrooms. The goal is to create a space where students feel empowered, supported, and sure of their own learning skills.
Consider these strategies as tools to help students reach their potential. By using them in daily teaching and giving students chances to succeed, teachers can inspire a love for learning that lasts well beyond the classroom.
Incorporating Mastery Experiences in the Classroom
One of the best ways to build self-efficacy is to give students many chances to experience mastery. It’s important to create situations where they can clearly see how their effort leads to achievement. This can be done by breaking hard tasks into smaller, easier parts. Gradually, you can make these tasks more challenging as they improve.
When students allow themselves to face these challenges, they feel more competent and believe in their ability to overcome problems. It’s important to remember that setbacks are a normal part of learning. Instead of thinking of them as failures, we should encourage students to view these setbacks as ways to grow and learn.
By presenting challenges as chances to build resilience and problem-solving skills, teachers can help students develop a “growth mindset.” This means believing that their skills can improve with effort and determination.
Utilizing Role Models and Mentorship Programs
Role models and mentors can be strong sources of inspiration. They show resilience and success when facing challenges. Pairing students with older peers who have faced similar issues or inviting guest speakers to share their stories can spark hope and belief in what they can achieve.
Words of encouragement from admired people can really help build self-efficacy. Hearing phrases like “I believe in you,” “You can do this,” or “I’ve seen how much you’ve improved” from someone respected can give students the confidence they need to keep going.
In addition, mentorship programs in schools or through community partners can offer great support and guidance. Mentors can provide personal encouragement, share their own stories, and help students develop the important skills and self-belief they need to succeed.
Promoting Vicarious Learning Through Peer Interactions
Social cognitive theory highlights how observation and social interaction can strongly impact learning. Educators can create chances for vicarious learning. This means students learn by watching their peers. By doing this, they help build a community, teamwork, and shared achievement.
Putting students with different skill levels into group projects or having them help each other through peer tutoring can give great learning experiences. When students see their peers succeed with academic tasks, it can increase their confidence. It shows that they can succeed too.
Moreover, when students share their ways of setting goals, tackling challenges, and celebrating their wins, it helps create a supportive and encouraging classroom atmosphere.
Enhancing Emotional and Physiological States
It’s essential to understand that a student’s emotions and physical state affect their confidence and, in turn, their academic performance. Feelings like anxiety, stress, and fear of failure can make learning harder and lower self-esteem. For this reason, it’s very important to create a positive and supportive learning environment.
Good teaching methods that meet different learning styles, set clear expectations, and give students enough chances to practice can help reduce anxiety. This helps students gain the knowledge and skills needed for success.
Giving constructive feedback in a supportive way can also boost a student’s belief in themselves and their ability to improve. By building a classroom culture that values effort, honors progress, and sees mistakes as chances to learn, teachers can create a place where students feel safe to take risks and do their best.
Measuring and Assessing Self-Efficacy in Students
Measuring self-efficacy is important for adjusting teaching methods to fit each student’s needs. When teachers understand what students believe they can do, they can give the right support. This helps create personalized learning experiences that promote growth.
Teachers can assess self-efficacy in different ways. They can use questionnaires, prompts for self-reflection, or observe how students behave and engage in class. The best way to learn about a student’s self-beliefs is by using a mix of these methods.
Tools and Techniques for Evaluation
There are different tools and methods to check self-efficacy in students. One popular way is using questionnaires or scales that measure self-efficacy beliefs in a specific area. These assessments ask students to look at statements about their abilities and to say how much they agree with them.
Teachers can also learn a lot by watching how students behave. Noticing things like how willing they are to join class discussions, how they keep working on tough tasks, and how they accept feedback can give important information about a student’s self-efficacy.
Keep in mind that assessments should help students grow and improve. The information from these evaluations should guide teaching methods, help pick the right interventions, and allow students to build their belief in their ability to learn better.
Interpreting Data to Inform Instructional Practices
Once we collect self-efficacy data, the next important step is to interpret it. This means looking at the results to find patterns, trends, and parts where students may need more help. For example, if many students show low self-efficacy in a certain subject, it suggests we need to change our teaching practice.
In New Zealand, we focus on creating resilient young citizens. This means helping them build the skills and mindset to face challenges and reach their goals. By using self-efficacy data, teachers can design specific interventions to meet students’ needs. This could include giving personal feedback, providing extra support, or changing teaching methods to fit different learning styles better.
When teachers make decisions based on data, they can support all students. This approach helps them feel empowered and confident to succeed.
Conclusion
In conclusion, improving student self-efficacy is key to helping them succeed in school and grow personally. By setting realistic goals and giving constructive feedback, teachers can encourage students to trust in their abilities. Creating a supportive learning environment is also important. Using practical methods like mastery experiences and offering role models can increase students’ confidence and motivation. Remember, when we support self-efficacy in students, we help them achieve now and gain skills for a successful future. Together, we can inspire a group of confident and strong learners ready to face any challenge.
