To celebrate Thanksgiving in the US, IEN continues its annual tradition of recognizing some of the many groups and individuals who are supporting learning and education around the world. This week, we celebrate the educators and organizations we profiled this year from China, Estonia, Vietnam,
Pushing the boundaries of the conventional school: Indrek Lillemägi talks about the development of a new upper secondary school in Tallinn, Estonia (Part 1; Part 2)
Can Vietnam transform the conventional model of schooling? Educational improvement at scale (Part 1Part 2)
“Will Vietnam be leading the way in transforming the conventional model of schooling that has dominated education for more than 100 years?“
Something’s Happening Here: Gregg Behr on the Evolution and Expansion of Remake Learning and Remake Learning Days (Part 1; Part 2)
Photo by Howard Lipin
Establishing the Children and Families Agency and Promoting Digital Transformation in Childcare: Hiro Yokota on the Development of a “Child-Centered Society” in Japan (Part 1; Part 2)
Bringing a Tablet-Based Foundational Learning Program to all the Primary Schools in Malawi: Joe Wolf and Kira Keane on the Evolution of Imagine Worldwide (Part 1; Part 2)
This second part of IEN’s annual scan of the back-to-school stories brings together some of the headlines that focused on the effects of a flurry of executive orders and policy changes from Washington. The first part of the scan shared stories from outside the US, and, next week, we’ll review some of the other back-to-school headlines in the national and local press in the US.
“As 47 million students return to school in the coming weeks, district leaders say they’re experiencing an uncertainty they haven’t felt since the pandemic. It’s “the amount of information that’s coming to you all at once,” said Jeremy Vidito of the Detroit schools. He laid out a litany of hardships, including figuring out “what’s true, what’s not. Emergency orders. Budget cuts.” But this time, the federal government is the source of the unease, as the Trump administration seeks to reduce more spending.” — The74
“Department of Education sends guidance on private school kids obtaining federally-funded benefits, including one-on-one tutoring, counseling,” Fox News
“While the Trump administration has vowed to preserve NAEP, it has overseen major cuts to staff who work on it and the elimination of more than a dozen tests” — Hechinger Report
“The Trump administration wants to roll back rules for collecting data on state career and technical education programs instituted in the final days of the Biden administration and align the largest federal CTE program with the president’s first-day executive order making it federal policy to recognize only two sexes.” — Education Week
“The Trump administration has launched investigations into school districts in Chicago and Evanston over programs aimed at supporting Black students, saying that efforts such as hiring Black teachers, expanding Black history and antiracism training may violate civil rights law. Supporters say the initiatives address systemic inequities and improve student outcomes, while critics warn they could be dismantled in court battles likely to reach the Supreme Court.” —NYT
“Posters are displayed in a Los Angeles Unified high school health education classroom in 2018. The Trump administration told 40 states to remove references to gender identity from a federally funded sex ed program and stripped California of its funding when it refused to do so.” Source: ChalkBeat
What can be done to reduce some of the barriers that limit students’ post-high school opportunities? In the second part of this two-part series, RJ Wicks scans recent news and research from the US to survey some of the “micro-innovations” that may help to expand the pathways into college and productive careers. The first part of this scan reviewed the current conditions for students in the US as they try to find their way into college and the workforce.
COVID-19 accelerated longstanding challenges: college enrollment dropped especially at community colleges; financial insecurity forced some students to pause or leave school; equity gaps widened; and reports continue to suggest that many students are unprepared for life after high school. Yet educators are also developing a host of innovative practices and programs that are helping to address these and other issues. Initiatives such as guaranteed admissions, promise programs, career and technical education (CTE), dual enrollment offerings, early college high schools, and work-based learning are demonstrating the potential to create new and smoother pathways into post-secondary academic and professional environments
Guaranteed Admissions Programs
Guaranteed admissions programs seek to make college admissions more automatic and less selective by reaching out to students who meet admissions criteria and offering them a place. For example, a number of higher education institutions in Michigan formed the Michigan Assured Admission Pact (MAAP), which provides guaranteed admission to students graduating from a Michigan high school if they have earned a cumulative high school grade point average of 3.0 or above. Related state programs include Admit Utah, Washington State’s Guaranteed Admissions Program, University of Texas Top 10% Rule, Direct Admission Minnesota, and SUNY’s Top 10% Promise.
Promise programs are tuition-assistance initiatives designed to increase access to higher education, particularly for low-income and underrepresented students. These programs often eliminate financial barriers by covering remaining tuition costs after other financial aid has been applied, effectively making college more accessible and affordable. As of 2023, there are over 400 promise programs across the United States with research-to- date suggesting that the most effective offer free or reduced-cost college tuition along with structured advising, explicit communication and messaging, and outreach. According to the National Conference of State Legislatures, all 50 states have at least one local or statewide program. Exhibiting a variety of different approaches, promise programs include “last-dollar” programs that fill in tuition gaps left after other aid has been used, as well as “first-dollar” programs that provide tuition support upfront. In some cases, in addition to covering tuition costs, some programs provide additional support for the many other expenses that can make completing college difficult.
A study of 33 public community college promise programs across the U.S. found that these initiatives significantly increased enrollment among first-time, full-time students, with the largest gains seen among Black, Hispanic, and female students. According to that same study, initial first-time enrollment rose by 47% for Black men and 51% for Black women, while enrollment for Hispanic men and women increased by 40% and 52%, respectively.
Kalamazoo Promise is a first-dollar, place-based scholarship that covers up to 100% of tuition at any public—and select private—college or university in Michigan for students who graduate from Kalamazoo Public Schools. The program requires continuous enrollment in the district since at least ninth grade. Since its launch, it has led to a 14-percentage point increase in college enrollment overall and a 34-point increase for four-year college enrollment. Students in the program attempt more college credits—15% more in the first two years—and are more likely to complete a degree: six years after high school, credential attainment rose from 36% to 48%, driven largely by bachelor’s degrees. The program’s positive impacts were especially significant for low-income, nonwhite students, and women. Economically, the Promise has yielded an estimated 11% internal rate of return in lifetime earnings.
Tennessee Promise offers last-dollar scholarships for community and technical colleges that covers remaining tuition costs after federal and state financial aid is applied. In addition, the program requires students to participate in mentoring initiatives to 1) help them with completion of financial aid forms (FAFSA); 2) guide them through the college application process; and 3) provide ongoing support once enrolled. To foster a culture of accountability and civic engagement, students must complete eight hours of community service each semester and maintain a minimum GPA of 2.0. The program contributed to a 11.4% increase in first-time freshmen enrollment at community colleges in Tennessee in its inaugural year. The program also helped increase retention rates and improve college completion. Over 125,000 students benefited from the program in its first decade.
Milwaukee Area Technical College (MATC) Promise combines financial support with in-school FAFSA workshops and student-facing messaging that explicitly states “Free Tuition” to reduce confusion and anxiety about the affordability of college. MATC also offers last-dollar scholarships for students. With this approach, on-time FAFSA completion rates rose by 5 percentage points and college matriculation among low-income students increased by 6 to 7 percentage points.
