Cities Lower Education Barriers to Recruit More Police Officers

Cities Lower Education Barriers to Recruit More Police Officers

5:01 PM   

The Shift in Police Hiring Standards

The Dallas Police Department has been experiencing a decline in its workforce for years, with more officers leaving than being hired. This situation became even more challenging in the fall of 2024 when voters approved a proposition that required the department to have at least 4,000 officers—far exceeding the number it had even at its peak in 2010. To address this issue, the department adopted a new strategy by removing the requirement that applicants must have college credits. This move is part of a broader trend among cities across the United States, including Chicago, Memphis, Louisville, and New Orleans, which have also relaxed their education requirements for police officers.

This shift aligns with national trends where over 80% of law enforcement agencies only require a high school diploma for hiring, according to a 2017 survey of nearly 1,000 departments nationwide. Chuck Wexler, executive director of the Police Executive Research Forum, noted that while an ideal scenario would involve college-educated officers, the current demand for qualified personnel exceeds the supply.

Benefits and Challenges of Education Requirements

Research suggests that college-educated officers may use less force, face fewer complaints, and produce better reports. However, some experts argue that these findings are not definitive. Relaxing education requirements can make the job more accessible to a wider range of Americans, especially considering the rising cost of higher education.

In Dallas, the change has already led to an increase in applications from individuals who previously couldn't qualify. Despite this, recruits still need to pass a civil service test, physical exam, background checks, and psychological and medical evaluations before entering the 10-month police academy. Luis Mata, a spokesperson for the department, emphasized that success in the academy depends on personal commitment rather than educational background.

Reasons Behind the Change in Requirements

Law enforcement officials attribute the shift in education requirements to nationwide shortages of officers. Federal officials have highlighted a "historic crisis in recruiting and retaining" officers due to a tight labor market during the pandemic and protests over high-profile police killings. While recent data suggests the crisis may be easing, several cities are reevaluating their requirements.

For example, the New York Police Department (NYPD) announced in February that it would lower its education requirement from 60 to 24 college credits. In California, lawmakers are considering legislation that would require officers to have either a bachelor's or associate's degree, a modern policing degree, or a professional policing certificate. These changes aim to expand the pool of potential candidates.

The Role of College Education in Policing

Experts have long advocated for a more educated police force. Two federal commissions in the 1930s and 1960s raised concerns about the lack of education among officers. A 2007 study found that college-educated officers use force less often and face fewer disciplinary actions. Additionally, they tend to write better reports, which can lead to more successful prosecutions.

However, the evidence linking education to better policing is not conclusive. Eugene A. Paoline III, a professor of criminal justice at the University of Central Florida, noted that experience also plays a significant role in shaping police behavior. He pointed out that both college-educated and experienced officers tend to use less force. Moreover, higher education levels may lead to lower job satisfaction among officers.

Addressing Staffing Shortages

While some departments have seen a surge in applications after dropping education requirements, the impact on staffing remains mixed. For instance, the Philadelphia Police Department saw a spike in applications after removing the college credit requirement in 2016, but staffing levels remained relatively flat. Similarly, the New Orleans Police Department experienced a rise in applications after eliminating the requirement, but hiring numbers did not significantly increase.

Matthew Stone of the New Orleans Police and Justice Foundation noted that even without education requirements, recruitment challenges persist. The focus remains on increasing the number of applicants through effective marketing efforts.

Despite these challenges, the trend of relaxing education requirements continues as cities seek to attract more candidates to fill critical roles in law enforcement.

Wake Schools Revamps Support for Students with Disabilities

Wake Schools Revamps Support for Students with Disabilities

4:30 PM   

Major Reorganization of Special Education Services in Wake County

The Wake County Public School System is undergoing significant changes to its approach to supporting students with disabilities. These changes, which the school board has described as long overdue, aim to address longstanding issues that have affected both families and staff.

One of the key components of the reorganization includes increasing staff training, creating more defined roles for employees, improving data analysis, and offering greater support to schools when cases become complex. Families may notice shifts in which school employees are responsible for their children's needs, and staff could report to new individuals within the system.

These changes come three years after a report from an education consulting firm highlighted major problems with staff training, unclear job roles, and communication challenges with parents. Despite the findings, the district did not begin making changes until this year.

The reorganization has already started, with further adjustments planned over the next school year. The district serves approximately 20,000 students with disabilities, but it has struggled with staffing shortages, including around 70 vacant special education teaching positions and 80 vacant instructional assistant positions during the previous school year. Additionally, the district has faced high-profile legal complaints, including a 2023 settlement related to the restraint and seclusion of a child, as well as the assault conviction of a former teacher whose concerns had been raised by parents months before the school system reported the incident to police.

Some cases have led to the district covering tuition costs for families who choose to send their children to private schools. Parents have also reported difficulties in meeting with educators, untrained staff, excessive discipline, and delayed evaluations, among other issues.

Last fall, district officials acknowledged the need for change to reduce complaints, including those filed with state or federal agencies. During the 2023-24 school year, the district failed to meet the required 90-day timeline for providing services to students referred to special education 42% of the time, according to Lisa Allred, the district’s new assistant superintendent for special education services.

Allred, who joined the district last year, is leading efforts to analyze data and identify areas where the district is falling short. She has formed a group that is working with staff from the North Carolina Department of Public Instruction to gather insights and improve performance.

Parent Engagement and Communication

Board Member Toshiba Rice noted that interest in these changes is growing among parents, and she can now provide updates and explain how the district plans to help. Other board members, such as Tyler Swanson, a former Enloe High special education teacher, have pushed for more involvement from regular education teachers in individualized education planning and data analysis.

Swanson suggested the addition of a case manager in every school to help reduce teacher workloads, particularly for less-experienced staff. He emphasized that high turnover in special education is partly due to this issue. While Allred supports the case-manager model, she noted that the district currently cannot afford to implement it fully.

Federal Changes and State Legislation

The district’s reorganization is taking place against the backdrop of potential federal changes to special education oversight. The Trump administration plans to transfer responsibility for special education to the U.S. Department of Health and Human Services, which could impact how the district operates.

In North Carolina, legislation to remove funding caps for students with disabilities has stalled in the state General Assembly. Meanwhile, the Wake County changes focus on restructuring special education services, including clearer roles for staff and improved training.

Officials plan to update job descriptions later this summer to reflect the new responsibilities, ensuring that all employees understand their nonnegotiable duties. Allred will also meet with principals in September to train them on leading more effective individualized education plan (IEP) meetings.

Addressing Disparities and Discipline

The district is also working to reduce the overrepresentation of Black students in the "emotional disturbance" category, which often leads to higher suspension rates. Nationally, students with disabilities are suspended at higher rates than any other group, and in Wake County, they face suspensions more than three times as often as the average student.

Parents have reported that their children are sometimes sent home without formal suspensions, a practice that disability rights advocates say should not occur. This pattern is part of a larger national trend.

Recommendations from Education Consultants

In 2021, the district contracted with District Management Group, a Boston-based education consulting firm, to evaluate its special education services. In July 2022, the firm identified many of the same issues that the current reorganization aims to solve, including unclear roles, inconsistent staff knowledge, and communication problems.

The firm found that a lack of defined roles and responsibilities created significant challenges in resolving issues. It recommended improving parent engagement, providing clearer online information, enhancing staff training, and formalizing assessment processes.

DMGroup described the district’s problem-solving process as overly informal and ad hoc, with different outcomes depending on the school, issue, and personnel involved. It proposed a simplified five-step process for addressing issues: identifying the problem, investigating it, holding a meeting, making a decision, and monitoring the resolution.

Regular evaluation of recurring problems to prevent future issues was also recommended. These steps are now being considered as part of the ongoing reorganization.

Philly School in Disrepair Sparks Fears of Closure

Philly School in Disrepair Sparks Fears of Closure

4:00 PM   

A School on the Brink: The Fight to Save Sheppard Elementary

When Andrea Kohn started teaching at Sheppard Elementary in 1993, she was warned that the school might not last. “They told me, ‘Don’t get used to Sheppard, because they’re going to close it,’” she recalled. Despite these warnings, Kohn spent her entire career at the school, building a strong community and watching it grow into something remarkable. Now, as the Philadelphia School District considers closing schools, Sheppard is once again in danger — but its supporters are fighting to keep it open.

