برچسب: need

  • The Top AI Tools You Need To Use In 2025

    The Top AI Tools You Need To Use In 2025


    The Top AI Tools You Need To Use In 2025—Infographic

    This infographic showcases some of the must-use AI tools for 2025, offering valuable insights into the best platforms for content creation, SEO, data analysis, and project management.

    The tools mentioned here are essential for refining content, optimizing SEO, enhancing strategy, and improving workflow efficiency. The takeaway? Incorporating these AI tools into your daily work can help you stay ahead in the ever-evolving digital landscape. And remember, staying updated with AI trends can give you a competitive edge, too.



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  • Unhoused students need support and compassion, not scorn

    Unhoused students need support and compassion, not scorn


    Santa Maria, California. Sol Messeguer who works with Fighting Back Santa Maria, a non-profit agency that provides services to homeless youth and families in Santa Maria.

    Credit: Iris Schneider/EdSource

    This fall my son lost a classmate to the stigma of being unhoused. The family lost their home during the pandemic when a neighbor’s apartment caught fire, leaving their unit uninhabitable. However, what pushed my son’s classmate out of his seventh grade class and into another school were the taunts from his classmates for wearing the same clothes and coming to school without being showered.

    My son’s school did attempt to address this situation. For example, when teachers heard students saying mean things, they would ask the offending student to repeat the comment. The students would not repeat taunts. This approach was meant to signal that this type of language is not OK. However, it fails to address the harm caused by the comments or to support the classmate. Addressing bullying in this fashion doesn’t prevent similar comments in the future. Furthermore, bystanders who witness the bullying also fear being bullied.

    Not surprisingly, the entire class was aware of the bullying, yet most remained silent. My son’s classmate understood the students bullying him had their own anxieties and frustrations. He understood them because of his own experiences with instability, feeling stuck and isolation. He understood that his classmates who were unkind to him did not have words to express their frustrations in constructive ways; instead, they looked for someone “weak to pick on.” (His words. Not mine). I was surprised by his awareness and understanding of human behavior, particularly his compassion for those who bullied him and those who remained silent. Unfortunately, hostility toward students without a home is not unique to one school or school district. It is part of the general hostility toward such people.

    In May, a public meeting about the 7th Avenue Village (a Homekey project in Los Angeles County’s Hacienda Heights designed to get 142 people off the streets and into a home) had to be shut down when it got out of hand. At recent school board meetings, some have voiced opposition to the project such as this comment: “Protect our kids, our residences, our community, and our businesses.” Interestingly, the commenter seems to be requesting the Hacienda La Puente school board to protect “us” (housed people) from “them” (the unhoused).

    Another commenter quoted a school board guiding principle emphasizing building a “safe environment” for the student. He urged board members to “think about students first, not other issues, (not the) homeless issue.” There seems to be a lack of recognition that there are students without housing attending our schools and living in our communities.

    Last year, 15 students who had no home attended my son’s school. And there were 543 unhoused students across the Hacienda La Puente school district and 187,298 in the state, according to the California Department of Education’s DataQuest. California and districts are responsible for educating all students, including those with no housing. The federal McKinney-Vento Homeless Assistance Act requires districts to “adopt policies and practices to ensure that homeless children and youth are not stigmatized … on the basis of their homeless status.

    It is difficult for students to learn when they do not feel psychologically, physically or emotionally safe. Housed and unhoused students are dealing with a lot and need to express their feelings, fears and frustrations about things they don’t have any control over.

    Here are some things districts must do to create learning environments to support all students:

    • All students, housed and unhoused alike, as well as parents, guardians and caregivers, need to be taught to deal with anxiety and frustrations and how to stand with those who are being bullied.
    • Districts must invest in training for school site leaders, teachers and families to adopt practices such as restorative justice circles, bystander training and ally programs. Districts need to improve communication about the services available for students who are homeless. A student’s situation can change, leaving them unhoused and unaware of services such as laundry or shower facilities that may be available. Schools should consider waiving fees for students who are homeless so they can participate in after-school activities. (Students’ attendance improves when they feel a connection to the school).
    • School board members need to acknowledge that the district is part of a larger community dealing with a growing homeless population because of a lack of affordable housing. The board should direct the superintendent to create systemic change and to demonstrate to the community their commitment to supporting the learning of all students.

    As parents, we chose this school because of the dual immersion program. We want our kids to grow up to be global citizens, to be able “to meet the challenges and opportunities of a changing world.” One of the skills we expect of our kids is to be able to advocate for what is right, including speaking up against bullying.

    Where are we on this target?

    •••

    Maria Oropeza Fujimoto lives in Hacienda Heights and is a parent and an associate professor in the educational leadership doctorate program at Cal State LA.

    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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  • Heather Cox Richardson: Everything You Need to Know About Immigration Law

    Heather Cox Richardson: Everything You Need to Know About Immigration Law


    Before he was elected President, John F. Kennedy published a book titled “A Nation of Immigrants.” He celebrated the fact that his family was descended from Irish immigrants, and almost every one else (excluding native Americans) was descended from immigrants. At the time, our immigrant heritage was widely acknowledged. Most celebrated their heritage, others embraced America because it rescued them from tyrannies.

    Today, thanks to Donald Trump, we live in an era where immigrants are treated as invaders and enemies. He wants to deport millions of them and has even hinted that he has the power to expel American citizens, even to strip them of their citizenship.

    Heather Cox Richardson points out that the American people do not share his visceral hatred for immigrants.

    Trump appointees insist they have a “mandate” to drive undocumented immigrants out of the U.S. and prevent new immigrants from coming in, and are launching a massive increase in Immigration and Customs Enforcement officers and detention facilities to do so. But a poll released Friday shows that only 35% of American adults approve of Trump’s handling of immigration, while 62% disapprove.

    The poll shows a record 79% of adults saying immigration is good for the country, with only 17% seeing it as bad. Only 30% of American adults say immigration should be reduced.

