New Hampshire's program to subsidize private education with public tax dollars is rapidly expanding, but opponents believe a lack of data on student outcomes should put the brakes on funding.

Education Freedom Accounts will cost the state an estimated $24 million this school year to subsidize the private education of more than 4,000 students, most of whom have never attended public school.

Mary Wilke, who volunteers as a public-education advocate, said no one knows just how the money is spent.

"We don't have any data about student outcomes in the program," Wilke pointed out. "We don't have any idea if it's helping."

Wilke argued the state cannot accurately audit the program without data, but supporters want to end caps on who can use the funds, to give more parents more choices in their children's education.

Education Freedom accounts, or private school voucher programs, are popular in Republican-led states like New Hampshire. Opponents countered they're part of a broader effort to dismantle public schools, roll back protections for LGBTQ+ students and set limits on teaching American history.

Sarah Robinson, education justice campaign director for Granite State Progress, said the majority of parents support their public schools, and may not be aware of how much voucher programs are costing them. She is organizing what she calls "education justice house parties" to help.

"We can fight back against expansions of vouchers and a lot of other attacks on our public schools," Robinson asserted. "It really does take our communities banding together and talking about the things that we do want."

Robinson added lawmakers are considering a local voucher program, which would take property tax dollars from a district's budget rather than use state aid. She claimed it would raise property taxes, in a state which already uses them for more than 70% of education funding.

Today marks the nationally recognized birthday of the late Reverend Dr. Martin Luther King Jr.

It's a day for college students in Tennessee to reflect, unite as a community and take action in Knoxville.

Clarence Vaughn, director of the Office of Access and Community Connection at the Haslam College of Business at the University of Tennessee, said the events throughout Knoxville and on campus honor King's impact - while fostering community engagement and building unity in the community.

"We partner with the University of Tennessee," said Vaughn, "primarily because we definitely want to build a sense of community and belonging for all communities, here in the Knoxville and surrounding areas - to make sure they know that campus is a place where it's open, welcome, and also open to events that definitely support such thing as Dr. King's legacy."

Vaughn said the second annual Thomas "Tank" Strickland Leadership Awards Luncheon at the university honors influential businesses and advocacy leaders with more than 600 attendees.

Meanwhile, UT's Clay and Debbie Jones Center hosts MLK Jr. Days of Service - from January 27 to February 7, focusing on community volunteering in Knoxville.

Maxine Davis, PhD - UT emeritus assistant vice chancellor of student life, and a member of the Dr. Martin Luther King Jr. Commemorative Commission - said they host a weeklong series of events honoring King's impact.

She said today is the Memorial Tribute Service at Overcoming Believers Church. It's a traditional service with community members and students.

"We really like to include youth and young people in that service - and so this year, Jack and Jill will be represented again as well," said Davis. "We have an MLK holiday celebration choir, and the choir will sing, and then we give out awards during this service as well."

Jack and Jill of America, Inc. is an organization of African American mothers and children focused on leadership development.

Davis noted that Rev. Harold Middlebrook, the chair emeritus of the Dr. Martin Luther King Jr. Commemorative Commission and a former colleague of King's during the civil rights movement, will lead the attendees in singing "We Shall Overcome" and deliver the benediction.

Support for this reporting was provided by Lumina Foundation.

A college in North Carolina has developed an innovative model that lets faculty mentor students.

Forsyth Technical Community College in Winston-Salem is connecting students with faculty for guidance and support.

Katina Barksdale is associate dean of the Transfer Excellent and Success division at Forsyth Tech.

"We know from the research that if students feel a connection to even just one or two staff or faculty on campus, their retention and persistence rates increase considerably," said Barksdale, "especially when they have a connection with a faculty or staff member outside of a classroom. That's even more impactful."

Barksdale said faculty mentors help in a variety of areas. They ensure students know about career fairs and transfer events, and are aware of job opportunities.

Faculty members also have professional insights and can provide students with resources, depending on where they are in their higher education journey. Students still have a team of advisors to help them as well.

Of course, there have been challenges. Barksdale said technical and career-focused students have classes with a core group of faculty and so they're also know their mentor.

But for college transfer programs, there are more professors and so a student might not have classes with their faculty mentor.

Barksdale said the mentors' job in these cases is to be intentional about reaching out.

"Sending messages at the right time in the semester, in the right format," said Barksdale, "texts are more effective that emails - just letting the students know we're here, here's how I can help you, and being available during our student hours for students to make appointments to meet with us if they want to."

Barksdale said a program like this might seem daunting, but it's fulfilling to connect with students.

"Our aim is to help you beyond," said Barksdale. "When you leave here, where are you headed, what is your plan, how will this degree program fit with your career aspirations? And we have many students who stay in touch with their faculty and send emails and let us know how they're doing years after they leave us."

Support for this reporting was provided by Lumina Foundation.




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An elementary school educator from Pennsylvania has been named this year's Education Support Professional of the Year, one of the highest honors in the field.

Becky Marszalek, a paraprofessional at Avonworth Elementary School in Pittsburgh, received the Pennsylvania State Education Association's Dolores McCracken Education Support Award. For 18 years, Marszalek said she has dedicated herself to assisting teachers and students in the classroom, providing the support needed for everyone to succeed.

"I've worked with kids that have been in a wheelchair. I have kids that have had autism," Marszalek pointed out. "It's a matter of if they need help with their work, whether they need help maneuvering through the school sometimes, sometimes just a comfort person to go to and be, like, 'I need a break. I'm having a tough time.'"

Marszalek recently attended the association's annual meeting in Philadelphia, where she addressed more than 500 members and was presented with the state award. The achievement now qualifies her to compete at the national level. In March, she will join other state winners in Louisville, Kentucky, vying for the National Education Support Professional of the Year award.

Chris Lilienthal, assistant director of communications for the association, said it has given the award for more than 20 years and it was recently renamed in honor of McCracken, the first association member who was an education support professional.

"She was herself a paraprofessional in Bucks County and she rose in the ranks to become the first president of PSEA," Lilienthal explained. "When she passed away, unfortunately, in 2018 we renamed the award in her honor, to recognize and remember her amazing work."

With the teacher shortage in Pennsylvania and across the country, Marszalek emphasized being an education support professional is an important field and encourages others to consider a career in education. As she said, "It's all about the kids."

"It's a tough job," Marszalek acknowledged. "But my thing is, you want to be there for the kids and to help the kids and just see them thrive, see them learn, and be willing to help them and have that in your heart to be able to do that."

Marszalek recalled many rewarding experiences, but two stood out. One was a nonverbal kindergartner who began speaking after years of working with the child and melted her heart by calling her "Miss M." Another was a second-grader with behavioral challenges whom she mentored, building a strong rapport, which led to significant improvement and a request to continue mentoring him in fourth grade.