The district is currently working on a facilities master plan, which will determine which schools will be closed or renovated. With nearly 70,000 empty seats across city public schools, many buildings are underused and in poor condition. Sheppard, for example, only serves 123 students in a building that can hold 439 — just 28% full. The facility is also in “unsatisfactory” condition, lacking basic amenities like air conditioning, playgrounds, and a camera system. It also has a “poor” rating for program alignment, meaning it doesn’t have adequate spaces for prekindergarten, art, music, or physical education.

Despite these challenges, Sheppard has become a vital part of the West Kensington community. Its small size allows teachers to give individual attention to students, many of whom come from difficult backgrounds. The neighborhood faces issues like drug trade, gun violence, and trauma, but Sheppard offers a safe and supportive environment. “We all know every single kid in the school,” said Keely Gray, a first-grade teacher. “There’s a sense of community and family, and every kid feels safe.”

Community Concerns and Challenges

The school’s declining enrollment has been a major issue. When Kohn started teaching, there were three or four sections per grade. Now, there’s just one class per grade. Teachers say this decline was partly caused by the district itself, which built new schools nearby, such as Julia de Burgos and Hunter, taking away Sheppard’s catchment area. “It’s nothing we can control,” said Melissa Achuff, a longtime teacher.

Another challenge is the lack of a feeder preschool. A nearby program shut down a few years ago, making it harder for Sheppard to attract more students. Teachers have requested to add fifth grade and a pre-K program, but those requests haven’t been met. “Give us more students,” Achuff said.

The school also faced a crisis earlier this year when fears about immigration enforcement led some families to keep their children home. However, Sheppard staff worked closely with families to reassure them that ICE agents couldn’t enter schools. “We got those families back,” said Susan Murphy, the school nurse. “We told them, ‘We’ve got your back.’”

A School That Feels Like Home

For many families, Sheppard isn’t just a school — it’s a community anchor. Natasha Delgado, a parent whose daughter is about to start second grade, said she would consider homeschooling if the school were closed. “I don’t want her at a bigger school,” she said. “It’s not the best neighborhood, but we know our kids are safe at Sheppard.”

Erica Santos, another parent, has seen generations of her family attend Sheppard. Her son and daughter both went there, and she worries about what would happen if the school were shut down. “My daughter is doing so good at Sheppard,” she said. “It’s just a great school.”

A Tough Decision Ahead

The district is considering a “neighborhood vulnerability score” as part of its decision-making process, which takes into account factors like poverty and prior school closings. Sheppard’s high vulnerability could help it stay open. But the fight isn’t over.

Teachers and parents are preparing for the next steps. The district plans to release its facilities recommendations this fall, with a final vote by the school board by the end of the year. For Amy Devlin, a Sheppard teacher, the uncertainty is hard to bear. “If you close the doors on Sheppard, it’s like you’re closing the doors on our kids,” she said.

As the community waits for the district’s decision, one thing is clear: Sheppard is more than just a school. It’s a lifeline for families who rely on its support, safety, and sense of belonging. And for now, its supporters are determined to keep it open.

Why Dutch Children Are the Happiest Kids Globally

Why Dutch Children Are the Happiest Kids Globally

7:45 AM   

The Secrets Behind the Happiness of Dutch Children

The Netherlands consistently ranks among the top countries where children report high life satisfaction. For years, Dutch children have been called the happiest in the world by global studies and international reports. What makes them so joyful and well-balanced? The answer lies in a unique blend of parenting values, cultural norms, and daily habits that prioritize emotional stability, independence, and open communication. Below are the key principles Dutch families follow that contribute to their children's long-term well-being and happiness.

They Let Kids Be Kids

Dutch parents do not rush their children into growing up. Instead of academic pressure or constant scheduling, Dutch kids are encouraged to explore the world through free play. The early school years in the Netherlands focus more on social development than on performance. Children typically start school at age four, but formal education does not become intense until age six or seven. Homework in the early years is minimal or nonexistent. This gives children space to develop creativity, curiosity, and confidence at their own pace. Dutch culture values childhood as a time for exploration rather than productivity, which reduces stress and builds emotional security.

Sleep and Routine Are Sacred

Consistent daily rhythms play a big role in Dutch households. Children have set routines for meals, sleep, and play, and those routines are respected by everyone in the family. Dutch kids regularly get more hours of sleep than children in many other countries. Dutch parents also avoid overloading schedules with extracurriculars or long commutes. Mealtimes are calm, predictable, and often shared with family, reinforcing a sense of belonging. This structure helps regulate children's emotions and gives them a strong sense of safety and predictability in their daily lives.

Parents Prioritize Emotional Security Over Achievement

Unlike in many Western countries where parental success is often measured by a child's academic or athletic performance, Dutch parents focus on emotional well-being. Children are not pushed to outperform their peers. There is little pressure to attend elite schools or earn high test scores at a young age. Instead, Dutch parents work to ensure that their kids feel loved, supported, and accepted. When children grow up knowing they are valued for who they are and not just what they do, they tend to develop higher self-esteem and stronger mental health. Open discussions about emotions are common in Dutch homes, creating emotionally literate children who are better equipped to handle stress.

Honest Conversations Start Early

Dutch families value openness and honesty. Children are encouraged to ask questions and voice their thoughts without fear of judgment. Difficult topics like death, divorce, or even sex education are addressed early and without embarrassment. This creates a culture of trust and removes taboo or secrecy around important life issues. By modeling calm and confident communication, parents teach kids how to handle conflict and complex emotions. Dutch teens report feeling more comfortable discussing their lives with their parents than teens in many other countries. This communication bridge reduces risky behavior and improves decision-making skills.

Independence Is Encouraged from a Young Age

Dutch parents trust their children to be capable and responsible, even from an early age. It is common for Dutch children to walk or bike to school alone or with friends starting around age eight. They also make decisions about how to spend their free time and are allowed to take small risks that help them build resilience. This kind of autonomy allows kids to develop confidence, problem-solving skills, and a sense of responsibility. When children feel trusted, they rise to meet expectations and become more self-reliant.

Family Meals Are Non-Negotiable

Dutch families typically eat dinner together every evening. Mealtime is not rushed or distracted by devices. The dinner table is where connection happens. Everyone is encouraged to share something about their day, no matter how small. These shared meals foster emotional closeness and give children the chance to express themselves in a safe environment. Studies show that families who eat together regularly have children who perform better in school, have stronger relationships, and show fewer signs of anxiety or depression. For Dutch families, the dinner table is more than a place to eat; it is where emotional bonds are strengthened.

Happiness Is Not a Competitive Sport

There is a noticeable absence of the “parenting Olympics” in Dutch society. Parents are not expected to compete over who has the smartest child or who enrolls their kid in the most activities. Parenting advice is rarely prescriptive, and judgment is less common. Instead, there is a collective agreement that children thrive when their basic needs are met, when they feel loved, and when they are allowed to be themselves. Happiness is seen as a shared goal, not a competition. This cultural mindset removes pressure from both parents and children, making it easier to enjoy everyday moments.

Schools Emphasize Cooperation Over Competition

Dutch education prioritizes group work, fairness, and collaboration rather than constant testing and individual achievement. Teachers often assess students based on their personal development and contribution to the group. This approach helps students feel included and valued, regardless of their abilities. Children are taught that helping others and working together are just as important as personal success. As a result, they learn empathy, cooperation, and how to navigate social relationships in a balanced way. These skills contribute to lifelong emotional health and stronger peer connections.

Fathers Are Actively Involved

Fatherhood is viewed as a hands-on role in Dutch culture. It is common to see fathers picking up children from school, preparing meals, or attending doctor appointments. Many Dutch dads work flexible hours or part-time so they can be present in their children’s lives. This active involvement reduces the burden on mothers and creates a more balanced home environment. Children benefit from strong relationships with both parents and grow up seeing shared responsibility as a normal part of family life. It also helps boys and girls develop a healthier understanding of gender roles and equality.

Teenagers Experience More Freedom and Less Rebellion

Dutch teens report fewer instances of depression, anxiety, and drug use than their counterparts in many other countries. One key reason is that they experience more trust and less conflict at home. Dutch parents do not rely on strict punishments or fear-based rules. Instead, they use negotiation, open dialogue, and mutual respect to set boundaries. Teens are given more freedom but also more responsibility, which leads to maturity and trustworthiness. Because they do not feel overly controlled, they are less likely to rebel. This mutual respect reduces tension and creates stronger family bonds even during the challenging teenage years.