CUNY ASAP (Accelerated Study in Associate Programs) is a last-dollar program for NYC/ New York State residents that offers a full package of support: free tuition, textbook stipends, unlimited transit passes, dedicated academic advisors, and career counseling. In a 2015 study across three New York City community colleges, ASAP students earned on average 9 more credits, graduated at rates 18 percentage points higher than a control group, and were 8 percentage points more likely to transfer to a four-year institution. CUNY ASAP reports a three-year graduation rate of 53 percent – more than double that of comparable peers. ASAP’s success has inspired similar efforts in Ohio, West Virginia, and California, where adaptations like gas cards for rural students are helping extend the model’s impact.
Early College and Dual Enrollment Pathways
Dual enrollment and early college high school programs offer high school students unique opportunities to earn college credits, reducing the time and cost required to attain a degree. While both initiatives aim to improve access to higher education, they differ in structure and outcomes. Dual enrollment allows students to take college-level courses alongside their high school curriculum. In contrast, early college high schools are structured programs where students can earn both a high school diploma and up to two years of college credit, often on a college campus and with integrated support systems. A study by the American Institutes for Research found that 84% of early college students enrolled in college after high school graduation, compared to 77% of their peers. Additionally, 45% of early college students earned a college degree within six years, compared to 34% of the control group.
By getting students into college-level coursework before graduation, these programs aim to help students build momentum and save money. They also provide what can be called “stacked supports” across sectors. In the process, they intend to break down silos and align expectations across K-12, higher ed, and workforce systems. Some studies point to specific benefits for students in these programs, including increased college enrollment and completion rates, particularly among underrepresented groups.
P-TECH (Pathways in Technology Early College High School) provides a six-year program where students earn both a high school diploma and a no-cost associate degree, all while working in “real world” placements in partnerships with companies like IBM. Launched in 2011 in Brooklyn, New York, through a collaboration between IBM, the New York City Department of Education, and the City University of New York, P-TECH provides a single high school program where students can take college-level coursework and build technical skills and receive industry mentorship in industries such as health IT and energy technology at the same time. In 2023, one evaluation of the model found that, seven years after entering high school, students in New York City’s P-TECH 9-14 program were 5 percentage points more likely to earn an associate’s degree — results driven particularly by young men, 13% of whom completed a degree compared to just 3% of their peers in other NYC high schools.After a 2014 visit by the Australian Prime Minister, Australia opened two P-TECH schools and since then the P-TECH network has grown to include 300 schools in 26 countries.
Boston Public Schools’ $38M Healthcare Career Training Expansion strives to build career pipelines in critical fields by embedding healthcare education directly into the high school experience. Students can begin focusing on a healthcare specialty as early as 10th grade and participate in hands-on training, job shadowing, and simulation labs.The initiative includes:
Specialized vocational academies tailored to healthcare careers;
Dual enrollment opportunities that allow students to earn college credit;
Paid summer internships at leading hospital systems like Mass General Brigham.
Boston’s program is part of a broader $250 million Bloomberg initiative across ten major U.S. cities.
Key Micro-innovations helping get students into and through college/career pathways
Although the promise programs and dual enrollment and early college programs often strive to provide comprehensive support, they also encompass some seemingly small but strategic design choices that can be implemented on their own or in concert with other innovations.
Mandatory mentorship and coaching. A number of Promise Programs assign trained mentors or success coaches to ensure students receive personal guidance—not just information. For example, Detroit Promise pairs each student with a full-time Campus Success Coach who provides personalized support, connects them to campus resources, and helps them overcome common barriers to persistence. This human connection helps demystify systems and boosts retention.
Just-in-time financial support. For many students, non-tuition costs – even a few hundred dollars – can serve as major barriers to completing courses and degrees. In anticipation of these financial burdens and to remove barriers before students hit a crisis point some promise programs, like CUNY ASAP, provide textbook and transport subsidies. Georgia State University’s Panther Retention Grants provides small amounts of financial support (“micro-grants”) to students with outstanding balances that would otherwise prevent them from registering for classes.
Proactive communication and “nudges.” MATC’s FAFSA workshops and Admit Utah’s centralized digital tools make complex processes easier to understand, especially for first-gen or low-income students who may lack application support at home or school.
Using technology to support the college application process. Admit Utah uses technology to close “guidance gaps,” recognizing many high school students may not have access to counselors or college guidance. To do so, Admit Utah provides a centralized online platform where students can explore college options, learn about scholarships and financial aid, and use AI-powered tools to navigate the application process.
Contextualized career learning. Boston’s healthcare pathways and P-TECH embed industry-aligned experiences – job shadowing, internships, and certifications – within the high school curriculum, helping students see the relevance of their education and build employable skills early.
Clear, student-friendly messaging. MATC’s “Free Tuition” campaign doesn’t just market affordability – it shapes perceptions and expectations about who belongs in college, often reaching students who wouldn’t have otherwise applied.
Acknowledging the challenges and continuing to expand the options
As momentum builds around some of these new pathways into post-secondary success, challenges remain. Despite its growing popularity, access to dual enrollment remains uneven. Black and Hispanic students, English learners, and students with disabilities are consistently underrepresented. Key barriers include lack of funding, which shifts costs like tuition and textbooks onto students; limited access in schools serving low-income communities; inadequate advising; and a shortage of qualified instructors—often due to strict credential requirements for teaching college-level courses in high schools. These gaps limit who benefits from dual enrollment and highlight the need for targeted support and structural investment.
The popularity of free college programs can also quickly overwhelm campuses if they can’t keep up with the demands for more faculty, advisors, facilities, and other resources. MassEducate, for example, covers the full cost of tuition for eligible students at any of the state’s 15 community colleges and even provides allowances for some students who need help paying for books, supplies and other costs. Launched in the fall of 2024, the program already contributed to a 14% rise in community college enrollment, with some campuses reporting enrollment increases of almost a third in one year. Under these conditions, even program advocates are worried that students, particularly first generation college students, will drop out if hiring and support for faculty does not keep pace.
Furthermore, scaling does not always lead to success. For instance, Washington State’s efforts to replace high school exit exams with multiple graduation pathways encountered a number of implementation challenges. In 2023, after the changes were made, one in five seniors had no graduation pathway at all, and students in smaller or rural schools often lacked access to robust options. Some were funneled into lower-wage career tracks or military pathways by default, raising concerns about limited opportunity, inadequate guidance, and uneven access across schools and student populations. At the same time, despite the challenges, states are continuing to try to increase the options and scale them to as many students as possible. For instance, Colorado, Delaware, and Indiana are expanding career-focused high school experiences. Colorado’s 2021 Successful High School Transitions bill allows students in internships to count as full-time learners; Delaware’s Colonial School District fosters interdisciplinary collaboration through interconnected career pathways; and Indiana is redesigning its diploma to combine core academics with two years of pathway-specific learning and work-based experience. In North Carolina, Guilford County Schools’ Signature Career Academies are preparing students for rapidly growing fields like AI and biotechnology.
As these and other efforts to create new college and career pathways continue to grow, real progress will hinge on learning from what works, addressing persistent gaps, and ensuring every student has a structured path to postsecondary success.