    The poll shows that 85% of American adults want laws to allow “immigrants, who were brought to the U.S. illegally as children, the chance to become U.S. citizens if they meet certain requirements over a period of time.” Seventy-eight percent of American adults want the law to allow “immigrants living in the U.S. illegally the chance to become U.S. citizens if they meet certain requirements over a period of time.” Only 38% want the government to deport “all immigrants who are living in the United States illegally back to their home country.”

    The poll shows Americans eager to fix a problem that stems from a bipartisan 1965 law that reworked America’s immigration laws.

    In 1924, during a period of opposition to immigration that fueled the second rise of the Ku Klux Klan, Congress had passed the nation’s first comprehensive immigration law. That law, known as the Johnson-Reed Act, limited immigration according to quotas assigned to each country. Those quotas were heavily weighted toward western Europe, virtually prohibiting immigration from Asia and Africa and dramatically curtailing it from southern Europe.

    The Johnson-Reed Act simply taxed workers coming to the U.S. from Mexico, because from the time the current border was set in 1848 until the 1930s, people moved back and forth across it. Laborers in particular came from Mexico to work for the huge American agribusinesses that dominate the agricultural sector, especially after 1907 when the Japanese workers who had been taking over those jobs were unofficially kept out of the country by the so-called “Gentlemen’s Agreement.” Later, during World War I, the government encouraged immigration to help increase production.

    The Depression, when the bottom fell out of the economy, coupled with the Dust Bowl, when the bottom fell out of the western plains, made destitute white Americans turn on Mexican migrants (as well as on their poor white neighbors, as John Steinbeck wrote about in The Grapes of Wrath). The government rounded up Mexicans and shipped them back over the border.

    World War II created another shortage of laborers, and to regularize the system of migrant labor, the U.S. government in 1942 started a guest worker policy called the Bracero Program that ultimately brought more than 4 million Mexican workers to the U.S. The program was supposed to guarantee that migrant workers were well treated and adequately paid and housed. But it didn’t work out that way. Employers hired illegal as well as legal workers and treated them poorly. American workers complained about competition.

    President Dwight D. Eisenhower returned about a million illegal workers in 1954 under “Operation Wetback,” only to have officials readmit most of them as braceros. Under pressure both from labor and from reformers who recognized that the system was exploitative at the same time that mechanization began replacing workers, President John F. Kennedy initiated the process that ended the Bracero Program in 1964. In 1965 the government tried to replace migrant labor with American high school students, but the “A-TEAM” project—“Athletes in Temporary Employment as Agricultural Manpower”—failed.

    The end of the Bracero program coincided with congressional reworking of the 1924 Johnson-Reed Act. In the midst of the Vietnam War and the Civil Rights Movement, Congress wanted to end the racial quota system of immigration and replace it with one that did not so obviously discriminate against Asia and Africa. In 1965, Congress passed the Immigration and Nationality Act of 1965, or the Hart-Celler Act. It opened immigration to all nations, setting a general cap on total immigration levels.

    But southern congressmen, appalled at the idea of Black immigration, introduced a provision that privileged family migration, arguing that “family unification” should be the nation’s top priority. They expected that old-stock immigrants from western Europe would use the provision to bring over their relatives, which would keep the effect of the 1924 law without the statute. But their provision had the opposite effect. It was new immigrants who wanted to bring their families, not old ones. So immigration began to skew heavily toward Asia and Latin America.

    At the same time, Hart-Celler put a cap on immigrants from Mexico just as the guest worker program ended. The cap was low: 20,000, although 50,000 workers were coming annually at that point, and American agribusiness depended on migrant labor. Workers continued to come as they always had, and to be employed, as always. But now their presence was illegal.

    In 1986, Congress tried to fix the problem of border security between the U.S. and Mexico by offering amnesty to 2.3 million Mexicans who were living in the United States and by cracking down on employers who hired undocumented workers. But rather than ending the problem of undocumented workers, the new law exacerbated it by beginning the process of guarding and militarizing the border. Until then, migrants into the United States had been offset by an equal number leaving at the end of the season. Once the border became heavily guarded, Mexican migrants refused to take the chance of leaving.

    Since 1986, U.S. politicians have refused to deal with this disconnect, which grew in the 1990s when the North American Free Trade Agreement flooded Mexico with U.S. corn and drove Mexican farmers to find work, largely in the American Southeast. But by 2007, as Mexico’s economy stabilized and after U.S. border enforcement tightened significantly under President Bill Clinton, more Mexican immigrants were leaving the U.S. than coming.

    Between 2007 and 2017, the U.S. saw a net loss of about 2 million Mexican immigrants. In 2017 about 5 million undocumented Mexicans lived in the United States; most of them—83%—were long-term residents, here more than ten years. Only 8% had lived in the U.S. for less than five years. Increasingly, undocumented immigrants were people from around the world who overstayed legal visas, making up more than 40% of the country’s undocumented population by 2024.

    In 2013 the Senate passed a comprehensive immigration reform measure by a bipartisan vote of 68 to 32. The measure provided a path to citizenship for undocumented immigrants and increased border security. It also proposed to increase visas for immigrant workers. The nonpartisan Congressional Budget Office estimated the measure would reduce the federal deficit by $197 billion over 10 years and $700 billion over 20 years.

    The measure had passed the Senate by a wide margin and was popular with the public. It was expected to pass the House. But then–House speaker John Boehner (R-OH) refused to bring the measure up before the chamber, saying it did not have the support of a majority of Republicans.

    About that time, undocumented migration across the southern border was changing. By 2014, people were arriving at the U.S. border from El Salvador, Guatemala, and Honduras, where violence that approached warfare—much of it caused by gangs whose members had been socialized into gang culture in the U.S.—and economic stress from that violence created refugees. These migrants were not coming over the border for economic opportunity; they were refugees applying for asylum—a legal process in the United States.