Work-Life Balance Is a National Priority

Dutch society places a high value on work-life balance. It is common for both mothers and fathers to work part-time so they can be more available to their families. The culture respects personal time and sees overwork as unhealthy. Parents are not expected to sacrifice family life for career success, and children are not expected to sacrifice play for academic pressure. This national approach to balance filters into the home and sets a peaceful tone for family life. When parents are less stressed, children benefit directly from the emotional stability and available attention.

Playdates Are About Social Growth, Not Status

In Dutch communities, playdates are relaxed, spontaneous, and child-led. Parents do not use them to compare or compete. There is little emphasis on perfectly clean homes or elaborate snacks. Instead, playdates are opportunities for children to build friendships, practice sharing, and learn cooperation. They also give parents a chance to connect with each other in a low-pressure environment. This simplicity makes play more accessible and enjoyable. It also teaches children that joy comes from interaction and creativity, not from polished appearances or material items.

Teacher Fired Over Student's Chosen Name Won't Return to Class

Teacher Fired Over Student's Chosen Name Won't Return to Class

6:45 AM   

Background of the Controversy

A little less than a week after a Florida Department of Education committee cleared a Brevard teacher to return to the classroom, Brevard Public Schools Superintendent Mark Rendell announced that the district would not rehire her. The teacher, Melissa Calhoun, was initially removed from her position at Satellite High School for using a student's chosen name without parental permission. This action violated a 2023 Florida Board of Education rule that requires parental consent for students to use names other than their legal names.

Settlement and Probation

Calhoun reached a settlement with the Florida Department of Education on July 30, which allowed her to return to teaching under one-year probation. As part of the agreement, she received a written letter of reprimand, paid a $750 fee to the FLDOE committee, and was required to complete a college-level ethics course. Despite this, Calhoun applied for a job at Brevard Public Schools the following day, but Rendell stated on August 5 that the district would not rehire her.

Superintendent’s Statement

In an emailed statement, Rendell emphasized the district's commitment to parental rights. He stated that while the state had allowed Calhoun to retain her certification under probation, the full term of that probation should be completed before any consideration of employment. "Teachers hold a powerful position of influence, and that influence must never override the rights of parents to be involved in critical decisions affecting their children," he said.

Calhoun’s Response

Calhoun criticized Rendell’s decision, arguing that it undermined educators within the district. She claimed that the superintendent was advocating for a suspension, which was outside his authority. "That is the decision of the (Education Practices Commission), that third-party panel that made that decision. So he's advocating for double jeopardy in this case."

District Investigation and Context

The district's investigation revealed that Calhoun had taught the student prior to the rule's passage and did not realize the student didn't have permission to go by that name. The name she used reflected the student's gender identity. Calhoun admitted to using the student's chosen name but claimed she was unaware that the student did not have permission, stating she had not checked to see if the parents had submitted a signed form through FOCUS, the academic platform used by BPS.

Legal and Policy Violations

Calhoun acknowledged that her actions were intentional and that she was aware of the law and violated it. However, she described her actions as a "complete oversight" and admitted to using the student's chosen name. She immediately followed the state rule upon learning the student did not have permission to go by that name, telling the student she must call them their given name.

Decision Not to Renew Contract

Rendell opted to not renew Calhoun’s contract, citing uncertainty about how the Florida Department of Education might handle her case. Janet Murnaghan, a district representative, explained that the decision was based on the lack of historical data to guide the district on a FLDOE response to the violation. The district wanted to avoid starting the 2025-2026 school year with a teacher whose license may be revoked by the state, leaving them without a teacher midyear.

Public Reaction and Support

Calhoun expressed concerns that the publicity surrounding her case might have influenced the superintendent’s decision. She highlighted that her students maintained high grades throughout the controversy, with some achieving the highest scores in the district. School board member John Thomas called for Calhoun’s reinstatement, expressing deep concern over Rendell’s decision and the judgment that led to it.

Union Response

The Brevard Federation of Teachers condemned Rendell’s decision, calling it a politically motivated injustice. They praised Calhoun’s work, noting her nearly flawless evaluations during her more than 12 years as an educator in Brevard. The union urged the superintendent and school board to reverse the decision and rehire Calhoun.

Conclusion

The situation has sparked a broader debate about the balance between parental rights and student autonomy, particularly regarding gender identity. While the district and state have taken steps to address the issue, the controversy highlights the complexities of navigating educational policies and personal beliefs.

How to Pick the Right Financial Advisor

How to Pick the Right Financial Advisor

6:44 AM   

Understanding the Role of a Financial Advisor

The term "financial advisor" is not regulated, which means that anyone can use this title without meeting specific standards. This lack of regulation makes it essential to be cautious about who you choose to guide your financial decisions. While credentials can be a good starting point when selecting a financial advisor, it's equally important to determine if your advisor acts as a fiduciary—someone legally required to act in your best interest.

One of the most critical aspects to consider is how your financial advisor is compensated. This can reveal potential conflicts of interest and help you understand whether the advice they provide is genuinely in your favor. Getting expert guidance on your finances can be a valuable step toward achieving your financial goals, but finding the right advisor can feel overwhelming due to the variety of titles and services available.

What Does a Financial Advisor Do?

Financial advisors typically assist individuals in making informed decisions about their money. However, the term is quite broad, and there are no uniform requirements for someone to call themselves a financial advisor. Titles such as financial planner, financial consultant, financial coach, and wealth advisor are often used interchangeably, yet each may have different areas of expertise.

In general, a financial advisor helps clients set financial goals and create a plan to achieve them. They may also assist with adjustments as life circumstances change and provide guidance on specific issues like taxes, retirement, college funding, or business planning. Advisors may work in various capacities, including selling insurance, managing investment portfolios, or developing comprehensive financial strategies.

Types of Financial Advisors

When choosing a financial advisor, it’s important to focus on the services they offer rather than just their title. Pam Krueger, founder and CEO of Wealthramp, suggests looking at what an advisor provides and how they are compensated. She emphasizes the importance of understanding whether an advisor is a fiduciary, as these professionals are legally obligated to act in your best interest.

Other advisors, particularly those who sell insurance or other financial products, may not be fiduciaries and could earn income through commissions. While working with such advisors isn’t inherently problematic, it’s crucial to be aware of potential conflicts of interest and ensure that the advice you receive aligns with your financial needs.

Before committing to an advisor, confirm that they are a fiduciary and ask for written confirmation that they will prioritize your interests over their own.

Credentials to Look For

While credentials are not the sole determinant of a good financial advisor, they can indicate a level of education and commitment to professional development. Roger Wohlner, a financial advisor based in Illinois, emphasizes that being a fiduciary is more important than the letters after an advisor’s name.

Some key certifications include:

• Certified Financial Planner (CFP): Requires completing courses, passing an exam, and ongoing education.
• Chartered Financial Analyst (CFA): Focuses on investment analysis and portfolio management.
• Certified Public Accountant (CPA): Ideal for those concerned with tax-related matters.
• Accredited Financial Counselor (AFC): Combines education, experience, and ongoing training.
• Chartered Financial Consultant (ChFC): Involves specialized financial planning courses and ethics training.
• Registered Investment Adviser (RIA): Must meet state or SEC requirements and register if managing a certain amount of assets.

These designations can provide peace of mind, but they should not overshadow the importance of an advisor’s experience and personal fit.

How Financial Advisors Are Paid

Understanding how a financial advisor is compensated is crucial for avoiding conflicts of interest. There are three main fee structures:

1. Commission: Advisors earn money from selling financial products, which can lead to potential bias.
2. Fee-only: Advisors charge fees directly from clients, reducing the risk of conflicts of interest.
3. Fee-based: A hybrid model where advisors charge both fees and receive commissions.

Each structure has its advantages and drawbacks, and it’s important to choose one that aligns with your financial goals and comfort level.

Common Fee Structures

Financial advisors may use various fee models, including:

• Assets Under Management (AUM): Fees are based on the percentage of assets managed.
• Retainer: A fixed fee paid monthly, quarterly, or annually for ongoing services.
• Subscription: A membership fee that grants access to tools and services.
• Hourly: Charges based on the time spent providing advice.
• Fixed: A set fee for specific services like financial planning or reviews.

Choosing the right fee structure depends on your budget, financial needs, and the level of service you expect.

Finding and Vetting a Financial Advisor

To find a reliable financial advisor, consider using vetted networks such as Wealthramp, Advisor.com, XY Planning Network, or NAPFA. These platforms often screen advisors for fiduciary status and compatibility with client needs.

Once you have a list of potential advisors, schedule discovery sessions to assess their values, approach, and fee structure. Ask questions about their fiduciary status, compensation, credentials, and experience to ensure they align with your financial goals.