How have the pathways into higher education and the workforce changed in the US since the school closures of the COVID-19 pandemic? In the first part of this two-part post, RJ Wicks scans recent news and research to summarize some of the current conditions students in the US face as they try to find their way into adulthood. The second post explores some of the “micro-innovations” that educators are developing to help eliminate some of the barriers that limit access to learning opportunities and good jobs after high school. These posts are part of IEN’s ongoing coverage of what is and is not changing in schools and education following the school closures of the pandemic. For more on the series, see “What can change in schools after the pandemic?” For examples of micro-innovations in other areas see IEN’s coverage of the emergence of tutoring programs after the school closures: Tutoring takes off and Predictable challenges and possibilities for effective tutoring at scale.
“A college degree is the surest ticket to the middle class.” —President Barack Obama, 2015
Despite the continuing hope that college can be a gateway to economic mobility, the COVID-19 pandemic contributed to the already considerable challenges that many students face in getting into college and finding their way into the workforce. Illustrating the depths of the problem around the world, OECD’s analysis of survey responses from 690,000 15- and 16-year-old students from more than 80 countries concluded that “students are now expressing very high levels of career uncertainty and confusion. Job expectations have changed little since 2000 and bear little relationship to actual patterns of labour market demand.”
“[S]tudents are now expressing very high levels of career uncertainty and confusion. Job expectations have changed little since 2000 and bear little relationship to actual patterns of labour market demand.”
The report, comparing survey results from each of the PISA assessments shows that almost 40% of the students participating in the survey in 2022 are “career uncertain,” up from about 12% in 2000. In addition, almost 50% of all participates agreed or strongly agreed with the statement that “school has done little to prepare me for adult life” and almost 25% agreeing that “school has been a waste of time.”
In the US, concerns about getting in to the workforce combine with challenges that can limit access to college and other post-secondary options. Although recent enrollments in college in the US have begun to increase again, students’ opportunities remain restricted by growing financial barriers, expanding inequities, and a lack of alignment between what students learn in school and what the workforce demands. Additionally, a lack of career pathways for students who may not pursue traditional four-year degrees, limited information about the existing possibilities, and lack of personalized support make it particularly difficult for first-generation college students and other historically disadvantaged groups to navigate both conventional and new post-secondary opportunities. Addressing any of these challenges is likely to get even more difficult in a context where some now question the value of a college education and where the current US administration has attacked many institutions of higher education and the funding streams that support them.
Enrollment dropped—especially at community colleges—though enrollment rates appear to be rising again Between 2019 and 2021, undergraduate enrollment in the US fell by nearly 1 million students, the largest two-year decrease in more than 50 years. As Doug Shapiro, from National Student Clearinghouse explained in 2022, “enrollment in undergraduate and graduate programs has been trending downward since around 2012, but the pandemic turbocharged the declines at the undergrad level.”
In community colleges, in particular, 90% of those responding to a national survey reported enrollment declines in the first year of the pandemic, with 50% reporting declines of more than 10%. Those declines at community colleges continued, amounting to about a 13% enrollment drop over the course of the pandemic. By 2022, entry into two-year colleges was more than 20% lower than it was before the pandemic, with larger drops in Black- and Hispanic-majority colleges. In contrast, entry into four-year colleges declined by about 6%.
Sparking some hope that the enrollment declines are only temporary, more recent figures show that enrollments have begun to rise again. Fall enrollments in 2024 grew by almost 5% in comparison to fall 2023 and slightly exceeded fall enrollments in 2019 before the pandemic began. Enrollment gains were particularly strong in associate programs (up 6.3 percent), bachelor’s programs (up 2.9 percent), master’s programs (up 3.3 percent), and doctoral programs (up 2.0 percent).
College is unaffordable for most low-income students
The recent rise in college enrollments provides some hope that more students will take advantage of post-secondary education, but access to college remains limited by substantial financial barriers, particularly for students from historically disadvantaged communities. The average federal student loan debt in the U.S. is approximately $37,850, contributing to a national student loan debt total exceeding $1.6 trillion. This substantial debt burden influences life choices, with one-third of borrowers indicating it has impacted their ability to continue education, and 14% reporting it has affected decisions such as starting a family. Such financial constraints force many students to forgo higher education or work excessive hours, diminishing their focus on academic and career readiness.
Beyond tuition, textbooks, transportation, housing, and emergency expenses often make higher education inaccessible, even with financial aid. The National College Attainment Network (NCAN) defines an institution as affordable if its total cost —including tuition, fees, and $300 for emergency expenses — can be covered by the sum of grants, loans, Federal Work Study, a proxy for expected family contribution (EFC), and estimated summer wages. When the cost exceeds these combined resources, there is an “affordability gap.”
“Students with unmet need take out more loans, work more hours, face higher degrees of food and housing insecurity, and are at greater risk of forgoing higher education or leaving school without a credential.”
Furthermore, students from the lowest-income backgrounds would need to contribute almost 150% of their household income to cover the full-time cost of a four-year college, even after accounting for grant and scholarship aid. As one illustration of the disproportionate financial burden on low-income families, the share of household income required to pay for college increases dramatically from the highest- to the lowest-income households.
Illustrating the depth of the equity issues, first-generation college students, English learners, and students with disabilities face barriers that make it much more likely that they will drop out before getting a degree. Nationally, 89 percent of low-income first-generation students leave college within six years without a degree. More than a quarter leave after their first year — four times the dropout rate of higher-income second-generation students. Furthermore, the six-year graduation rate of students with disabilities at four-year colleges is 49.5%, compared to roughly 68% for students without disabilities.
Students are unprepared for college and careers
Contributing to the enrollment challenges, high school curricula often fail to align with postsecondary expectations, resulting in high rates of remedial courses particularly for students of color:
Students of color and low-income students continue to be placed into remedial courses at higher rates than their more advantaged peers, and almost half of Black and Latinx students attending public 2-year colleges, and 30% at 4-year institutions have enrolled in at least one remedial course.
The focus on four-year college degrees also overlooks the value of Career and Technical Education (CTE) and other pathways that align with workforce needs.
Next Week: New Pathways into Higher Education and the Working World? Scanning the Post-COVID Challenges and Possibilities for Access to Colleges and Careers in the US (Part 2)
What are the critical education issues facing India following the school closures of the pandemic? What are some of the practices and initiatives that could serve as building blocks for improving one of the largest educational systems in the world? Haakon Huynh explores these questions in the second part of a two-part series on K-12 education improvement efforts in India. The first part looked at some of the long-standing barriers hindering the development of India’s educational system. For previous posts related to education in India see: From a “wide portfolio” to systemic support for foundational learning: The evolution of the Central Square Foundation’s work on education in India (Part 1 and Part 2); and Sameer Sampat on the context of leadership & the evolution of the India School Leadership Institute.
Beyond the largely school-based, academic concerns of foundational learning and increasing access to colleges and careers, four other interwoven issues – including chronic absence, mental health, nutrition and sustainability – have been receiving increasing attention in the aftermath of COVID-19 related pandemic in India. The discussion of these issues illustrate both the critical challenges as well as the kinds of initiatives and innovations that are already being pursued that can give hope for the future in India and beyond.