    Before the 2014 midterm elections, Republicans highlighted the new migrants at the southern border, although immigration numbers remained relatively stable. They also highlighted the death from the Ebola virus of a Liberian visitor to the U.S. and the infection of two of his nurses. They attacked the Democratic administration of President Barack Obama for downplaying the danger of the disease to the U.S. public and suggested foreigners should be kept out of the U.S. (In fact, the only Americans who contracted the virus in the U.S. were the two nurses who treated the Liberian visitor.)

    Despite his own history of using undocumented workers at his properties, Trump followed this practice of using immigration against the Democratic administration for political points, launching his presidential campaign in 2015 by claiming Mexico was sending “people that have lots of problems…. They’re bringing drugs. They’re bringing crime. They’re rapists. And some, I assume, are good people.” He promised mass deportation and to build a wall across the southern border and make Mexico pay for it.

    In fact, Trump’s administration deported significantly fewer undocumented immigrants than Obama’s had, at least in part because Immigration and Customs Enforcement under Obama focused on deporting those who had been convicted of crimes, a much easier deportation process than that for immigrants without convictions. But it was still legal to apply for asylum in the U.S., a fact MAGA Republicans opposed as they embraced the “Great Replacement” theory: the idea that immigration destroys a nation’s culture and identity.

    The covid pandemic enabled the Trump administration in March 2020 to close the border and turn back asylum seekers under an emergency health authority known as Title 42, which can be invoked to keep out illness. Title 42 overrode the right to request asylum. But it also took away the legal consequences for trying to cross the border illegally, meaning migrants tried repeatedly, driving up the numbers of border encounters between U.S. agents and migrants and increasing the number of successful attempts from about 10,000–15,000 per month to a peak of more than 85,000.

    Title 42 was still in effect in January 2021, when President Joe Biden took office. Immediately, Biden sent an immigration bill to Congress to modernize and fund immigration processes, including border enforcement and immigration courts—which had backlogs of more than 1.6 million people whose cases took an average of five years to get decided—and provide a pathway to citizenship for undocumented immigrants.

    His request got nowhere as MAGA Republicans demanded the continuation of Title 42 as a

    general immigration measure to keep out migrants and accused Biden of wanting “open borders.” But Title 42 is an emergency public health authority, and when the administration declared the covid emergency over in May 2023, the rule no longer applied.

    In the meantime, migrants had surged to the border, driven from their home countries or countries to which they had previously moved by the slow economic recoveries of those countries after the worst of the pandemic. The booming U.S. economy pulled them north. To move desperately needed migrants into the U.S. workforce, Biden extended temporary protected status to about 472,000 Venezuelans who were in the U.S. before July 31, 2023. The Biden administration also expanded temporary humanitarian admissions for people from Cuba, Haiti, and Nicaragua.

    Then, in October 2023, House speaker Mike Johnson (R-LA) injected the idea of an immigration bill back into the political discussion when he tried to stop the passage of a national security measure that would provide aid to Ukraine. He said the House would not consider the Senate’s measure unless it contained a border security package. Eager to pass a measure to aid Ukraine, the Senate took him at his word, and a bipartisan group of senators spent the next several months hammering out an immigration bill that was similar to Title 42.

    The Senate passed the measure with a bipartisan vote, but under pressure from Trump, who wanted to preserve the issue of immigration for his 2024 campaign, Johnson declared it “dead on arrival” when it reached the House in February 2024. “Only a fool, or a Radical Left Democrat, would vote for this horrendous Border Bill,” Trump posted about the measure.

    And then Trump hammered hard on the demonization of immigrants. He lied that Aurora, Colorado, was a “war zone” that had been taken over by Venezuelan gangs—Aurora’s Republican mayor and police chief said this wasn’t true—and that Haitian immigrants to Springfield, Ohio, were “eating the dogs. The people that came in, they are eating the cats. They’re eating—they are eating the pets of the people that live there.” A Gallup poll released Friday shows the MAGA attacks on immigration worked: in 2024, 55% of American adults wanted fewer immigrants in the country.

    Trump was reelected in part because of his promise to strengthen border security, but now his administration is using attacks on immigrants to impose a police state. As Andrew Perez and Asawin Suebsaeng reported Saturday in Rolling Stone, the administration is fighting to impose its will on wrongly-deported Maryland man Kilmar Abrego Garcia, whom it rendered to a terrorist prison in El Salvador, because if they are forced to back down, “it could set a precedent that opens the floodgates to other legal challenges” to Trump’s other executive power grabs.

    “The last thing you want to do here is contribute to a domino effect of decisions where suddenly you’re admitting you’re wrong about everything,” a close Trump advisor told the reporters. “That is why you gotta stand your ground on everything against the left, including on the [Abrego Garcia] situation.”

    But it appears the American people simply want to fix a sixty-year-old mistake in the nation’s immigration laws.



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  • Artificial Intelligence is already here; we need to make access more equitable

    Artificial Intelligence is already here; we need to make access more equitable


    Credit: Allison Shelley/The Verbatim Agency/EDUimages

    ChatGPT is all over the news these days, but when it was first released to the public in November 2022, one of us (Linda) was completely unaware of its existence, while the other (Candice) was already exploring the ways it could be used to creatively brainstorm solutions to complex policy problems in her graduate studies.

    It wasn’t until after listening to a podcast on a road trip with her two teenage sons that Linda learned about ChatGPT’s incredible ability to generate creative content, write lines of code and summarize dense literature, and that one of her sons — like 33% of 12- to 17-year-olds nationwide — had already used ChatGPT to help with school assignments.

    A recent meeting of the California Collaborative on District Reform focused on the future of K-12 education further pushed our awareness of artificial intelligence in education and the efforts schools are making to prepare students for a new world. Meeting participants walked away with a better understanding of the power and limitations of AI but expressed emerging and persistent concerns around bias and equity, asking questions about how to ensure that such a powerful tool can be accessed by all students. As history tells us, new technologies often widen the gaps between the rich and the poor. More recently, research shows us that 31% of students from low-income households lacked access to technologies needed for remote learning during the Covid-19 pandemic.