Key Questions to Ask

During your initial meeting, ask the following questions:

• Are you a fiduciary?
• How are you compensated?
• What is your fee structure?
• What credentials do you hold?
• What is your background and education?
• How much experience do you have?

These questions can help you determine if an advisor is the right fit for your financial journey.

Frequently Asked Questions

• What is the difference between a financial advisor and a financial planner? Both terms are unregulated, but planners often focus on long-term financial goals.
• How often should I meet with my financial advisor? There is no set rule, but annual or biannual reviews are common.
• Who can be a financial advisor? Almost anyone can use the title, though credentials require education and experience.
• When should I talk to a financial advisor? If you need guidance on creating a financial plan, a financial advisor can help.
• Where can I get free financial advice? Online resources offer general advice, but personalized guidance usually requires payment.

Shopping for quality financial advice doesn’t have to be complicated. With the right approach, you can find an advisor who meets your needs and helps you achieve your financial goals.

Chegg Targets $48M Busuu Revenue and Double-Digit Skills Growth During Strategic Shift and AI Push

Chegg Targets $48M Busuu Revenue and Double-Digit Skills Growth During Strategic Shift and AI Push

6:12 AM   

Strategic Review and Financial Performance

Chegg (CHGG) recently reported strong results for its second quarter of 2025, with the company showing significant progress in several key areas. The CEO, Nathan Schultz, provided an update on the ongoing strategic review, which includes exploring options such as a potential acquisition, go-private transaction, or remaining a public company. He emphasized that Chegg is actively engaging with select parties during this process.

Schultz highlighted that Q2 was a solid quarter for the company, with revenue reaching $105 million and adjusted EBITDA of $23 million, surpassing expectations. This performance reflects improved financial management and cost control, which have been central to the company’s strategy.

Expense Management and Cost Reduction

The company has made notable strides in managing expenses. An additional $17 million in capital expenditures and expense savings were identified for realization in 2026. Schultz reiterated that Chegg remains on track to achieve the targets outlined in its restructuring efforts, aiming to reduce non-GAAP expenses by $165 million to $175 million in 2025. For 2026, the company now expects total non-GAAP expense savings between $110 million and $120 million.

This focus on cost efficiency is part of a broader strategy to enhance profitability while investing in growth areas. The CFO, David Longo, noted that the company continues to prioritize disciplined cost management aligned with its business outlook. Additional operating expense savings of $10 million and CapEx savings of $7 million were identified for 2026.

Strategic Focus on Skills and Language Learning

Chegg is shifting its focus toward a skills-based organization, with language learning (Busuu) and workplace readiness/upskilling (Skills) positioned as primary growth engines. Busuu demonstrated strong performance, with a 15% year-over-year revenue increase in Q2. The B2B segment showed even more impressive growth, with a 39% year-over-year increase, continuing a robust double-digit growth trajectory.

The company expects Busuu to reach $48 million in revenue in 2025 and become adjusted EBITDA-positive in Q1 2026. Enrollments in Skills increased by 16% quarter-over-quarter, and monthly active users rose by 11% across new programs.

Chegg Study remains a core product, with AI-driven improvements leading to better retention rates. The monthly retention rate increased by 117 basis points in Q2, indicating stronger engagement from users.

Outlook and Financial Results

For Q3, Chegg expects total revenue between $75 million and $77 million, with Subscription Services revenue ranging from $67 million to $69 million. The gross margin is expected to be between 56% and 57%, and adjusted EBITDA is projected to be between $7 million and $8 million.

The company reaffirmed its goals for Busuu to achieve $48 million in revenue in 2025 and to reach adjusted EBITDA-positivity in Q1 2026. It also continues targeting non-GAAP expense savings of $165 million to $175 million in 2025 and $100 million to $110 million in 2026, with additional savings identified for 2026.

In terms of financial results, total revenue for Q2 was $105 million, with subscription services revenue at $90 million and 2.6 million subscribers. Busuu posted a 15% year-over-year revenue increase, with B2B revenue up 39%. Skills and other revenue reached $15 million, including $7 million from content licensing. Non-GAAP operating expenses for the quarter were $64 million, a 33% year-over-year reduction. Adjusted EBITDA was $23 million, representing a margin of 22%.

Capital expenditures were $7 million, down 60% year-over-year. Free cash flow was negative $12 million, impacted by $12.5 million in severance payments. The quarter ended with $114.1 million in cash and investments, and a net cash balance of $52 million.

Analyst Questions and Market Sentiment

Analysts raised questions about Busuu's B2B growth and future partner strategies. Schultz emphasized that Chegg is not reliant on a reseller market and is confident in its direct sales approach and partnerships with companies like Guild. He also discussed the growth prospects of Chegg Study in institutional markets, highlighting the need to prove value to schools.

Regarding competition in the AI education space, Schultz described a shift from traditional boot camps to micro learning moments, emphasizing the modern and effective nature of Chegg's course offerings.

Analysts’ tone was neutral to slightly positive, with questions focused on growth sustainability and competitive positioning. Management maintained a confident and optimistic tone, using phrases like “we are really excited” and “absolutely” to describe future growth prospects.

Key Developments and Risks

Compared to the previous quarter, analyst sentiment shifted from concerns about structural risks to a focus on growth opportunities. Management remained forward-looking and confident, with more concrete evidence of traction in Busuu and Skills.

Key developments included increased B2B growth for Busuu, rising from 29% in Q1 to 39% in Q2, and an increase in Chegg Study institution pilots from 15 to 23. The company sharpened its strategic focus on Busuu and Skills, providing more details on product innovation and market penetration.

Risks include ongoing declines in traffic and subscribers, attributed to factors such as Google AI overviews. Macroeconomic trends and competition from free AI education offerings remain headwinds. Additionally, expense management and restructuring charges, including significant severance payments, continue to impact free cash flow.

Final Takeaway

Chegg’s second quarter 2025 call highlighted the company’s transformation into a skills and language learning-focused organization, with Busuu and Skills as primary growth engines. Strong B2B momentum, disciplined cost control, and ongoing product innovation are central to the company’s strategy. While the strategic review process continues, Chegg remains committed to investing in AI-driven solutions and institutional partnerships to support future growth and profitability.

Kenny Archer: When Talking Wins, Learning Loses

Kenny Archer: When Talking Wins, Learning Loses

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The Power of Knowledge and the Art of Half-Time Talks

The saying “A little knowledge is a dangerous thing” is often cited, but its origins are more nuanced. In fact, the original phrase was written by Alexander Pope in 1711 as “A little learning is a dangerous thing.” This subtle difference highlights a deeper message about the value of education and the risks of believing one knows everything. Learning is not just about accumulating facts—it’s about understanding the limits of what you know and remaining open to new ideas.

This concept extends beyond academic pursuits. In sports, for example, the importance of half-time team talks has become a subject of intense interest. Eamon Devlin, a consultant from south Armagh, has dedicated his work to exploring this area. His firm, Minute 9, takes its name from an experience involving his young daughter during a soccer match in Switzerland. However, the term also suggests that the earliest time managers should enter the dressing room at half-time might be after the first nine minutes of the game.

Devlin’s insights have gained traction among some of the most successful teams in English football, including Brentford and Brighton. Their managers, Keith Andrews and Fabian Hurzeler, respectively, represent diverse backgrounds—Irish and German/Swiss/American. This contrasts sharply with the culture of English soccer, where few managers have sought Devlin’s expertise. This reluctance may stem from deep-seated biases or a resistance to outside influence.

Interestingly, the Gaelic Athletic Association (GAA) has shown greater openness to such ideas. Many GAA managers prefer to avoid seeking input from their players, which can create a rigid environment. In contrast, the GAA population is highly educated, which may explain why some managers hesitate to engage with their teams. A changing room filled with only the manager’s voice could resemble a “turkey farm,” with the boss wishing it were mid-December.

Joe Kernan, who led Armagh to their first All-Ireland title in 2002, exemplified the power of collaboration. He surrounded himself with experts, much like the legendary soccer manager Alex Ferguson. Similarly, Kerry’s Jack O’Connor frequently changed his advisors, contributing to his success over multiple spells. Kernan not only relied on collective wisdom but also publicly acknowledged it, setting a standard for leadership.

Kernan’s legacy includes Kieran ‘Geezer’ McGeeney, who learned from his mentor despite a fascination with names. Other key figures, such as Kieran Donaghy, Ciaran McKeever, and Ciaran McKinney, played vital roles in bringing the Sam Maguire Cup back to Armagh. Their contributions highlight the importance of teamwork and shared knowledge.

