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  • Why Global Talent is Turning Away from U.S. Higher Education—and What We’re Losing – Edu Alliance Journal


    In 2025, much of my professional focus has been on small colleges in the United States. But as many of you know, my colleague and Edu Alliance co-founder, Dr. Senthil Nathan, and I also consult extensively in the international higher education space. Senthil, based in Abu Dhabi, UAE—where Edu Alliance was founded was asked by a close friend of ours, Chet Haskell, about how the Middle East and its students are reacting to the recent moves by the Trump Administration. Dr. Nathan shared a troubling May 29th article from The National, a UAE English language paper titled, “It’s not worth the risk”: Middle East students put US dreams on hold amid Trump visa crackdown.

    The article begins with this chilling line:

    “Young people in the Middle East have spoken of their fears after the US government decided to freeze overseas student interviews and plan to begin vetting their social media accounts. The directive signed by Secretary of State Marco Rubio and sent to diplomatic and consular posts halts interview appointments at US universities.”

    The UAE, home to nearly 10 million people—90% of whom are expatriates—is a global crossroads. Many of their children attend top-tier international high schools and are academically prepared to study anywhere in the world. Historically, the United States has been a top choice for both undergraduate and graduate education.

    But that is changing.

    This new wave of student hesitation, and in many cases fear, represents a broader global shift. Today, even the most qualified international students are asking whether the United States is still a safe, welcoming, or stable destination for higher education. And their concerns are justified.

    At a time when U.S. institutions are grappling with enrollment challenges—including a shrinking pool of domestic high school graduates—we are simultaneously sending signals that dissuade international students from coming. That’s not just bad policy. It’s bad economics.

    According to NAFSA: Association of International Educators, international students contributed $43.8 billion to the U.S. economy during the 2023–2024 academic year and supported 378,175 jobs across the country. These students fill key seats in STEM programs, support local economies, and enrich our campuses in ways that go far beyond tuition payments.

    And the stakes go beyond higher education.

    A 2024 study found that 101 companies in the S&P 500 are led by foreign-born CEOs. Many of these executives earned their degrees at U.S. universities, underscoring how American higher education is not just a national asset but a global talent incubator that fuels our economy and leadership.

    Here are just a few examples:

    • Jensen Huang: Born in Taiwan (NVIDIA) – B.S. from Oregon State, M.S. from Stanford
    • Elon Musk: Born in South Africa (Tesla, SpaceX) – B.A. from the University of Pennsylvania
    • Sundar Pichai: Born in India (Alphabet/Google) – M.S. from Stanford, MBA from Wharton
    • Mike Krieger: Born in Brazil (Co-founder of Instagram) B.S. and M.S. Symbolic Systems and Human-Computer Interaction, Stanford University
    • Satya Nadella: Born in India (Microsoft) – M.S. from the University of Wisconsin–Milwaukee, MBA from the University of Chicago
    • Max Levchin: Born in Ukraine (Co-founder of PayPal, Affirm), Bachelor’s in Computer Science, University of Illinois at Urbana-Champaign
    • Arvind Krishna: Born in India (IBM) – Ph.D. from the University of Illinois, Urbana-Champaign
    • Safra Catz: Born in Israel (Oracle) – Undergraduate & J.D. from University of Pennsylvania
    • Jane Fraser: Born in the United Kingdom (Citigroup) – MBA from Harvard Business School
    • Nikesh Arora: Born in India  (Palo Alto Networks) – MBA from Northeastern
    • Jan Koum: Born in Ukraine (Co-founder of WhatsApp), Studied Computer Science (did not complete degree) at San Jose State University

    These leaders represent just a fraction of the talent pipeline shaped by U.S. universities.

    According to a 2023 American Immigration Council report, 44.8% of Fortune 500 companies were founded by immigrants or their children, including iconic firms like Apple, Google, and Tesla. Together, these companies generate $8.1 trillion in annual revenue and employ over 14.8 million people globally.

    The Bottom Line

    The American higher education brand still carries immense prestige. But prestige alone won’t carry us forward. If we continue to restrict and politicize student visas, we will lose not only potential students but also future scientists, entrepreneurs, job creators, and community leaders.

