A Pennsylvania group has responded to what it says are "discriminatory policy proposals in the state education system" by launching the "Inclusive Schools and Honest Education" initiative.

The Keystone State serves more than 1.7 million students in grades K-12, in 500 school districts.

Kristina Moon, senior staff attorney with Education Law Center, said the last few years have seen increasing numbers of attacks on the basic principle that every child deserves an educational experience that is safe and prepares them for success.

Moon said the initiative covers three key areas of concern.

"One being book bans," said Moon, "another being censorship of curriculum and classroom discussion, and the third - and kind of laced throughout these, those first two - is really targeted discrimination and exclusion of LGBTQ students."

Moon added that the group has reviewed some of the policy proposals on school-board agendas that parents and other community members have raised concerns about, and has given legal advice to students and parents about the policies.

She said they've also addressed school boards, describing the potential legal problems with some of the proposals.

Moon said the group has two levels of concern - one with local school boards, the other with more and more restrictive legislation at the state level.

She said she believes their continued advocacy effort has been helpful, and says parents also are making their voices heard - even after policies are finalized - to try to ensure that implementing them doesn't create discrimination.

"We have been lucky enough that the censorship and book banning and 'don't say gay' bills proposed in the Pennsylvania Legislature," said Moon, "so far have been successfully thwarted, and not gone forward."

Moon said it's critical that state lawmakers not give the impression to local school board leaders that Pennsylvania schools are places where gay and transgender students can be excluded and discriminated against.

As the school year ends, Connecticut's teacher shortage seems to have only worsened.

In March, school districts across the state reported having 2,600 vacancies for teachers and paraeducators, leading to increased class sizes, which causes educators to get burned out more quickly.

A 2022 survey from the Connecticut Education Association found 74% of educators are more likely to leave the profession or retire early.

Kate Dias, president of the Connecticut Education Association, noted a problem once affecting higher-need districts is afflicting every district in the state.

"The vacancies are now leading to school closures, and that's where we are seeing sort of an uptick in, 'Well, we can't actually staff our school today,'" Dias observed. "That's a real problem that I don't see getting better without a significant intervention."

Long-term state-level solutions include apprenticeship programs established by the state's Department of Education and Gov. Ned Lamont.

Dias argued barriers to becoming a teacher in the state need to be removed and wages need to be raised for teachers. A 2023 survey showed 65% of voters in the state feel teachers are not paid enough.

One challenge Dias emphasized is making sure funding is spent in the right place to bring about much-needed changes. She noted providing aspiring teachers with some kind of incentive could help alleviate the shortage.

"To solve the problem today is about how do we attract people to this profession, career changers? How do we convince people that this is a really viable and important profession?" Dias asked. "Come here and work. So, it's attracting people from out of state and attracting second-career educators."

She added the state needs to utilize a workforce shift to its benefit in hiring teachers. Other factors leading to a decline in teachers include high college costs. A 2019 Center for American Progress report found growing costs caused enrollment in teacher programs to drop by more than a third between 2010 and 2018.

Navigating college can seem overwhelming for first generation students, but an early outreach program at Arizona State University aims to change it.

The Hispanic Mother-Daughter Program is for middle and high school students going on to higher education. Although the program was created in 1984 to increase postsecondary education rates among Latinas, the university said today, neither gender nor ethnicity are considerations, only whether the student is the first in their family to go on to college.

Stephany Hernandez, a recent high school graduate, said the initiative has provided her the guidance and information she needed to feel more prepared.

"I didn't really know where to start with the college-going process," Hernandez acknowledged. "'Middle school me,' I wasn't very sure where to go. Where should I look? Where should I begin?"

Hernandez explained the program has helped her understand the requirements and steps necessary to be accepted into Arizona State. The Hispanic Mother-Daughter Program is one element leading to the university to be named a Hispanic-Serving Institution last year, meaning at least 25% of the full-time undergraduate student body is Hispanic.

Parents and students attend monthly workshops at the university and work with mentors during the five-year program. Hernandez added the way the program functions has had the side benefit of bringing her closer to her mom, and both are excited about what lies ahead.

"The Hispanic Mother-Daughter Program has impacted my life mostly through bonding more with my mom, so we both can understand what I want for my future and what she wants for my future," Hernandez concluded.

The university said students in the seventh grade are encouraged to apply. Recruitment cycles are open year-round.


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A proposal from the federal government could provide a better path toward student loan debt repayment, but a new survey finds many borrowers don't know about this option.

While the fate of the Biden Administration's debt erasure plan is in the hands of the U.S. Supreme Court, income driven repayment plans offer a next best option for former students. Through such plans, people pay based on their income rather than the amount they borrowed.

Lane Thompson, student loan ombuds for the Oregon Division of Financial Regulation, said a proposal from the U.S. Department of Education would make this type of plan even more attractive.

"Let people keep a higher percentage of their earned income, be a smaller percentage of monthly income and allow for forgiveness after 10 years, rather than 20 or 25," Thompson outlined.

However, a survey from New America found the people who would benefit most from income driven repayment plans do not know they exist. According to the report, more than 40% of low income borrowers had not heard of the plans.

Thompson stressed it is a problem.

"It really is an issue that more folks don't know about these," Thompson noted. "I think it would be to the benefit of everybody if we knew more about the income driven repayment plans, as borrowers."

Thompson added borrowers also should know about the Fresh Start program. The temporary program gets people out of default and removes the default from their credit report. Borrowers need to contact their loan provider to access the program.

Loan repayment is likely to begin later this summer.

Support for this reporting was provided by Lumina Foundation.


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