The role of half-time discussions cannot be overstated. Unlike post-match media interactions, which often focus on future narratives, half-time is a critical moment for real-time adjustments. Managers like Arne Slot, currently at Liverpool FC, have demonstrated how effective second-half changes can be. Devlin’s methods can lead to significant improvements in the opening minutes of the second half if properly implemented.

Carlo Ancelotti, one of modern football’s most successful managers, has also adopted Devlin’s insights. His ability to adapt and improve performance in crucial moments underscores the value of informed decision-making.

Personal connections have also played a role in Devlin’s journey. I had the opportunity to speak with Benny Tierney, the goalkeeper for Orchard County, after a match. His account of Joe Kernan’s half-time speech during the 2002 All-Ireland Final was pivotal. Kernan’s dramatic act of smashing his old plaque on the ground inspired the team to victory against Kerry. This story, though often cliché, reflects the impact of meaningful communication in high-pressure situations.

Ultimately, the effectiveness of half-time talks depends on their intelligence and relevance. Whether in sports or other fields, the ability to listen, adapt, and act on valuable insights can make all the difference. As we continue to explore these ideas, it becomes clear that true knowledge is not just about what we know, but how we use it.

Texas Lawmakers Target STAAR End; Districts Reevaluate Accountability Ratings

Texas Lawmakers Target STAAR End; Districts Reevaluate Accountability Ratings

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A Town with a Rich Heritage and a New Approach to Education

Bellville, Texas, is a town where history is woven into the fabric of daily life. From the German-sounding last names on storefronts to the round "Turnverein" dance hall and the traditional sausages sold at the downtown meat market, the town's cultural roots are evident everywhere. Founded by a member of Stephen F. Austin's "Old Three Hundred," Bellville has long been known for its strong sense of community and historical significance.

Yet, despite its deep heritage, Bellville is not shy about embracing modernity. Travelers passing through from Houston might be surprised to find a Trump Burger flagship restaurant, Austin County’s imposing Modernist courthouse, and a public school district that is pioneering new approaches to education. This blend of old and new is what makes Bellville unique.

The Role of Accountability Ratings in Texas Schools

Every year, Texas school districts receive an "A-F" rating from the Texas Education Agency (TEA). These ratings are based largely on results from the State of Texas Assessments of Academic Readiness (STAAR) exams, particularly for elementary and middle schools. These ratings can influence a district's reputation, enrollment, and even its ability to elect its own board leadership in cases of state takeovers.

As lawmakers in Austin consider bills that could overhaul the STAAR system, more districts across the state are exploring alternative ways to measure school performance. Bellville is one such district that has taken a different approach.

Community-Based Accountability Systems

Alamo Heights Independent School District (ISD), located in San Antonio, was among the first to implement self-evaluations nearly 15 years ago. Starting in 2014, Texas school districts were required to select three of eight categories to measure their performance under the Community and Student Engagement Ratings. Although this system was later repealed, the idea of community-based accountability remained.

Today, over 50 school districts have joined the Texas Public Accountability Consortium. These districts use a community-based model that complements the state’s standardized testing system. Instead of focusing solely on test scores, they incorporate various pillars such as student learning, community engagement, and student wellness and safety.

Brian Woods, deputy executive director of advocacy for the Texas Association of School Administrators, explained the importance of this approach: “A local community would come together to include not just parents and educators, but business leaders and clergy, to say, 'Where do we need our schools to add value?'”

Real-World Impact of Community Accountability

In Alamo Heights, the shift toward community-based accountability has led to tangible changes. When gaps in third-grade literacy scores between English- and Spanish-speaking students were identified, the district extended dual language programs to kindergarten. Similarly, when fewer economically disadvantaged students were placed in gifted-and-talented programs, the district began using universal screenings instead of referral-only systems.

Jimmie Walker, assistant superintendent of curriculum and instruction, emphasized the broader perspective: “The solution isn't always just more math. Sometimes the solution might be our students don't feel a sense of belonging, or our teachers are all brand new.”

Through surveys and collaboration, Alamo Heights has built a stronger connection with the community, fostering trust and shared goals.

Innovation in Bellville

Bellville ISD has also embraced community-based accountability. Superintendent Nicole Poenitzsch led sweeping changes in 2022, aiming to align the district’s values with those of the community. She worked with students, teachers, and parents to create a mission statement that reflects the district’s commitment to both academics and holistic development.

Bellville ISD now uses the TEA’s Local Accountability System, which measures half of each campus’ rating based on four key areas: learning, leadership, culture, and community. This approach allows the district to focus on more than just test scores.

Grant Walling, a Bellville High graduate and former student board representative, highlighted the importance of student voice in decision-making. He sat alongside the board, offered quarterly presentations, and helped bridge communication gaps during the implementation of a cellphone ban.

A New Vision for Education

Bellville’s efforts to promote community involvement extend beyond the classroom. The BISD Learning Center, opened in 2022, features space for career and technical programs, a museum, an art gallery, and a public-facing restaurant staffed by culinary arts students. This facility exemplifies the district’s commitment to connecting with the community.

Poenitzsch emphasized the importance of aligning the district’s goals with those of the town: “Our school district is a big part of the heart, so we have to be in sync with what our community expects of us.”

The Future of Accountability in Texas

While the STAAR remains a central component of school accountability, many districts, including Bellville, are pushing for a more comprehensive approach. As lawmakers continue to debate the future of the STAAR, there is growing support for diversified accountability systems that reflect the unique needs of each community.

Although the process of implementing local accountability systems can be challenging, the movement shows promise. Brian Woods believes that interest in community-based accountability will only grow as districts seek to better serve their students and communities.

As the TEA prepares to release its 2024 and 2025 accountability ratings, the conversation around school performance continues to evolve. For districts like Bellville, the goal is clear: to ensure that education reflects the values and aspirations of the people it serves.

Michael Antonovych Empowers Businesses to Ask Better Questions Without Coding

Michael Antonovych Empowers Businesses to Ask Better Questions Without Coding

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A Visionary Approach to Technology and Data

Michael Antonovych has dedicated his career to making technology practical and people-focused. With experience in education, software development, and operations, he consistently tackled a common challenge: businesses had vast amounts of data but struggled to extract clear insights when they needed them most.

At Brightgrove, Antonovych led international growth and built strong systems that supported both clients and staff. This experience later inspired him to launch SolaraCloud, a platform that allows users to ask questions in plain language and receive fast, helpful answers without needing to write code. As founder and CEO of both SolaraCloud and 28software, Antonovych helps businesses turn information into action. His tools reflect how people naturally think, enabling teams to move faster, stay focused, and make confident decisions.

A Background in Practical Education

Antonovych’s interest in accessibility began with his work in education. In 2016, he joined Sigma Software Group and built Sigma Software University from the ground up. What started as internal training for employees expanded to include university students and even younger learners curious about programming.

He collaborated with educators and employers to create programs focused on practical skills. He helped launch Ukraine’s national IT-Eureka hackathon and formed partnerships with top universities. These initiatives provided students with clear paths from learning to employment and offered valuable hands-on experience.

Antonovych believed that education should lead to something useful. By focusing on real-world applications, he helped bridge the gap between classroom and industry in ways that continued to shape how Sigma Software approached talent development.

Scaling with Structure at Brightgrove

In 2017, Antonovych joined Brightgrove as Chief Operating Officer. His task was to grow the company’s international operations while maintaining quality. Under his leadership, Brightgrove opened offices in Germany and expanded in North America. Within 18 months, the company secured two Fortune 500 clients, and U.S. revenue grew to 25 percent of the total.

He also made improvements inside the company. He increased billable hours from 70 to 85 percent and cut idle time by more than half. Recruitment became faster and more consistent through the use of data-informed hiring systems.

Antonovych focused on building systems that supported teams and helped them grow efficiently. That mindset would carry into his later ventures.

From Consulting to a New Kind of Platform

After Brightgrove, Antonovych began consulting. He worked with several tech companies, many of which had strong systems in place. Yet he kept hearing the same problem. Sales teams, HR managers, and operations leads had questions they couldn’t easily answer. They either waited for analysts or gave up.

This inspired him to create SolaraCloud. The platform enables users to ask direct questions in plain language and receive clear, meaningful answers. Users don’t need to learn new systems or write code. The platform handles the complexity behind the scenes.

SolaraCloud adapts to the user, rather than asking users to change their habits. This approach enables teams to act quickly and stay informed.