    So, we asked ourselves how AI can be accessed equitably — and what does that even mean?

    As the academic year launches, it’s imperative that school system leaders think about how to make access to AI more equitable and empower both students and educators to navigate these tools with more critical awareness.

    A haphazard approach to integrating AI into schools poses potential threats to equity. Failure to ensure access to AI in resource-limited schools potentially widens the digital divide and perpetuates unequal learning opportunities and outcomes for historically underserved students and their communities. For example, OpenAI’s GPT-4 features can only be acquired through a paid premium account, meaning the most advanced AI tools, such as analyzing images and generating graphs, might be restricted to students and communities with greater financial resources. Therefore, implementing a thoughtful, realistic approach to ensuring all students, regardless of resources, can access AI tools that are changing how we learn and work, is necessary to furthering an equity agenda.

    Additionally, prioritizing equity goes beyond merely ensuring access; it requires critical awareness to integrate AI into school systems. Redefining access will require comprehensive teacher training to effectively engage with AI and integrate its many capabilities into the school and classroom. A nationwide survey revealed that 72% of K-12 teachers had not received guidance and training on integrating AI into their curriculum. But training teachers to recognize the bias inherent in the tool, learning to fact-check the results AI produces, and incorporating nuanced, human details into its output is a necessity. And more essential is ensuring that teachers in both resource-rich and resource-restricted schools have access to this training.

    Understanding how AI tools are built can help shine a light on the bias and systemic issues of equity associated with AI. The 2020 documentary “Coded Bias,” for example, reveals how the quality of AI output depends entirely on the data used to train it. A recent Boston Globe story shared the experience of an Asian MIT student who asked AI to make her headshot more professional, and it gave her lighter skin and blue eyes. Demographics show that 67% of AI specialists are white and 91% are men. If AI tools learn from sources primarily produced by white males, the output generated is likely to reflect the same homogenized knowledge, insights and resulting bias.

    With the rapid growth of AI technology, it is likely that AI will become increasingly integrated into schools. Students are already using AI to take notes in lectures, assist with language translation, and help solve math problems. Therefore, focused attention on redefining access is necessary to ensure that students from resource-rich schools are not the only ones with the opportunity to master AI tools that will increasingly be part of their daily lives.

    We are at the beginning of a long journey of understanding and navigating the role of AI in all schools, but the conversation must begin with a thoughtful and proactive approach by system leaders to center equity and empower teachers to guide students on a pathway to more powerful learning experiences.

    •••

    Linda Choi is a researcher and Candice Handjojo is a research associate at the American Institutes for Research and staff members of the California Collaborative on District Reform

    The opinions expressed in this commentary represent those of the authors. 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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  • Applying to colleges is a giant puzzle seniors need to solve

    Applying to colleges is a giant puzzle seniors need to solve


    Students pass beneath Sather Gate and onto Sproul Plaza at UC Berkeley.

    Credit: Steve McConnell / UC Berkeley

    With the summer ending, I am spending most of my time finishing work for summer classes while figuring out how to prepare for one of the most pivotal points in my high school career: college applications. 

    I am tired of endlessly watching videos of students who were accepted into prestigious universities, explaining what they did in high school to get accepted, ranging from engaging in cancer research under university professors to being the youngest person ever to obtain a Google internship. 

    Now, it’s my turn to go through the process. I’ve put it off long enough. It is time to write the first draft of my college essay.

    I opened up my document in Google Docs, filled with a list of random ideas I curated to fit the personal insight questions from the university. I typed away on my keyboard, only to end up with a singular sentence. I tried again; this effort resulted in random fragments of what I picture in my head — a broken draft filled with scrambled words that would not cooperate with one another. 

    “The sooner I get the draft done, the sooner I have one thing off my plate,” I grumble to myself. 

    I want to create a perfectly polished essay — to show I am a fit for the university of my choice. While this essay will acknowledge I have flaws, I can only hope that those flaws align with the college’s expectations.

    Even if I manage to create a perfect application, the college admissions process itself raises concerns. Despite researching it for months, I still do not fully understand it.

    I’m worried that I will do everything that is expected and still not be accepted anywhere. It happened to my friend. She did everything to ensure acceptance into a good college. She took Advanced Placement courses at her high school and had a cumulative weighted GPA of over 4.0. She also participated in many clubs. She worked hard all four years of high school but still wasn’t able to get into the university she wanted to attend. 

    Soon-to-be high school graduates must also decipher requirements from out-of-state and private schools, which adds to the pressure they feel as they navigate the constant changes in the college application process. 

    Applying for financial aid also contributes to stress and uncertainty. Will I qualify for federal student aid? Should I apply for financial aid packages from universities? Should I apply to dozens of private scholarships on the slim chance I could win scholarship money?

    The college admissions process is always changing, but one of the most distinguished parts of my identity is being put to the test with the recent Supreme Court ruling on affirmative action in universities. 

    I’ve always been told that if you’re an Asian, you should never acknowledge it in the demographics area of your application because it will be to your disadvantage. I have no clue what to do now that race won’t be considered in admissions. I’m still contemplating whether I should note my race in my applications. Will it hurt my chances or not?

    I feel anxious about what the upcoming application cycle is going to look like. The college admissions process has undergone many changes in the past few years, and it seems that it will go through more in the coming years. 

    These concerns keep me up at night. I worry about the unexpected challenges I may face as I apply to colleges. It seems that I won’t know whether I will be able to go to a four-year college until admission decisions are made.

    I know that there are other options besides a four-year university. I can start my college career at a community college and transfer through the University of California Transfer Admission Guarantee program for one.

    Regardless of all the paranoia and anxiety that come with applying to college, I know that it will be worth it in the end. 