Chronic absenteeism: When enrollment isn’t enough
For some time, the Indian government has focused on increasing enrollment, but in recent years, chronic absenteeism may have taken over as a critical issue. In fact, the Annual Status of Education Report (ASER) 2024 shows that enrollment now exceeds 98% among 6–14-year-olds. Encouragingly, early childhood enrollment has also risen significantly, and digital access among adolescents has become nearly universal. At the same time, data from ASER 2021 showed that over 20% of rural primary school children were not attending school at all even after reopening, and school-level data reported that 21% of schools had fewer than half their students attending regularly, though the extent of absences varied extensively by region. In some states, absence rates were slightly more than 10%, but in places like Bihar, West Bengal and Madhya Pradesh they ranged from 40% to 50%. In rural Telangana 75% of students missed 10 % or more of all school days and more than 50% missed 15% or more.
As in the United States and other countries, poor attendance and chronic absenteeism in India are connected to negative learning outcomes and increased chances of dropping out, particularly for already disadvantaged populations (National Collaborative on Education and Health, 2015; Uppal et al., 2010). Although research in India has been limited, common factors contributing to absences include disinterest in school, illness, weather, transportation, work demands, family obligations, (Malik, 2013) poor peer relations and being overage (Shah, 2021). Girls also have a lower attendance rate than boys, reflecting cultural and gender-related issues such as menstruation, child marriage, household responsibilities, and societal expectations (Raj et al., 2019). Although programs like mid-day meal offerings can increase attendance for part of the day, students may still leave after lunch, so that even students who are counted in a morning roll-call may still miss a substantial part of the school day. Complicating matters, most schools in India still rely on a manual system for tracking attendance which makes it difficult to collect, review, and act on the data in a timely way at the school level, and a lack of digitization means it’s difficult to aggregate and analyze the data across schools. All of which means reporting of attendance is subject to fraud and manipulation.
Responding to some of these specific issues, one pilot effort in ten schools – the Chronic Absenteeism Assessment Project (CAAP) – in the state of Telangana developed a way to measure student attendance using a fingerprint scanner connected to a tablet which allowed data to be analyzed relatively quickly. Beyond the technology, this approach included the development of “Education Extension Workers” (EEWs) who could follow-up with absent students and their families, investigate the reasons for absences, and respond appropriately.
Mental health: Entering the mainstream?
Although attendance and chronic absence began receiving attention before the pandemic, mental health has been a neglected and often taboo topic. None of India’s 22 languages have words for “mental health,” “depression,” or many other mental illnesses, yet a national survey in 2016 documented 50 derogatory terms used for people suffering mental illnesses. At the same time, even before the pandemic, India had one of the highest suicide rates in Asia. Furthermore, according to the same national survey, over 80% of those who did report mental health problem could not access adequate treatment – not surprising given that India only had three psychiatrists for every million people and even fewer psychologists (in contrast, the US has almost 400 psychiatrists and psychologists for every million people).
The pandemic and associated lockdowns only made the situation worse. Even by the middle of 2020, surveys were suggesting that as many as 40% of participants reported suffering mental health problems and more than 65% of mental health professionals surveyed reported in increase in self-harm behaviors among their patients. By 2021, the mental health of Indian university students had worsened significantly, with over 75% experiencing moderate to severe depression and nearly 60% experiencing moderate to severe anxiety. School counselors have also noted rising mental health concerns, with one study reporting that counselors are dealing with challenges ranging from heightened anxiety and social isolation to increased aggression and cyberbullying.
These increases, however, also may reflect a growing willingness to recognize, report and seek treatment for mental health issues. Furthermore, as early as 2020, the Indian government launched the Manodarpan initiative to provide psychosocial support for students, families, and educators. Among other things, the initiative provides counseling resources, a national helpline, and school-based mental health programs.
Attention to socio-emotional learning is also growing in some schools in India as approaches like “feelings check-ins” are supported by programs like the Simple Education Foundation and Apni Shala. This practice invites students to begin the school day by identifying and sharing how they feel, often using a simple visual chart or prompt. Other initiatives include POD Adventures, a smartphone-based mental health intervention co-developed with Indian adolescents. Among other components, the app prompts youth to identify their feelings, name the source of their stress, and plan responses.
Nutrition is another concern receiving more attention post pandemic. India faces a so-called “triple burden” of undernutrition, micronutrient deficiency, and obesity. About 6% of children are overweight or obese and over 65% are anemic.
Although some progress had been made on these health issues, the pandemic set that work back. Disruptions to India’s food systems included interruptions of food programs, reduced access to healthy foods, and increased costs. Illustrating the challenges, the COVID-19 lockdown in the state of Karnataka led to the suspension of the Mid-Day Meal (MDM), iron–folic acid (IFA) supplements, and deworming programs. In turns, those disruptions likely contributed to increases in the rates of children who were underweight from about 30% in 2017 to 45% in 2021 while anemia rates nearly doubled from 21% to 40% during the pandemic.
These disruptions, however, along with government and civil society awareness campaigns may also have brought greater attention to these issues in recent years. Even before the pandemic, the Ministry of Education sought to support children’s nutrition and healthy eating by implementing School Nutrition (Kitchen) Gardens. That national program, launched in 2019, recommends that every class spend one to two hours per week in the school’s garden and encourage the integration of garden activities into the school curriculum. The produce from these gardens is intended to supplement school meals, supporting both nutrition and experiential learning.
Although India has issued national guidelines mandating school nutrition gardens in all schools, progress has been uneven. Some states have taken it further by encouraging families to develop their own gardens. The Nutrition Garden program, implemented in rural areas of the states of Tamil Nadu and Odisha, trained families to cultivate diverse vegetables and offered structured nutrition education. In a similar program in rural schools in in the state of Andhra Pradesh, a 2025 study found that after receiving gardening kits and nutrition education through their government schools, students established kitchen gardens at home and increased their vegetable consumption by 90%.
Sustainability: Preparing for a warmer planet
Climate change has also emerged as both a critical challenge but also a potential driver of innovation in education in India. In 2019, India was ranked number seven among a list of the countries affected by the changing environment, but 65% of the Indian population had not heard of climate change. As one step in raising awareness about the issue, India’s 2020 National Education Policy (NEP), emphasized the need for environmental education in schools and suggested a shift from content-based learning to skill-based learning in climate education. At the same time, some Indian universities have emerged as global leaders in sustainability with India being the best-represented nation in the 2024 Times Higher Education Impact Rankings assessinguniversities’ contributions to each of the 17 United Nations sustainable development goals (SDGs).Institutions such as Saveetha Institute, Shoolini University, and JSS Academy are ranked among the world’s top performers, contributing to clean energy (SDG7), health (SDG3), and sanitation (SDG6).
Although the costs can be prohibitive, architects in India have also been exploring sustainable schools designed explicitly to respond to and take advantage of the environmental conditions in their local contexts. One of those schools serves a desert township in Ras that houses families of those working in a cement plant. To minimize the impact of the harsh sun and make the structure as energy-efficient as possible, the architects created a fragmented layout of sheltered and semi-enclosed spaces to maximize shade and ventilation. A Central Board of Secondary Education school run by the Rane Foundation in a rural village of Tamil Nadu relied on local and recycled materials to create a design that eliminates the need for air-conditioning. Another private, international school in Bengaluru sought to take advantage of its setting near a national park to cultivate respect and curiosity in the natural environment. To do so, the design creates both inside and outside learning spaces and allows students to get perspectives on the trees and plantings from multiple perspectives.