Designed Around Real Team Needs

SolaraCloud allows different teams to create their workspaces. Legal, marketing, operations, and other departments can connect their data sources and set up workflows that align with their existing operational processes. Teams don’t need engineers to build reports or manage updates.

The impact has been measurable. A consulting agency using SolaraCloud reduced 320 hours of reporting to a single-click process, saving $180,000 per year. A gaming studio improved its customer support response time from 30 minutes to 2 minutes, resulting in savings of over $300,000.

Antonovych and his team continue to update the platform based on direct user feedback. This helps them improve the product without sacrificing ease of use.

Global Experience Shapes Product Design

Antonovych’s experience leading international teams helped shape how SolaraCloud works. At Brightgrove, he managed teams across Germany, North America, and Eastern Europe. Each region came with different business norms and levels of technical fluency.

These experiences taught him the importance of prioritizing flexibility. SolaraCloud supports various team structures and compliance needs. Most users are up and running in a matter of weeks. The platform can adapt to multiple workflows without requiring teams to modify their existing processes.

By focusing on adaptability, Antonovych created a product that fits how businesses work, not the other way around.

Tools That Do What They Promise

Antonovych believes the best tools are the ones people use. He has always focused on function over flash, whether building learning platforms or enterprise-level software.

SolaraCloud continues that philosophy. Its interface is clean and intuitive. Users don’t need training or technical backgrounds to see results. Companies in consulting, retail, insurance, and gaming use the platform because it saves time and reduces friction in their workflows.

For Antonovych, the success of a product is measured by how much easier it makes someone’s day. That mindset has earned SolaraCloud a place in a growing number of industries.

A Clear Vision for the Future

Antonovych and his team are focused on improving SolaraCloud while staying true to its original purpose. The next phase encompasses three primary objectives.

First, the platform will expand its understanding of user questions, improving its ability to interpret a broader range of natural language input. Second, SolaraCloud will roll out new features tailored to industries like legal, insurance, and consulting. These sectors rely heavily on data but often lack user-friendly tools. Third, the company plans to simplify access for small and medium-sized businesses through faster setup and more flexible pricing options.

Each step supports a larger goal: helping more teams use data effectively without needing additional resources or technical skills.

Changing How People Use Information

Antonovych believes technology should help people think clearly and work more efficiently. SolaraCloud provides users with direct access to their data and the flexibility to ask specific questions at their own pace.

This shift in control helps businesses move faster. Teams no longer wait days for reports or answers. They can test ideas, confirm facts, and make decisions in real time.

Antonovych has built more than a platform. He has built a way for people to work smarter by providing them with the tools to ask better questions and obtain clear answers. That approach has already made a significant difference in how companies approach data, and it continues to shape the future of workplace technology.

Pro-Life "Baby Olivia" Videos in Classrooms: The Anti-Abortion Policy Debate

Pro-Life "Baby Olivia" Videos in Classrooms: The Anti-Abortion Policy Debate

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The Rise of Fetal Development Education in Schools

In August, Republican Rep. Gino Bulso stood before a group of state lawmakers and announced the passage of a new law in Tennessee that required students to watch a fetal ultrasound or a computer-animated video of a fetus developing in the womb as part of their sex education curriculum. This law marked the second of its kind in the United States, following North Dakota’s 2023 legislation. The event was hosted by Live Action, an anti-abortion advocacy nonprofit that has been instrumental in pushing for such policies across the country.

Live Action’s annual report highlights its mission to end abortion through policy changes and persuasion strategies. At the event, Bulso shared his experience in passing the bill, emphasizing how he worked with Live Action to ensure the materials were scientifically accurate. His panel, “The Agenda for Life in Schools and Beyond,” focused on how other states could replicate this success.

After the event, at least 10 lawmakers from different states introduced similar bills, some proposing that even third graders watch fetal development videos. The influence of Live Action extended beyond the event itself, as many legislators who attended posted about it on social media or were featured in promotional materials. Despite keeping its attendee list private, the organization has clearly had a significant impact on legislative efforts nationwide.

Since 2023, more than 20 additional states have proposed fetal development education laws, with six of them passing them. As a result, nearly 4 million children will attend schools in states that require them to view these materials during sex education classes. Some legislators have gone further, proposing that students also watch depictions of abortions, including computer-animated videos.

The Role of Public Schools in the Abortion Debate

The fall of Roe v. Wade in 2022 intensified the fight over abortion rights, making public schools a key battleground. While 12 states now ban abortion in all circumstances, the number of procedures has increased nationwide. Public support for abortion rights has also risen, prompting anti-abortion advocates to focus on shaping the views of young people through education.

Critics argue that fetal development education materials are manipulative propaganda, while organizations like Live Action claim they are medically accurate and unbiased. However, experts in sex education note that the lack of comprehensive sex education in schools creates a vacuum for groups like Live Action to fill.

Alisa Von Hagel, a political science professor at the University of Wisconsin-Superior, says anti-abortion groups aim to reach children early, before they are exposed to other perspectives. “They’re attempting to be the first to imprint this quote, unquote ‘knowledge’ or opinion about these issues,” she explains.

The Impact of "Meet Baby Olivia"

One of Live Action’s most controversial videos is "Meet Baby Olivia," which portrays a fetus as a person with emotions and actions. The video claims to have shifted viewers toward pro-life perspectives, but medical experts have criticized its language and portrayal of fetal development. Nisha Verma of the American College of Obstetricians and Gynecologists called the video emotionally manipulative rather than factual.

Despite the criticism, "Meet Baby Olivia" has been used in several states, including New Hampshire, where Republican Rep. John Sellers introduced bills requiring its use in schools. These proposals faced strong opposition, with hundreds of residents submitting testimony against them. Sellers defended the legislation as nonpolitical, arguing that it aimed to educate students about fetal development and abortion.

The Debate Over Curriculum and Bias

The debate over fetal development education extends to concerns about bias and the role of anti-abortion groups in shaping school curricula. Mary Ziegler, a law professor at the University of California-Davis, notes that there are gaps in current sex education programs, which often lack information on pregnancy, childbirth, and abortion.

While some anti-abortion Republicans have opposed direct promotion of Live Action materials, others, like Arkansas Rep. Mary Bentley, support using "Meet Baby Olivia" in schools. She argued that having a standardized video would make it easier for districts to comply with the law.

Arkansas Sen. Breanne Davis, however, raised concerns about requiring content from a political advocacy group. She proposed an alternative bill that would set standards for fetal development education without mandating specific videos. Her bill was signed into law, while Bentley’s measure failed.

The Future of Fetal Development Education

Live Action’s efforts reflect a broader strategy by anti-abortion groups to influence school curricula. Organizations like Heartbeat International also offer training and resources to educators, aiming to shape students’ views on life and abortion.

As the debate continues, the question remains: Should schools include materials from anti-abortion groups in sex education? For some, the answer is clear—education should be neutral and based on scientific facts. For others, it’s about ensuring that students understand the moral implications of abortion.

For now, the battle over fetal development education in schools shows no signs of slowing down, with both sides continuing to push their agendas in the name of public health and moral values.

Unfair Teacher Dismissals in Schools

Unfair Teacher Dismissals in Schools

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The Crisis in Public Education

Many school districts are plagued by unethical and unprofessional practices when it comes to firing employees. A quick look at the Facebook pages of most districts and a call to local teacher unions reveal two unsettling truths: these districts are desperate to recruit and retain teachers, yet they continue to lay off experienced professionals at an alarming rate, especially in the midst of a national teacher shortage. This pattern has led to inconsistency in teaching quality, weak relationships between teachers and students, overwhelmed and anxious educators, and, in some cases, poor pedagogy and limited content knowledge.

As a result, many districts are slipping into a state of mediocrity and complacency. The expectations placed on teachers are far greater than those for most other professions, particularly in terms of education, compensation, and emotional investment. While micromanagement and abuse exist in various fields, few jobs demand such extensive preparation outside of regular work hours and offer minimal downtime during the day. Although teachers have generous holiday and summer breaks, having evenings and weekends free from work duties is more beneficial for their families than extended time off. It's also worth noting that teachers often attend meetings and training during the summer.

This situation may explain why fewer people are choosing to become teachers, despite the profession’s rewarding nature.

A Shrinking Talent Pool

The number of students enrolling in teacher colleges across the country is decreasing, and some institutions have even dropped their certification programs due to a lack of interest. As a result, many districts are turning to emergency certifications and pulling staff from central offices to cover classes. Meanwhile, schools continue to fire experienced and developing teachers, often citing a lack of “fit.” In at-will states, this is a common excuse, but it raises serious concerns about the impact on both teachers and students.