    •••

    Saffiya Sheikh is a student education reporter for Sac School Beat in Sacramento County and a senior at Horizon Charter School. She plans to major in political science when she goes to college. 

    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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  • What you need to know about student loan debt and repayments | Quick Guide

    What you need to know about student loan debt and repayments | Quick Guide


    Student debt relief advocates gather outside the Supreme Court on Capitol Hill in Washington on Feb. 28, 2023, ahead of arguments over President Joe Biden’s student debt relief plan.

    Credit: AP Photo/Patrick Semansky

    This month, payments on student loan debt for millions of borrowers across the country restarted after the three-year pandemic pause. California has some of the lowest tuition rates in the nation, but the state’s residents carry higher than average student debt balances, risky graduate school debt, and have a unique reliance on parent-held debt, according to a recently released report from The Century Foundation.

    Here’s what borrowers need to know if they already have student loans:

    When do repayments restart? 

    The pandemic-era pause on federal student loan payments has ended. Repayment for most borrowers resumed Oct. 1. Interest has already restarted accruing, as of September. However, if you’re currently enrolled in school or recently graduated, then for most federal student loan types, you have a six- to nine-month grace period from the moment you graduate, leave school or drop below half-time enrollment. And for most loans, interest accrues during your grace period. 

    The U.S. Department of Education is giving borrowers a one-year “on ramp” to repayment through September 30, 2024, that prevents people from falling into delinquency or default if they miss payments. Interest will still accrue, but any missed payments won’t lead to negative credit reporting.

    What repayment plans are available? 

    • Standard: Payments are a fixed amount that ensure your loans are paid off within 10 years, or 10 to 30 for consolidated loans.
    • Graduated: Payments are lower at first and then increase, usually every two years, and are for an amount that will ensure loans are paid off within 10 years or 10 to 30 years for consolidated loans. 
    • Extended: Borrower must have more than $30,000 in outstanding direct loans. Payments are fixed or graduated and will ensure loans are paid off within 25 years.
    • Saving on a Valuable Education (SAVE) Plan, formerly the REPAYE plan 
          • Monthly payments will be 10% of discretionary income, which the department defines as the difference between annual income and a percentage of the poverty guideline for a borrower’s family size and state of residence. 
          • Payments are recalculated each year based on updated income and family size.
          • Spousal income or debt is considered if the borrower files a joint tax return.
          • Any outstanding balance is forgiven if the loan isn’t repaid after 20 years for undergraduate study or 25 years for graduate or professional study.
    • Pay-as-you-earn repayment plan (PAYE) 
          • Must be a new borrower on or after Oct. 1, 2007, or received a loan on or after Oct. 1, 2011. 
          • Monthly payments will be 10% of discretionary income but never more than what you could pay under the 10-year standard repayment plan. 
          • Payments are recalculated each year based on updated income and family size.
    • Income-based repayment plan (IBR)
        • Must have high debt relative to income.
        • Monthly payments will be either 10% or 15% of discretionary income, but never more than what you could pay under the 10-year standard repayment plan. 
        • Payments are recalculated each year based on updated income and family size.
        • Spousal income or debt is considered if the borrower files joint tax returns.
        • Any outstanding balance.
    • Income-contingent Repayment Plan: Monthly payments are the lesser of what you would pay on a repayment plan with a fixed monthly payment over 12 years and adjusted based on income, or 20% of your discretionary income, divided by 12. Parent PLUS borrowers are eligible if they consolidated the debt into a direct loan.

    What about my interest rate? 

    Interest rates remain unchanged from what borrowers had prior to the pandemic pause. However, you may see a different rate if you chose to enter a new repayment plan or consolidated your loans.

    Interest rates are set by the Department of Education and tied to the 10-year Treasury note. Federal student loans borrowed after 2006 have fixed rates.

    Why does the government charge interest on student loans? 

    “One argument would be we want people to have incentive to pay back the loans, hence their interest rates,” said Peter Granville, a fellow at The Century Foundation studying federal and state policy efforts to improve college affordability. Other arguments include appealing to Congress to get rid of interest rates, or moving to debt-free college altogether, he said.

    “Having debt is an emotionally weighty circumstance to be in, and nobody wants to take on debt, but we do it to finance the education that people need,” Granville said.

    Does the federal government make money off student loans? 

    It’s unclear. Last year, a report from the U.S. Government Accountability Office found the Department of Education miscalculated the cost of the federal student loan program. The department initially estimated that it would generate $114 billion from federal direct student loans; however, the GAO discovered that as of 2021, the program cost the government $197 billion. Part of the shortfall is due to the cost of the three-year pandemic pause, but most of it is because the department failed to consider the percentage of borrowers who would choose to enroll in income-driven repayment plans, the GAO concluded.

    The GAO further explained it’s difficult to estimate future costs because borrowers’ incomes, family sizes and payment decisions change over time. It’s also difficult to examine past costs because there is a lack of historical data when new changes are introduced to student loan programs.

    The Congressional Budget Office in 2022 projected that the only loan program the government would see revenue from is the Parent PLUS program. The government loses money or subsidizes undergraduates, graduates and Grad PLUS loans.

    Tiara Moultrie, a fellow at The Century Foundation focusing on higher education accountability, said there is concern among those analyzing student loans that the government will lose more money on student loans as more people enroll in income-driven repayment plans like the new SAVE plan. The CBO estimates that by 2027, the total percentage of borrowers in an income-driven plan would increase by about 12% annually. Typically, for every $1 invested in an income-driven covered loan, the government loses 17 cents.

    Currently, out of 43.4 million borrowers, 8.5 million are in an income-driven repayment plan.

    What if I have trouble repaying my loan?

    Contact your loan servicer to discuss options. You may choose to change repayment plans as a way to lower monthly costs, request deferments, or enter forbearance, which allows you to temporarily stop making payments.

    What is the department’s relationship to loan servicers? 