Sustainable schools (top left to bottom right) designed for a desert climate in Ras, Rajasthan; for rural Tamil Nadu, and for a natural setting in Bengalaru
The green economy’s rapid expansion and the promise of high-paying jobs in fields like renewable energy and environmental policy have also contributed to a surge in the numbers of students interested in sustainability education. Supporting those interests, several initiatives seek to engage students in learning about and promoting sustainable practices. For example, the Green School Initiative involves over 35,000 students, more than a 1000 teachers across 110 schools in supporting student-led efforts to promote sustainability in their local communities. In addition to providing environmentally-based curricula, the Initiative sponsors action projects and capacity-building activities related to the UN’s Sustainable Development Goals, particularly in areas of Energy, Water, Forests & Biodiversity, and Waste.
The Green Schools Programme and other efforts support student engagement in issues of sustainability by giving them the opportunity to both study and grade their schools on their environmental performance. For example, Birla Vidya Niketan a school of 4,000 students in New Delhi has become known for its attention to sustainability and its student-led electricity audits. By appointing student monitors to ensure fans and lights are switched off when classrooms are empty, the school promotes peer-led accountability in daily energy use. The chosen students complete simple forms to track behavior and encourage energy-saving habits among classmates. To assess impact, the school analyzes changes in its electricity bills. Principal Minakshi Kushwaha emphasized the role of peer education, noting that students are more receptive to feedback from fellow students than from teachers alone. Another public school in Delhi, RK Puram, involves students in energy audits and also involves them in projects related to renewable energy and waste management that build on the school’s commitment to developing sustainable facilities. Demonstrating the international power of these efforts, student audits and related projects can also be found in the PowerSave Schools Program in Southern California in the Let’s Go Zero campaign in the UK.
Common denominators and synergies?
The challenges of mental health, chronic absence, nutrition, and sustainability are deeply rooted and disproportionately impact the most marginalized; but these are not isolated challenges. The challenges interconnect and build on each other creating a set of barriers that can undermine learning and development. Although the complexity and scale of the education system in India compounds the challenges, coordinated efforts to address these critical challenges could also provide cascading benefits in the largest education system in the world.
The pandemic disrupted educational services and exacerbated inequalities in India, but did it also create opportunities to improve education more broadly? In this 2-part series, Haakon Huynh explores some of the initiatives that aim to deliver more inclusive, high-quality education for the next generation in the world’s most populous nation. This week, part 1 outlines some of the enduring issues in education in India and shares a few examples of the programs and practices trying to address them. A second post will focus on some of the efforts to address concerns that are taking on increasing importance in India post-pandemic including chronic absence, mental health, nutrition, and sustainability. For previous posts related to education in India see: From a “wide portfolio” to systemic support for foundational learning: The evolution of the Central Square Foundation’s work on education in India (Part 1 and Part 2); and Sameer Sampat on the context of leadership & the evolution of the India School Leadership Institute.
On top of long-standing concerns about improving foundational learning, the school closures also heightened concerns about academic learning overall. The National Achievement Survey, for example, showed a significant decline in test scores, particularly in high school, as class 10 scores fell by about 13% in Mathematics, 18% in Science, and 9% in Social Science. A survey of students in 200 schools in Assam between 2018 – 2022 showed that, during the pandemic, students had lost the equivalent of nine months of learning in math and eleven months in language. A study in Tamil Nadu, in 2021 also found significant learning deficits (or about .7 standard deviations in math and almost .4 standard deviations in language) compared to similar students tested in 2019; however, in contrast to other countries like the US, some recovery took place relatively rapidly, as two-thirds of the deficit was made up within six months after school reopening.
NIPUN Bharat, Department of School Education & Literacy
Within this context, states and schools in India are pursuing a host of specific innovations aiming to support students’ ability to read, write and count. These include tech-enabled approaches supported by the Central Square Foundation like digital microlearning video modules delivered weekly to teachers and school leaders in Bihar and a Mentor mobile app used for real-time classroom observations. The HundrED collection of global innovations also features a number of resources and practices that have demonstrated some effectiveness in supporting foundational learning in India. Among them, Building Blocks, a maths app, provides over four hundred interactive games that children from grades 1 – 8 can explore at their own pace to supplement their instruction in school.
At the same time, limited access to computers and the internet in India – where just 4% of rural households own a computer – continue to constrain the reach of tech-dependent efforts to support foundational learning. As a result, other initiatives recognized as part of HundrED’s collection of global innovations are trying to develop approaches that do not rely on the internet. Building on the fact that a billion Indians watch nearly four hours of TV every day, BIRD (the Billion Reader’s Initiative) adds Same Language Subtitling (SLS) on mainstream entertainment on television & streaming platforms. TicTacLearn (TTL) endeavors to increase access to educational content through a free digital education platform that provides over 14,000 curriculum-aligned videos and assessments in seven Indian languages. While the videos are available on YouTube, TTL also distributes them via pen drives, making it possible to load the content onto school computers in remote areas with limited internet.
HundrED’s Global Collection this year also features the Raster Master Three-Generational (3G) Learning Model which shows what’s possible without reliance on the internet, television or other technologies. This initiative transforms unused walls in streets and courtyards into learning spaces for the “Teachers of the Street.” Painted with chalkboard paint, these walls provide a cost-effective, visible, and accessible platform for teaching letters, numbers, and basic lessons, which are often led by children themselves. Like the HopeHouseproject in Rwanda where secondary school students paint educational murals featuring world maps, alphabets, numbers in English and Kinyarwanda, these low-tech approaches are particularly well-suited to lowering the barrier to participation for first-generation learners and out-of-school children.
Increasing access to college and careers
Although India has rapidly expanded access to higher education, the pandemic has also intensified concerns about future readiness in India and helped to drive efforts to create new pathways into college and careers. In terms of access, a recent government press release highlights that between 2011–12 and 2021–22, enrollment in state public universities rose from 23.4 million to 32.4 million students, while private universities experienced a staggering 497% increase in enrollment.
These increases included significant gains in access to higher education among marginalized groups. According to the Ministry of Education, enrollment among indigenous communities rose by over 100%, among protected castes by more than 75%, and among Muslim minorities by 60%. The Gender Parity Index also improved from 0.87 in 2011–12 to 1.01 in 2021–22, meaning 1.01 women were enrolled for every man. At the same time, concerns about equity remain, particularly in private institutions that now account for over a quarter of all higher education enrollment. Private universities are not legally required to follow affirmative action mandates even though they often benefit from public support like land grants and tax exemptions. Under these conditions, the share of historically marginalized students in private higher education has increased moderately, but hasn’t kept pace with the increased access in public institutions. Furthermore, although increasing the diversity of the faculty might help to build the enrollment of students from historically marginalized backgrounds, only 4.1% of faculty in top-ranked private universities belong to protected caste communities; and faculty positions reserved for such communities in public institutions like Indian Institutes of Managements remain largely vacant with over 83% of these posts unfilled.