Just recently, a news story highlighted how employees at typical American schools often look the other way when witnessing harassment or attacks, out of fear of reprisal. This level of toxicity can erode trust and community within the faculty and student body. Word of staff changes spreads quickly, and students often learn about firings before the affected individuals themselves. Many districts replace more than half of their faculty every few years, leaving only a few tenured teachers in each department.

Hostile Work Environments

Veteran teachers frequently face hostile work environments where their expertise is constantly questioned. This negative treatment can extinguish a teacher’s passion and lead to career derailment. Most teachers are eager to serve their communities and give back to the places where they first developed a love of learning. However, complacency and indifference often dominate the culture of public schools.

These issues are not isolated to one district or school. One contributing factor is that many administrators are unaware of how much more demanding teaching has become in recent years. Teaching requires not only subject matter expertise but also the ability to teach reading, writing, speaking, and listening skills to students who have lost valuable instructional time, especially during the pandemic. How does a high school English teacher teach Shakespeare to students with limited English proficiency or those reading at a fourth-grade level?

The Consequences of Teacher Turnover

While experience alone does not guarantee good teaching, the loss of qualified educators is significant. It often takes years to develop classroom management skills, motivate students, and master one’s content. Research suggests that many teacher-education programs are not fully effective in preparing educators for the evolving demands of the profession. Many teachers credit seasoned colleagues or mentors as their strongest source of preparation.

When teachers are fired before mastering their craft, both faculty and students suffer. Staff reductions are sometimes justified due to financial constraints or ineffective teaching. However, the problem lies in the fact that decisions are often based on political, philosophical, or social differences rather than professional development. Instead of mentoring new teachers, administrators often set unrealistic expectations, leading to frustration among parents and students.

Misdirected Anger and Silenced Voices

Administrators frequently misdirect anger toward struggling teachers instead of addressing systemic issues. Teachers are often told that their school has high expectations for students, yet there is often a lack of a functional curriculum and outdated instructional methods. For example, the gradual-release model is often touted as innovative, but it is not always the most effective approach for every lesson. Overemphasis on Lexile levels has been largely discredited as a means of helping students access meaningful texts.

Another issue is the silencing of new voices. Administrators often prevent progressive-minded teachers from sharing fresh ideas with their colleagues. This results in an overburdened staff that feels undervalued and professionally undermined. With low morale, teachers struggle to meet the growing demands of rising poverty, shrinking resources, and a changing workforce.

An Uncertain Future

Despite these challenges, some students still thrive, especially those with personal connections to administrators. However, this success is often due to external factors rather than the school environment itself. Inequity persists, and school boards cannot rely on the achievements of a small group of privileged students if they want to produce successful leaders and critical thinkers.

The impact of this bias will be devastating for the community and its workforce. Students need a learning environment that fosters confidence, stability, and consistency. Unfortunately, many schools are failing them on these counts.

A Call for Change

Schools must implement policies that recruit and retain quality educators who are dedicated to meeting the needs of all students through intentional and innovative practices. Every school has the potential to be high-performing, with caring teachers who are committed to progress and justice. The alternative is a hostile work environment that denigrates the teaching profession and stifles the passion of those who have invested so much in their students. It is time for change.

More Adults Return to School—Should You?

More Adults Return to School—Should You?

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Rising Interest in Higher Education Among Adults

More adults are considering returning to college, driven by a mix of economic uncertainty and the desire for career advancement. However, many are unsure whether the long-term benefits will outweigh the immediate financial challenges. This trend is not new—economic downturns have historically led to increased enrollment in higher education. For instance, during the 2008 recession, college enrollment rose by 12%, with a significant increase in students over the age of 24. The promise of stability or higher pay was a major motivator, even as job markets shifted rapidly.

Today’s interest in returning to school stems from similar concerns. Many adult learners are seeking a second chance to finish degrees they started years ago or hoping that new credentials could open up better opportunities in a changing job market. With AI and other technological advancements reshaping industries, the need for updated skills has never been more pressing.

However, history shows that increased enrollment doesn’t always lead to degree completion or improved outcomes. In the aftermath of the 2008 crisis, less than 60% of those who returned to college earned a degree within six years. Many took on new student loans without a credential to show for it, highlighting the risks involved.

The Hidden Costs of Adult Education

Returning to school as an adult involves more than just tuition. While the average annual cost at public colleges exceeds $29,000, there are additional expenses such as healthcare, childcare, and on-campus services. These costs can add thousands of dollars per year, making the financial burden even heavier for adult students.

For many, the situation is further complicated by existing financial obligations like rent, mortgage payments, insurance, and childcare. Parents may find that the cost of childcare during class hours can be nearly as high as tuition itself. Additionally, adults who reduce their work hours to attend school must consider the lost wages, especially if they are the primary earner in their household.

The financial pressure of replacing a paycheck with a student loan is real and affects both daily spending and long-term savings. It's crucial for adult learners to carefully assess these factors before making a decision.

Strategies for Managing the Financial Burden

Choosing the right educational path is often the first step. Some adult learners opt for full-time programs, while others balance coursework with their current jobs. Either approach requires careful planning and consideration of personal and professional needs.

Prioritizing in-state public universities, part-time programs, or online schools with flexible schedules can help manage costs and time commitments. Some institutions offer night and weekend classes, which may be more feasible for working adults or parents.

Once a program is selected, the next challenge is funding. Employers may offer tuition reimbursement programs, especially if the degree aligns with the employee's current role. Scholarships and grants are also available, particularly for those pursuing high-demand fields. Filing the Free Application for Federal Student Aid (FAFSA) is essential, as it determines eligibility for federal aid, including Pell Grants, which now cover more workforce training programs.

Federal and private student loans can fill any remaining gaps, but taking on new debt should be done with caution. Adults already in repayment on existing student loans must evaluate whether additional borrowing makes sense for their financial situation.

Weighing the Risks and Rewards

Not everyone who returns to school completes their program. The post-2008 enrollment spike saw many students take on new loans without earning a degree, underscoring the importance of setting realistic expectations. The decision to go back to school often comes down to whether the potential benefits outweigh the risks.

If a specific job or promotion requires a degree, or if a new credential can clearly boost earnings, the investment may be worth the financial risk. However, if the outcome is uncertain, a closer look is needed. Adult learners should compare the total cost of attendance—including indirect expenses—against the likely increase in future earnings.

They should also consider whether their intended field values educational attainment or work experience more heavily. Using a College ROI Calculator can help make this assessment. In some cases, industry-specific certifications or short-term training programs may offer a faster, more affordable path to better employment.

Community colleges and workforce development centers often provide these options at a lower cost, making them a viable alternative for some learners.

A Personal Decision with No Guarantees

Returning to school as an adult is a complex decision that involves trade-offs between time, money, and personal goals. There are no guarantees of success, but for some, it can be a meaningful opportunity to reset and gain new skills.

As the job market continues to evolve, the need for updated knowledge and abilities is becoming increasingly important. The right education, in the right setting, at the right time, can lead to positive outcomes. However, history shows that increased enrollment does not always result in completion, and even completion does not always lead to better pay.

The best results come when adults choose programs carefully, understand the costs, and enter with a clear plan. The question is not just whether school is worth it, but whether it makes sense right now, for this person, in this situation.

22 Top Back-to-School Stories to Soothe Nerves

22 Top Back-to-School Stories to Soothe Nerves

1:57 AM   

Books to Help Kids Feel Confident About Starting School

Starting school can be an exciting but nerve-wracking experience for children. Whether it's their first time or they're returning after a break, reading books that address these feelings can make the transition smoother. Here are some excellent stories that help ease the anxiety and build excitement for the new school year.

First Day Jitters (The Jitters Series)

This book follows Sarah Jane Hartwell, who is scared about starting at a new school. She doesn't know anyone and feels nervous about what lies ahead. With encouragement from her father, she finds her way to school and is quickly welcomed by a kind teacher. The story ends with a heartwarming surprise that reassures readers that change can lead to positive experiences.

Miss Bindergarten Gets Ready for Kindergarten

This charming tale captures the anticipation of the first day of kindergarten. As Miss Bindergarten prepares the classroom, children like Adam, Brenda, and Christopher get ready for their big day. The story highlights the excitement and routine of getting ready for school, making it relatable for young readers.