    Loan servicers like MOHELA, Nelnet, EdFinancial and ECSI are private contractors hired by the department to service loans. They are assigned to handle billing, payment plans, and advise and assist borrowers with their student loans at no cost to borrowers.

    Your servicer may have changed during the pandemic from one company to another because their contract with the department wasn’t renewed, or a new servicer was awarded a contract. These contracts typically last five years until renewal or cancellation. Sometimes a change happens when a borrower enters a new repayment or forgiveness program — for example, only one servicer handles Public Service Loan Forgiveness.

    The servicers should notify borrowers if there is a change.

    Can I discharge my loans in bankruptcy? Yes, but it depends on the terms of the bankruptcy court’s decision. Those terms may include full discharge, a partial discharge, or full repayment but with different terms like a lower interest rate. 

    How can I get my student loan forgiven, canceled or discharged? There are a variety of ways to get a federal student loan canceled. For example, teachers are eligible for up to $17,500 in forgiveness through the Teacher Loan Forgiveness program. Government employees, nurses, police officers, nonprofit workers and other people who work in public service may qualify for the Public Service Loan Forgiveness program. For those with a disability, there is the Total and Permanent Disability Discharge program. Finally, borrowers who participate in income-driven repayment plans are eligible for loan forgiveness if they’ve been in repayment for 20 or 25 years. 

    Loans are also discharged or forgiven if your college or school closed while you were enrolled or shortly after you withdrew, or, if your college misled you or engaged in some other misconduct. Such forgiveness plans are known as closed-school discharge and borrower defense

    On Wednesday, President Joe Biden announced $9 billion more in student debt relief for borrowers under Public Service Loan Forgiveness, disability forgiveness, and other income-driven repayment plans.

    What happens to my loans if I die?

    Loans will be discharged after the required proof of death is submitted. 

    What happens to my parent’s PLUS loan if my parent dies, or if I die?

    The loan will be discharged if your parent dies or you, the student, dies. 

    For students applying for loans

    How do I apply for student loans? 

    You may be offered student loans as part of your college’s financial aid offer. Loans can come from a variety of sources, such as private banks, organizations and the federal government. 

    What types of federal student loans exist? 

    Undergraduate students who demonstrate financial need can receive Direct Subsidized Loans. Direct Unsubsidized Loans do not require students to demonstrate need. They are available to eligible undergraduate, graduate and professional students.

    Complete the Free Application for Federal Student Aid. Your college will tell you how to accept all or part of the loan offered. However, before receiving money you are required to enter loan entrance counseling and sign a Master Promissory Note. 

    There are also Direct PLUS Loans:

    • Grad PLUS loans are given to graduate or professional students to help cover expenses. Borrowers do not need to demonstrate financial need, but they are subject to a credit check. People with poor credit histories must meet additional requirements. 
    • Parent PLUS loans are given to parents of dependent undergraduate students to cover expenses. Borrowers do not need to demonstrate financial need, but they are subject to a credit check. People with poor credit histories must meet additional requirements. 

    How much can I borrow? 

    Undergraduate students can receive direct subsidized and unsubsidized loans from $5,500 to $12,500 per year, depending on the year they are in school and their dependency status.

    Graduate and professional students can borrow up to $20,500 each year for unsubsidized loans. PLUS loans are uncapped and determined by the student’s school to cover any expenses not covered by other financial aid. 





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  • We need all hands on deck to ensure students get the financial aid they need for college

    We need all hands on deck to ensure students get the financial aid they need for college


    Parent Raul Zuniga and his daughter Sandy, a senior at La Habra High in Orange County, receive help with financial aid forms from counselor Rosa Sanchez at a “Cash for College” workshop.

    FERMIN LEAL/EDSOURCE TODAY

    California is better off when more people have education and training to power our economy and support thriving communities. Financial aid that reduces or fully covers the cost of college or job training is an investment that benefits all of us.

    About $550 million in federal and state aid goes unused annually when thousands of eligible California students miss out on financial aid. Many are unaware of financial aid, don’t know how to apply or if they qualify, or fear sharing personal information because of their immigration status.

    A new law is helping to ensure that financial aid is not left on the table. Schools must help all high school seniors complete the Free Application for Federal Student Aid or California Dream Act Application unless the student formally opts out. Students submit one of these applications, depending on their residential status, to access the grants, scholarships, work-study opportunities, student loans and other forms of aid available to help finance postsecondary education or training.

    Providing support for all students as they complete financial aid applications is an equity-driven game changer. This policy encourages students to plan for and attend college or job training programs and ensures that all students and families can make informed plans and decisions about their life after high school.

    Achieving universal participation in this student-centered systemic approach to financial aid requires planning and collaboration among K-12 school leaders, counselors, educators, student groups and community organizations. California’s All in for FAFSA/CA Dream Act campaign supports K-12 education partners as they work to achieve universal FAFSA/CADAA completion. Local progress can be tracked on the state’s Race to Submit dashboard. The data can help target assistance for students who may need extra support and encouragement to complete and submit a financial aid application. It also helps us to identify, learn from and share best practices with schools and districts across the state.

    Since universal participation was required, the number of California students applying for financial aid increased significantly. More than 60% of California’s high school seniors submitted financial aid applications by March 2, the deadline for students planning to attend a four-year college. By Sept. 5, the deadline for students heading to community college, the total FAFSA or CADAA completion rate for the class of 2023 climbed to nearly 75%. More than 24,000 financial aid applications were completed this year compared with the same time a year ago.

    The progress achieved with California’s universal financial aid requirement is due to the hard work of K-12 district leaders, high school principals, counselors and teachers, California Student Opportunity and Access Program counselors, Cash for College workshop coordinators, community-based organizations, and students and their families. They went all in to help more high school students than ever complete financial aid applications.