In addition to issues surrounding equity, as in other countries, there is a disconnect between the skills taught in academia and what’s in demand in industry. This has contributed to high levels of youth unemployment and estimates that only about half (51%) of Indian graduates are considered employable. This underemployment crisis is especially acute among highly educated youth. Two-thirds of India’s unemployed are young people with secondary or higher education, many of whom delay entering the job market while holding out for “white-collar” roles. Correspondingly, in sectors like healthcare and engineering a lack of alignment between curricula and labor market needs contributes to a situation where millions of trained graduates are unable to find meaningful employment. The current education system, critics argue, emphasizes degrees over real-world skills, leading to large pools of underutilized talent at a time when India is on the cusp of its so-called demographic dividend – the time where the largest part of its population is in working age.
The paradox of educated unemployment has become one of India’s most pressing post-pandemic challenges. According to the Periodic Labour Force Survey (2023–24), the unemployment rate among those with secondary education or higher stands at 6.5%, significantly higher than among those with less education, which is just about 1% for middle school graduates and just 0.2% for those with no formal education. The situation is especially dire for educated urban women, who face an unemployment rate of about 13%, more than double that of their male counterparts at 6%. Despite small year-on-year improvements, these figures show that more education no longer translates to better economic outcomes, and in fact, often exacerbates social inequality.
In one effort to address these challenges following the disruptions of the pandemic, The 2020 National Education Policy (NEP) introduced several innovations including academic credit banks, digital systems that allow students to accumulate and transfer credits earned across different institutions. By enabling learners to pause, resume, and combine coursework flexibly, these kinds of innovations could support more personalized pathways to completing degrees. The policy also places greater emphasis on vocational education aiming to expose at least 50% of learners to vocational education by 2025. Of course, putting these elements into policies is only one step, and it remains to be seen to what extent these policies will be implemented and exactly who might benefit.
Next week: New Frontiers for Educational Improvements in India?Critical educational issues in India post-pandemic (Part 2)
Hirokazu Yokota discusses some of the current initiatives of the Children and Families Agency (CFA) as key steps in the efforts to create a “child-centered” society in Japan. In Part 1 of this 3-part interview, Yokota described the establishment of the CFA and the efforts to promote digital transformation in childcare. In Part 3, Yokota will reflect on what it takes to launch new government institutions like the Child and Families Agency. Yokota has followed a rare career path as a bureaucrat who belongs to the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT), but who has repeatedly stepped out of the “education circle” to work in other agencies, including the Children and Families Agency, which was established in April 2023. In September 2021, Yokota was one of the charter members helping to establish Japan’s Digital Agency , and he went on to work as a Deputy Superintendent in Today City. Yokota has previously written about his experiences as a parent and educator during the pandemic as well as his work in the Digital Agency and in Toda City: A view from Japan: Hirokazu Yokota on school closures and the pandemic; Hiro Yokota on parenting, education and the new Digital Agency in Japan; and Hirokazu Yokota on aggressive education reforms to change the “grammar of schooling” in Toda City (part 1) and (part 2). Please note that Yokota is sharing his personal view on CFA and its policies, and his views do not represent the official views of the government. For further information contact him via Linkedin.
IEN: In the first part of our interview, you described some of the main responsibilities of the Child and Families Agency (CFA), what are some of the other new policy initiatives of the CFA?
HY: In addition to the childcare policies I mentioned, the CFA is also tackling a number of other new initiatives related to increasing the income of the next generation; listening to the voices of children and youth; and preventing violence against children. (For links related to these initiatives see General Principles for Child-Related Measures Explanatory Material and the White Paper on Children’s Policy 2024.
Raising the Income of the Young Generation
According to the “Acceleration Plan” (Kasokuka Plan) of the Children’s Future Strategy, CFA takes a basic stance of respecting diverse values and perspectives on marriage, childbearing, and childrearing, while enabling the young generation to get married as they wish, and to have and raise children as anyone wishes, that is, to support the pursuit of individual happiness, thereby reversing the trend of declining birthrate. Additionally, reversing the trend of declining birthrate and a shrinking population will contribute to Japan’s society as a whole, by stimulating economic activities, stabilizing social security functions, and increasing the labor supply and bearers of community and society. Therefore, it is necessary to strengthen child-rearing policies as an “investment in the future” and to foster an awareness that society as a whole supports children and child-rearing. To that end, initiatives like substantially expanding the child allowance were implemented to reduce the financial burden of child rearing.
“[R]eversing the trend of declining birthrate and population will contribute to Japan’s society as a whole, by stimulating economic activities, stabilizing social security functions, and increasing the labor supply and bearers of community and society.”
The “Acceleration Plan” stated two other principles: Change the structure and attitudes of society as a whole and provide all children and child-rearing households with seamless support according to their life stages. The projected budget for the “Acceleration Plan” is approximately JPY 3.6 trillion at this time. With the implementation of the Acceleration Plan, Japan’s child and family-related expenditures per child will reach a level comparable to Sweden, which currently ranks highest among OECD countries. Furthermore, the Children and Families Agency’s budget is expected to increase by approximately 50% as a result of the plan. The government aims to double the budget of the Children and Families Agency by the early 2030s.
With the implementation of the Acceleration Plan, Japan’s child and family-related expenditures per child will reach a level comparable to Sweden, which currently ranks highest among OECD countries.
Hearing the Views of Children and Young People
In working toward the realization of a child-centered society, the most important element is to hear the views of children and young people. One of the core principles of child policy is “respecting the views of children, young people, and people raising children, hearing their opinions, and having dialogues.” Based on this principle, the Children and Families Agency is promoting the initiative “Children and Young People ★ Opinion Plus” (Kodomo Wakamono ★ Iken Plus), which gathers input from children and young people ranging from elementary school age to those in their 20s, and reflects their views in policymaking. Approximately 4,000 children and youth are currently registered in the initiative. They provide input not only on themes set by government ministries and agencies, but also on topics of their own choosing. A variety of methods are employed to gather input, including in-person sessions, online meetings, surveys, and outreach-style formats.
The Prevention of Sexual Violence against Children Act
Following the development of a comprehensive policy package in April 2024, the Prevention of Sexual Violence against Children Act was enacted in June of the same year. That Act requires schools and childcare providers to ensure daily safety measures in place to prevent sexual violence against children, including verifying certain sexual criminal records of their employees. With regard to covered entities, the obligation is imposed on “school operators and similar entities” that have a clearly defined scope of operation and are subject to supervisory and disciplinary mechanisms should issues arise. For other organizations, such as various types of schools, services filed under the Child Welfare Act, and sectors that currently lack regulatory oversight — where administrative authorities cannot fully identify the scope of activities in advance — a certification system has been introduced. Under this system, private education and childcare service providers that maintain structures equivalent to those required under the Act can be officially recognized and brought under the regulatory framework.