    We must ask: Are our current policies serving national interests, or undermining them?

    Our classrooms, campuses, corporations, and communities are stronger when they include the world’s brightest minds. Let’s not close the door on a future we have long helped build.

    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on international partnerships and market evaluations.



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  • How California can stop losing great teacher candidates before they start

    How California can stop losing great teacher candidates before they start


    Tylyn Fields, with some of her fifth-grade students, is now a beloved teacher. But she almost never made it to the classroom.

    Courtesy: Tylyn Fields

    During California’s most recent teacher shortage, Tylyn Fields, a trained social worker, saw teaching as a calling and a promising career. Smart and motivated to make a difference, she was an excellent candidate for the high-need schools in the community where she lived and worked. Sadly, her research into teacher education revealed an impossible choice. A quality preservice program would require quitting her job for a year of unpaid coursework and student teaching. Taking out more loans was a nonstarter: she already owed thousands for previous student loans.

    We desperately need more well-trained teachers across the state. And while there are countless aspiring teachers eager to make a difference in their communities, the financial barriers to entering the profession are pushing promising candidates toward emergency credentials or away from teaching altogether. Teaching is a public service profession. For too many, their future earnings as public school teachers are not enough to pay back the upfront costs of preparation, causing them to enter the profession as an Intern with little or no training so they can earn a salary, or simply give up on the idea of becoming a teacher.

    California has made impressive progress in recent years to begin addressing this issue. In 2019, the state began investing in the Golden State Teacher Grant (GSTG) program to offer $20,000 tuition grants for teacher candidates who commit to teaching in high-need schools. And over the past 5 years the program has evolved to prioritize candidates who need the funding most and who seek meaningful teacher preparation before becoming teachers.

    The GSTG program has made an extraordinary difference for thousands of teachers, including Tylyn. At the Alder Graduate School of Education, we focus on community-based recruitment of aspiring teachers and saw a significant jump in applications thanks to GSTG. Without the financial support from the state, Tylyn said she would have waited until she could pay off her student loans – about 10 years, she estimated.

    To extend allocated funding for longer, GSTG awards were cut in half – to $10,000 – and the funding has run out. The Governor’s revised May budget for 2025-26 includes $64.2 million for the program, which is barely enough to extend GSTG for one more year.  By the time the funding could be signed into law, teacher candidates will already be enrolled in programs, having less of a potential impact on recruitment.

    We propose three big ideas to better support California’s teacher preparation pipeline. 

    1. Establish consistent financial aid for aspiring teachers so that districts and preparation programs can share reliable recruitment offers with candidates. Multi-year funding for the GSTG program is one way to do this and would allow for more reliable messaging to candidates. Another could be a teacher candidate loan program that could draw from Proposition 98 funds that are somewhat more shielded from the volatility of California’s General Fund.
    1. Create a layered system of needs-based financial support, with baseline financial support for those meeting need criteria, and layered support for candidates who commit to a high-need subject, school, or region. This would broaden access for lower-income individuals while giving the state tools for influencing candidates’ choices.
    1. Restructure aid such that pre-service preparation can compete with the financial appeal of emergency pathways. Ideally, candidates could earn pay and benefits while they learn to teach and have their training costs paid for. We wisely do this for Army and police cadets because it’s unthinkable that we’d send them directly to the field without training or have them pay for their own training. Similarly, teacher candidates should be paid for their pursuit of this public service profession.

    In these tight budget times, the most helpful short-term action is to increase the proposed GSTG reinvestment to cover at least two or three years of awards, so that it is useful for teacher recruitment.

    Ending with some great news: after enrolling in Alder’s pre-service residency program, Tylyn graduated a year later with a teaching credential and master’s degree in Education, and took a job as a elementary school teacher in her local school district. She is about to enter her second year of teaching and she is thriving – her students, principal and colleagues are grateful she was able to become a teacher. As a state, let’s continue to push forward with the good reforms we started six years ago, so that many more candidates like Tylyn can find their way to the classroom.

    •••

    Heather Kirkpatrick is CEO and president of Alder Graduate School of Education, a nonprofit, community-based, professional workforce development pathway that partners with public TK-12 school systems across California.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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