    In a few months, the U.S. Department of Education will release a revised federal aid application called the Better FAFSA. The good news is that the redesigned application will be easier to complete. The bad news is that the Better FAFSA application window will open two months later than in a typical year. This compressed timeline could most disadvantage students and families who need greater support to complete the aid application — and who have the most to gain from filling out the form.

    We will need all hands on deck at the state, district and high school levels to keep making progress and ensure that students don’t lose ground in this inaugural year of the Better FAFSA. The California Student Aid Commission will continue to support K-12 districts and high schools as they work to meet the universal FAFSA or CADAA requirement. We have confidence that with planning, collaboration with partners, clear communication and purpose, California can ensure that all high school seniors complete the FAFSA or CADAA, and California’s vision of increasing access to higher education for all students will become a reality.

    •••

    Catalina Cifuentes is chair and Marlene Garcia is executive director of the California Student Aid Commission.

    The opinions expressed in this commentary represent those of the authors. 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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  • All kids need access to after-school programming

    All kids need access to after-school programming


    Students work together during an after-school tutoring club.

    Credit: Allison Shelley for American Education

    Last week, as one of Los Angeles’ major freeways was closed indefinitely and rainstorms hit the city, to top it all off, school was also out early in the Los Angeles Unified School District for parent-teacher conferences. These conferences provide valuable individualized feedback — but even with optimal weather and traffic conditions, shortened school days also mean that families scramble for child care and to ensure students continue learning.

    Fortunately, we have a way to support families in weeks like this and in other weeks when school still gets out well before the work day ends — effective after-school programming. It’s high time that enrichment, social, and academic support during the hours after school get the attention and investments they deserve.

    No matter what time that final bell rings, there is no doubt that after-school programming has become a vital supplement to a well-rounded public school education. By bridging the gap between school and home, after-school programs extend the academic support students receive during the day, ultimately leading to improved educational outcomes, social-emotional skills and more enriched lives. One national study showed that half of students regularly attending these programs made gains in their math and reading grades — and more than 60% improved their homework completion, classroom participation and behavior. 

    After-school programs also offer a safe and supportive environment for students, reducing crime and juvenile delinquency. When students have a constructive, nurturing place to spend their time after school, studies show they are less likely to engage in risky or harmful behaviors. According to a 2005 study from the Rose Institute at Claremont McKenna College, every dollar invested in afterschool programs saves at least $3 by increasing youths’ earning potential, improving their performance at school and reducing crime and juvenile delinquency. This not only benefits individual students but also offers working parents and guardians peace of mind by providing a reliable, quality child care option.

    The vast majority of parents believe that after-school opportunities are important to support their children’s safety and development—however, for every student enrolled in one of these programs, there are two students who would participate if given access. This disparity often falls predictably along socio-economic lines, widening the very achievement gap that it has the power to help close. And with a patchwork of funding and service models, we don’t always know which programs serve students best.   

    While the list of proven benefits is seemingly endless, the funding and resources needed to make high-quality programs equitably accessible to more families are not. The Expanded Learning Opportunities Program funding that Gov. Gavin Newsom introduced two years ago is a great start. At the same time, we need to ensure that this funding is ongoing, coherent with other funding streams, and remains flexible enough to make the most of these dollars and meet the needs of local students.

    That is why I brought forth a resolution that my board colleagues passed unanimously this week, calling on LA Unified to do more to study, fund and advocate for after-school programming and expanded learning opportunities to be available to all our students. We must collectively imagine what we can do for children all day long, including during the hours from when the bell rings until dinner. This will require expanded and flexible state funding, research and data analysis from our school systems and institutions of higher education, and collaboration with nonprofits and local entities who have been doing this work in silos for decades. We also need to find ways to ensure that we can staff after-school positions, which historically have been part-time jobs, with the caring adults we know our students need to thrive.

    As we continue to address the learning gaps and emotional hurdles facing students after the pandemic, we cannot afford to go back to business as before. If time is one of the most significant things that our students missed during the pandemic, then I’ve found a few hours every day where we can make up lost ground and prepare our kids to be the best versions of themselves — after school.

    •••

    Nick Melvoin is a member of the Los Angeles Unified school board, representing the Westside and West San Fernando Valley, and is currently running for Congress.

    The opinions in this commentary are those of the authors. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Substitute teachers can serve as mentors; we need more of them

    Substitute teachers can serve as mentors; we need more of them


    Credit: Allison Shelley for American Education

    When most people think of a substitute teacher, they think of a temporary fill-in for a job that is difficult to secure and difficult to do. They might think that a substitute is simply there to monitor a classroom or, worse yet, put on a video for the class and then sit at their desk.

    I know substitutes are so much more.

    The best substitutes are passionate mentors who play a role in student success. As a substitute teacher with 14 years of experience in public and private schools in Oakland, I believe my commitment to students and my experience outside of teaching enable me to be a valuable guide in the lives of the K-12 students I have the privilege of working with, and I want more school leaders to recognize that role.

    Before I started teaching, I served in the Air Force, went to law school, became a paralegal, and launched my own clothing line. I bring every aspect of these experiences — the ups and the downs — with me to the classroom to provide a fresh perspective to students. When I substitute in math classes, I can talk about how interpreting numbers helps entrepreneurs understand their profit margin in the future. In language arts classes, I can talk about how persuasive arguments are the basis of a strong legal case. And, in all my classes, I’m always quick to discuss the importance of critical thinking, adaptability, and a strong work ethic, no matter where a student’s life will take them.

    Each time I bring my personal experience into the classroom, I know I’m showing students more about the world around them and helping them connect what they’re learning to their future. It’s something so many mentors did for me. I was fortunate to be surrounded by caring adults when I was growing up. When I needed great life advice, I knew I could turn to them. Their support is part of the reason I started teaching. Sharing knowledge is contagious. When I share knowledge with a student or show them how to do something, then they have the knowledge I have and can share it with someone else.