Until now, the regulation of sexual violence against children had been fragmented across ministries: nurseries fell under the jurisdiction of the Ministry of Health, Labour and Welfare (MHLW), schools under the Ministry of Education, Culture, Sports, Science and Technology (MEXT), and private tutoring services under the Ministry of Economy, Trade and Industry (METI). These jurisdictional divides had made it difficult to establish cross-sectoral regulations. However, with the establishment of the Children and Families Agency as the central coordinating body for child-related policies, it has become possible to enact comprehensive legislation of this kind.
IEN: How do you compare CFA to Ministry of Education, Culture, Sports, Science and Technology (MEXT) and the Digital Agency, both of which you once belonged to?
HY: In terms of demarcation of the authority between the MEXT and CFA, MEXT’s primary responsibility is the promotion of education. As the aforementioned Basic Policy states:
“Accordingly, matters related to education will continue to be handled under the leadership of MEXT to ensure further enhancement. At the same time, the Children and Families Agency (Kodomo Katei-chō) will be appropriately involved from the standpoint of ensuring the healthy development of all children. Through close collaboration between the two ministries, the aim is to guarantee the well-being and sound growth of every child.”
For example, with regard to bullying and school non-attendance, MEXT provides necessary guidance, advice, and conducts investigations in support of initiatives undertaken by local governments and school operators, including boards of education; but the Children and Families Agency is responsible for the prevention of bullying among children, including cases occurring outside of school settings.
In terms of organizational comparison, speaking from a personal impression, the Children and Families Agency appears to have a high degree of diversity. This is because its staff come from various ministries — including the Ministry of Health, Labour and Welfare (MHLW), the Cabinet Office, and the Ministry of Education, Culture, Sports, Science and Technology (MEXT) — as well as from local governments and the private sector. Moreover, as a newly established organization, there is an atmosphere that welcomes taking on new challenges. On the other hand, there are still areas where the organizational culture and methods of work are not yet fully established, which I recognize as a challenge. In April of this year, the first cohort of newly recruited staff specifically for the Children and Families Agency joined. I have high hopes that they will help to build an organizational culture where diversity is not seen as a hindrance but rather as a strength.
Regarding the comparison between the Digital Agency and the Children and Families Agency, having been part of both organizations during their formative periods, I observed firsthand that when a new organization is established, many systems and processes are not yet fully in place. In the case of the Digital Agency, the adoption of a project-based structure sometimes led to considerable confusion. I recall that a minister I served under at the time described the vision for the Digital Agency as aiming to become the “Istanbul of Kasumigaseki” — meaning a place where diverse people from both the public and private sectors could gather and interact. I feel that the agency has indeed become such a place.I hope that it can continue to serve as an organization that opens the so-called “revolving door” — a mechanism that facilitates greater mobility between the public and private sectors, which has traditionally been difficult to achieve in the field of public policy.
“I hope that [the Digital Agency] can continue to serve as an organization that opens the so-called “revolving door”—a mechanism that facilitates greater mobility between the public and private sectors, which has traditionally been difficult to achieve in the field of public policy.“
Although this may not be immediately apparent from a citizen’s perspective, one insight I gained from observing these two agencies is the critical importance of the Cabinet Secretariat or Director-General’s Secretariat, the bodies responsible for coordinating the organization as a whole. In this regard, I found that the Ministry of Education, Culture, Sports, Science and Technology (MEXT) functions very effectively, presenting overall policy directions and coordinating among departments in ways that facilitate the work of individual policy divisions. Similarly, although the Digital Agency initially had a weak secretariat function at the time of its establishment, efforts were quickly made to strengthen its organizational culture and human resources systems, and I have heard that it has since become a more comfortable and supportive workplace.
From a policy perspective, I believe that both the Children and Families Agency and the Digital Agency are organizations that seek to shift perspectives. The goal is to move from a provider-centered view to a user-centered one, and from an adult-centered view to a child-centered one. When I was at the Digital Agency, we collected feedback from approximately 260,000 children, teachers, and parents regarding the usability of tablet devices, and used that feedback to improve the systems. I hope that this kind of practice—incorporating user feedback as a matter of course—becomes even more standard in the daily operations of public administration.
“The goal is to move from a provider-centered view to a user-centered one, and from an adult-centered view to a child-centered one.“
Next week: Opportunities and Challenges in the Establishment of the Children and Families Agency and Other New Government Institutions: Hiro Yokota on the Development of a “Child-Centered Society” in Japan (Part 3)
“It’s not always about college”: Teachers’ sense-making around the shifting purpose of high school —Aaron Leo (AL) & Kristen Wilcox (KW), University at Albany (SUNY)
Lead the Change (LtC): What are some of the ideas you hope the field of Educational Change and the audience at American Education Research Association (AERA) can learn from your work related to practice, policy, and scholarship?
AL & KW:NYKids’ research offers a unique contribution to the field of Educational Change considering we are investigating schools which have sustained above-predicted outcomes for an extended time. As all schools are unique, our findings are not meant to be copied and pasted onto every location; instead, we view the lessons learned from positive outlier schools as a partial roadmap which can inspire and inform educators grappling with challenges in their own particular school-community contexts. Moreover, our qualitative approach provides a way to hear directly from educators as they describe, in their own words, their unique school and community ecologies, the obstacles they have encountered, and the particular policies, practices, and programs they have designed to overcome them. Our full dataset from the seven participating schools include: 70 interviews, 43 focus groups, 361 collected documents, and field notes taken during four school tours.
“As all schools are unique, our findings are not meant to be copied and pasted onto every location.”
One aspect common to the positive outlier schools we studied was an effort to make curriculum relevant, engaging, and responsive – especially in the wake of the COVID-19 pandemic and related school closures. For instance, at Lafayette Jr.-Sr. High School, educators have worked to ensure that the sizeable population of students from the Native American Onondaga Nation were provided culturally relevant activities and were represented in the school’s activities, appearance, and values. This process took many forms such as flying the Onondaga flag outside the school, creating a section in the school library featuring Native American authors, and working with a Native American liaison and My Brothers’ Keeper Coordinator to foster positive connections between the school and Onondaga community. At Fillmore, educators also developed culturally responsive approaches, but these looked different in a rural locale with a long history of agriculture. In this context, educators reinstated the Future Farmers of America program and provided hands-on opportunities for students to care for plants and animals on school grounds. To engage their students, Fillmore teachers worked together to create cross-disciplinary lessons and project-based learning opportunities.
We feel that these findings are of high value to the field of Educational Change as they provide examples of educators working to identify and address challenges in varied contexts. As our improvement hub has been supported by the state for over two decades, our research, and research-based tools have attracted the attention of the New York State Department of Education and have been highlighted by our advisory board member organizations including the New York State Council of School Superintendents, The New York State School Boards Association and several others that in turn influence policy in our state.
Kristen Campbell Wilcox, PhD
Aaron Leo, PhD
Call for efficacy: Changes in prior learning assessment (PLA) measures in the Florida college system — Giang-Nguyen T. Nguyen (GN) & Carla Thompson (CT), University of West Florida, Rashmi Sharma (RS), Western Illinois University
Lead the Change (LtC): What are some of the ideas you hope the field of Educational Change and the audience at American Education Research Association (AERA) can learn from your work related to practice, policy, and scholarship?