The Pout-Pout Fish Goes to School

Mr. Fish is anxious about his first day of school, worrying about not knowing how to write his name or do math. However, he learns that school is the perfect place to learn these skills. This book encourages children to embrace learning and view challenges as opportunities for growth.

Lola Goes to School

Lola and her family prepare for the first day of school, and the story shows the process of getting ready, arriving at school, and engaging in activities. It helps demystify the school day for preschoolers and kindergarteners, showing that it can be fun and rewarding.

How to Get Your Teacher Ready

This humorous book offers tips and tricks for preparing a teacher for the school year. Written in a playful tone, it emphasizes the importance of students being ready as well. It's a fun read-aloud that can help ease back-to-school jitters.

I Am Too Absolutely Small for School

Lola is unsure about school, questioning its necessity. Her brother Charlie helps her see the value in attending. The story encourages children to consider different perspectives and find joy in new experiences.

Our Class is a Family

This book promotes a sense of community and belonging in the classroom. It teaches children that it's okay to make mistakes and that being a friend is essential. The message is comforting and reassuring for young learners.

Curious George's First Day of School

Curious George's antics provide a light-hearted look at the first day of school. His curiosity leads to unexpected adventures, showing that school can be both fun and educational.

Froggy Goes to School

Froggy is excited about starting school, despite his mother’s reassurances. His energetic behavior is endearing and reminds children that it's normal to feel nervous. The story encourages participation and engagement.

On the First Day of Kindergarten

This book uses the familiar "Twelve Days of Christmas" structure to highlight the excitement of kindergarten. It's a great tool for parents and children to share as they prepare for the school year.

The Night Before First Grade

Penny is excited about starting first grade, but the story adds a humorous twist. It addresses common fears and provides comfort to children facing the first day of school.

Biscuit Goes to School

Biscuit is eager to go to school, even though no dogs are allowed. His determination to participate in school activities is inspiring. The book is ideal for young readers learning to read independently.

Time for School, Little Blue Truck

Little Blue Truck and Toad are excited to meet a school bus. The story explores themes of friendship and helping others, while also introducing the concept of school.

The Pigeon HAS to Go to School!

This book features a pigeon who questions the need to go to school. It addresses common concerns and encourages children to think about the benefits of education.

The Berenstain Bears Go to School

Sister Bear is anxious about starting kindergarten. The story reassures children that it's normal to feel nervous and that support from family and friends can help.

Amelia Bedelia's First Day of School

Amelia Bedelia's literal interpretations lead to funny situations, but she learns valuable lessons along the way. The story highlights the importance of understanding and adapting to new environments.

All Are Welcome

This book celebrates diversity and inclusion in the classroom. It shows that every child has a place and is valued. The story promotes kindness and respect among students.

Pete The Cat Rocking In My School Shoes

Pete the Cat explores the school environment, discovering new places and enjoying the experience. The story encourages a positive attitude towards learning and school life.

This School Year Will Be the BEST!

This book captures the hopes and dreams of new classmates. It shows that each child has unique aspirations, and the story celebrates the excitement of the school year.

It's Back to School We Go!: First Day Stories From Around the World

This book shares the experiences of children from different countries on their first day of school. It highlights cultural differences while emphasizing the universal emotions of excitement and nervousness.

Preschool, Here I Come!

This collection of poems celebrates the milestones of preschool. It captures the joy and challenges of early learning, making it a valuable resource for young scholars.

Turkey Goes to School

Turkey is determined to attend school despite the rules. He finds creative ways to prove that animals belong in school. The story encourages perseverance and thinking outside the box.

These books offer a variety of perspectives and experiences, helping children navigate the transition to school. They provide comfort, encouragement, and a sense of community, making the start of the school year more manageable and enjoyable.

Crisis to Comeback: Jayson Boyers on Embracing Disruption in Higher Education

Crisis to Comeback: Jayson Boyers on Embracing Disruption in Higher Education

12:38 AM   

From First-Gen Student to Systems Thinker

Jayson Boyers, Ed.D, has carved a unique path in the world of higher education. As a first-generation college graduate, his journey was anything but conventional. “College wasn’t really a consideration in my family, and becoming a college graduate was in some ways hard to fathom,” he recalls. This personal experience instilled in him a deep passion for education as a tool for socioeconomic mobility and personal growth. “It allowed me to experience things I could never have imagined without a college education. I fell in love with this door to opportunity and wanted to help others open it.”

This sense of purpose led Boyers into various leadership roles across academia, from dean to vice president, and eventually to the presidency at institutions facing significant financial and operational challenges. At one institution, he inherited a 60-day notice from the bank just weeks into his tenure. Rather than being overwhelmed, he confronted the root issues that extended beyond the balance sheet. He used the uncertainty as an opportunity to reimagine what these colleges could become. “I used to tell my team, there’s always an answer. You may not like the answer, but it’s there,” he says. “You have to make choices aligned with your values, and if you do, even in crisis, you can build something stronger on the other side.”

Why College Still Pays

Despite growing skepticism about the value of a degree, Boyers remains steadfast in his belief that higher education is one of the most reliable paths to long-term economic stability. “When you look at lifetime earnings, it’s exponentially different for those with a college degree. The data doesn’t lie. Attaining a college degree is worth it.” For Boyers, the return on investment isn't just about salaries. “A college degree isn’t just about making money. It prepares you to be an engaged, capable citizen. We need people who understand how to contribute to their communities. College helps with emotional, social, and financial maturity.”

Recent research from the Social Security Administration supports this claim. Men with bachelor’s degrees earn approximately $900,000 more in median lifetime earnings than high school graduates. For women, the difference is about $630,000. The Association of Public and Land-grant Universities (APLU) notes that bachelor's degree holders earn 31 percent more than those with an associate degree and 74 percent more than individuals with only a high school diploma.

Boyers highlights institutions like West Coast University, where he currently serves in a senior leadership role. The university, which focuses on healthcare credentialing, ranks in the top 1 percent of U.S. institutions for 40-year return on investment, according to Georgetown University. “That’s a powerful example of how the right kind of education, tailored to workforce demand, pays off, not just financially, but societally.”

Diagnosing the Real Problem in Higher Ed

Boyers is quick to challenge conventional thinking when it comes to why many colleges fail. “When institutions collapse, the issue usually isn’t financial. That’s just the symptom. The real problem is when schools forget who they are or can’t translate their mission into the modern economy.” This diagnosis is particularly acute for smaller private colleges, often in rural areas, that face mounting pressure from demographic shifts, shrinking enrollment, and outdated models. “These colleges were built for 18- to 22-year-olds, but that group now makes up a smaller slice of the college population than it has historically. The reality is most college students are over 25. College is no longer a four-year chapter. It’s a lifelong endeavor.”

Estimates from the National Center for Education Statistics and the Lumina Foundation place the number of non-traditional students in higher education at approximately 73 to 74 percent. Boyers believes this should fundamentally reshape how institutions design programs, allocate resources, and imagine campus life. “It’s not enough to support students while they’re present on campus. We have to design environments that support both campus and growth beyond campus, in the global classroom, over a lifetime.”

Building Capacity Before Growth

For Boyers, real transformation begins with matching vision to capacity. “Too often, schools chase ambitious goals like new programs and partnerships, without the infrastructure to support them,” he says. “You need to ask: what do I need to build now to sustain this later?” It’s an approach he refers to as “growing with guardrails.” The goal is not just growth, but sustainable, student-centered growth. “You can grow fast, but are you ready to support that growth? Do you have the systems, the staffing, the leadership? If not, you risk implosion.”

Boyers also urges institutions to move past what he calls “legacy wins.” “There’s a difference between dead tradition and living tradition. Dead tradition turns your institution into a museum. Living tradition adapts what was meaningful about your past into something vital for today.” This mindset was tested during the pandemic, when the college he led had already integrated digital learning platforms across all programs. “When COVID hit, our students adapted quickly. We hadn’t changed who we were, but we had built in the flexibility to thrive under new conditions. That’s the power of living tradition.”

Leadership Rooted in Values

With more than 25 years in the field, Boyers has helped institutions navigate disruption not as a threat, but as an opportunity for renewal. The institutions that endure are those that know who they are, and are willing to adapt without abandoning that core. What ultimately drives Boyers’ approach is a clear-eyed commitment to values. “You make decisions aligned with your mission and your people: students, faculty, staff. If you stay true to that, you’ll find a way forward,” he says. “A lottery ticket, an overnight solution, waiting for that one donor, none of that will save you. But thoughtful, aligned decisions will.”