    Even though I know the value of sharing knowledge, students aren’t always ready to accept it. Especially from a substitute teacher. I have to earn their trust first. That means the role of a substitute is more than simply managing a classroom in the absence of a regular teacher. Students have to be able to trust that a substitute is emphatically inclined to believe in them and their purpose. I’ve found that starting with a joke, posing a tough question, or asking students to say one fun thing about themselves during introductions can break the ice and form a strong mentor-mentee relationship.

    It is true that it can be difficult to navigate the paperwork needed to become a sub, but for me, it is important to take these steps to be a mentor to students because of the impact it can have on them. A survey found that 95% of teachers say mentorship benefits students, with a majority noting that supportive relationships boost academic outcomes and help students develop critical skills. It’s why great substitutes know teaching class is about more than just following the lesson plan. We actively listen to students, help them access knowledge, and encourage their curiosity — just as great permanent teachers do.

    Consider becoming a substitute teacher in California schools despite any preconceptions you may harbor that the job is difficult or unrewarding. The job is sometimes difficult, but it is never unrewarding. Students need caring adults in their lives, especially in a world where young people face new heights of academic and social pressures. Passionate substitute teachers have the opportunity to make a difference. Leading school districts, where I’ve been fortunate to serve, already recognize the value of exceptional substitute teachers, and the process is easing a bit. There are groups out there that help navigate the paperwork or that make it easier to find and sign up for substitute positions.

    I hope many more people will soon realize this transformative potential and embrace the positive influence we can bring to the lives of our students.

    •••

    Thelonious Brooks is a substitute teacher in Oakland.

    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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  • All students need to learn data science

    All students need to learn data science


    Credit: Allison Shelley for American Education

    We live in a world driven by data. Data is collected and stored on every human interaction, whether commercial, civic or social. Enormous server “farms” across the world save, preserve and serve data on demand. A list of the most in-demand jobs includes data-scientist and statistician. Algorithms determine prison sentences, scan video feeds to identify potential suspects of crimes, and assist in decisions regarding loans, college admissions and employment interviews. 

    But problems lurk. Algorithms trained using data that poorly represent the populations to which they are applied leave members of some groups at greater risk of being mistakenly incarcerated. Data models developed without input from contextual experts exacerbate existing patterns of racism and sexism. Data is stolen, allowing thieves to impersonate others and steal millions. Privacy is threatened, and your local grocery chain may know more about your medical conditions than your closest family members. 

    Would it surprise you, then, to learn that high school students are not required to study statistics or data science? Fortunately, even though such courses are not required, for more than a decade a growing number of California high school students have had the opportunity to take statistics courses — and since 2013, data science courses — to meet the admissions requirements of the University of California and the California State University systems. Currently, this pathway to college access is being reviewed by the University of California academic senate. Closing it will make it even more difficult for students to learn relevant and necessary skills for 21st century life.

    I, along with other statisticians, view data science as a much-needed upgrade of the current statistics curriculum. It was in this spirit of modernization that I joined a team consisting of high school teachers, UCLA statisticians, computer scientists and education researchers, to develop the Introduction to Data Science, or IDS, course.  This course, supported by the National Science Foundation and the first (I believe) yearlong high school data course in the U.S., was designed to better reflect the modern practice of statistics — which relies on computers, algorithms and both predictive and inferential modeling — than existing high school statistics courses do.

    The course was approved in 2013 as a statistics course by UC’s High School Articulation Unit. This came as no surprise because it reflected the fact that Introduction to Data Sciences was designed as a statistics course following guidelines established by the American Statistical Association, the National Council of Teachers of Mathematics, and the Common Core state standards (not the result of a flawed approval process, as some have alleged). Statistics courses have long been approved as high school math courses without being required to teach Algebra II standards.

    For some reason, this long-standing practice has recently been viewed as controversial, leading to the current UC review and allegations that data science courses offer insufficient algebraic rigor. The real issue is about the purpose of high school mathematics education. Is it designed only to serve students who will major in science, technology, engineering and math, which requires advanced algebra at some point, or should it serve the needs of all students? And if it is meant to serve only future STEM students, is Algebra II the only starting point? The real issue isn’t about offering “weak” math or strong math, but about providing rigorous courses that prepare students for life in the modern data-driven world. Modern statistics courses provide foundational skills and knowledge that are needed by most (if not all) high school students.

    Don’t just ask me. After all, I am one of the developers. Ask high school leaders. There has been widespread demand for these courses. Since our initial pilot in 10 schools in 2014–15, Introduction to Data Science is offered in 189 high schools around the nation, and more than 400 high schools around the state are offering one of the available data science courses.

    Ask the researchers who found that courses such as ours improved college preparation and matriculation.

    Ask leaders at UC Berkeley, among the first universities to recognize the importance of data science. In establishing their wildly popular introductory data science course, Data 8, they emphasized that the instructional approach “should not be viewed as ‘going soft on the math’” and that “conceptual understanding can be developed, perhaps even better developed, through direct experience and computational actions performed with one’s own hands, rather than through symbolic manipulation.” 

    While it is true that high school students shouldn’t be forced to make “major” life decisions such as whether to take Algebra II and embark on the STEM path, for many students, this decision is made for them. One study of over 450,000 California high school students found that of those who passed Algebra I, only 40% continued to Algebra II. Courses such as Introduction to Data Science create more opportunities for students to develop mathematical skills and prepare to attend a four-year college — and even to take Algebra II if they choose. 

    Statistics and data science courses prepare students to address many of the major issues of our time. STEM students are not excused from the need to study data science. Many recent scandals and controversies in scientific work have centered around the misuse and misunderstanding of fundamental statistical concepts. These challenges point to the need for students of STEM to deepen their study of data science.

    All students need data science; some students also need Algebra II. Not the other way around.

    •••

    Robert Gould is a teaching professor at the UCLA Department of Statistics and Data Science, a fellow of the American Statistical Association, founder of the ASA DataFest competition, and co-author of a college introductory statistics textbook: Exploring the World through Data.

    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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