GN, CT, & RS: The researchers hope that AERA and the field of educational change could be the space to share research that directly impacts the students of the underserved community. The audience at AERA could learn about the current landscape of prior learning assessment (PLA) in Florida. This one segment of research from Florida has far-reaching implications beyond the US. By shedding light on PLA, the researchers hope that the participants from other states and internationally can advocate for transparency and support the community college students. Moreover, the audience at AERA could make the change by being the change they want to see in practice.
“The audience at AERA could make the change by being the change they want to see in practice.”
The researchers are advocating for uniform and sustainable policies at the state level guided by federal guidelines as a critical step in ensuring equitable access to PLA opportunities for community college students. The researchers are hoping that the participants will engage in scholarly discussion about the following implications of the research and provide their insights and actionable suggestions:
Sustainability in Education Systems. Researchers hope to see a shift in thinking about the sustainability of educational reforms related to educational practices and policies. We are advocating for creating a system for continuous improvement on PLA for community college students, where changes could be implemented and evaluated regularly to take into account the needs of different groups of students.
Bridging research to practice. Research shows that students have limited access to PLA information so it is important to provide multiple avenues of information for easy access. Using evidence from the research to inform the practice, the researchers propose changes at the state and federal level policies that involve multiple stakeholder groups.
State-Level Uniformity. Advocate for state-level uniform policies that ensure consistency across institutions, making it easier for students to understand and access PLA opportunities. Such policies can standardize some processes like credit evaluation, eligibility criteria, and application procedures. State mandates can require institutions to make PLA information readily available through multiple channels, such as websites, orientation sessions, social media, and advising services.
Federal Guidelines as a Framework. Federal guidelines can establish minimum standards to ensure that PLA policies promote equity, inclusion, and access for all students, particularly those from underserved communities. The federal government can incentivize states to adopt uniform PLA policies by tying funding or grants to comply with these guidelines. Federal guidelines can encourage states to adopt reciprocity agreements, ensuring that PLA credits earned in one state are recognized in others, thereby supporting student mobility.
Collaboration Across Stakeholders.Encourage collaboration among educators, policymakers, and advocacy organizations to align state policies with federal guidelines. There is a need to consider local needs and provide professional development opportunities to ensure administrators and faculty are well-equipped to implement uniform PLA policies effectively.
Carla Thompson, PhD
Rashmi Sharma, PhD
Giang-Nguyen Nguyen, PhD
Youth and institutional change: The impact of student protests on curricula transformation in higher education — Tafadzwa Tivaringe (TT), Spencer Foundation
Lead the Change (LtC): What are some of the ideas you hope the field of Educational Change and the audience at American Education Research Association (AERA) can learn from your work related to practice, policy, and scholarship?
TT: A key insight from this work [with students in higher education in South Africa and the US] is that practical efforts to facilitate institutional change that are rooted in research stand a better chance of delivering on the promise of transformation. For example, my work finds that while there was a statistically significant increase in course offerings that aligned with students’ demands for more social justice curricula, sentiment analysis of the syllabi of those classes in both country’s colleges demonstrated that a significant proportion adopted neutral framings on the subject. Furthermore, while colleges in both countries adopted courses that had titles and/or course descriptions that referenced social justice, most of the goals of those courses did not involve pedagogical outcomes that explicitly involve addressing injustice. This was despite explicit student demands for curricula transformation that includes ethical commitments to social justice during the #FeesMustFall and #BlackLiveMatter protests (Nyamnjoh, 2016; Taylor, 2016; Tivaringe & Kirshner, 2024). These findings show that there is a gap between students’ input and institutional responses that, if not fully understood, undermines our collective capacity to deepen equity within higher education institutions.
My research underscores a growing call by many educational change scholars on the importance of centering the experiences of those most affected in the policy process (Furlong & Cartmel, 2006; Henry et al., 2013). Too often, policies and programs designed to support people marginalized in the policy making process fail to take their input seriously. This can lead to a false sense of redress and repair. Even more, it can erroneously shift attribution of bad outcomes to individuals, rather than a proper interrogation of the inadequacies of said policies in achieving desired outcomes.
Lastly, there is often a discomfort with the use of quantitative and computational methods in educational change. I must admit that this skepticism is not without cause: those tools have historically been used to stall and/or attack efforts to advance social justice in education (DiGarcia et al., 2018; Dixon-Román, 2017). However, by leveraging a combination of text-mining machine learning algorithms and longitudinal structural equation models to examine the impact of student protests in South Africa and the United States, I join a growing group of critical scholars (e.g., de Freitas & Dixon-Román, 2016; Lukito & Pruden, 2023) who believe and indeed demonstrate that sustainable and effective research on educational change ought to include such tools in its repertoire. Additionally, given the global nature of inequities, it is imperative that reparative efforts learn across contexts. Yet, as we have argued in our work (Kirshner et al., 2021; Tivaringe & Kirshner, 2021) insights in the field of education are disproportionately drawn from the global North. As such, insights that could be critical in learning how to deepen social justice are marginalized. My conference paper offers one instantiation of a comparative approach that, while neither perfect nor exhaustive, ensures that change efforts are informed by both local and global insights.
Working to dismantle enduring educational inequity: Actions and beliefs of equity-minded educational leaders — Betty Alford (BA), Liane Hypolite (LH), California State Polytechnic University
BA & LH: [In our studies] through interviews, the voices of equity-focused leaders provided examples of practices that contributed to remedying past inequities and attaining a more just future in education.
Lead the Change (LtC): What are some of the ideas you hope the field of Educational Change and the audience at American Education Research Association (AERA) can learn from your work related to practice, policy, and scholarship?
BA & LH: Through interviews, the voices of equity-focused leaders provided examples of practices that contributed to remedying past inequities and attaining a more just future in education… We hope the audience at AERA is inspired by the commitment demonstrated by these educational leaders to enact equity focused policies and use these policies to make positive changes for achieving the equity-focused goals. Their actions and words serve as examples of how analysis of community needs, an openness to change and inquiry, a commitment to culturally responsive pedagogy and equity-focused leadership, and engagement in reflection and ongoing learning can contribute to positive change. These educational leaders were knowledgeable of issues that have been identified in the research literature of the importance of asset not deficit-based approaches, authenticity as a leader, students of diverse ethnic groups seeing themselves in the curriculum and school initiatives, parent engagement, and fostering sustained dialogue amongst collaborative groups to bring about change (Gurr et al., 2019; Fullan, 2016; Johnson, et al., 2017; Radd et al., 2021).
“Sustained professional development was one way that practices, policy, and scholarship merged to contribute positively to equity-focused change efforts.”
Successful, focused leadership for equity and social justice in these districts included increasing Board members’ understanding of needs and involvement in listening sessions and professional development. In both districts, educational leaders emphasized that the focus was strongly supported by the superintendents’ ongoing attention to process as well as to implementation. As an educational leader stressed, “The superintendent always asks, ‘What was your process for reaching this decision?” The process was always to include involving multiple individuals in the decision making. In both districts, resources were provided to fund sustained professional development opportunities on developing the equity focus. For example, in one district, the Board and administrative teams took part in multi-week leadership development sessions. In the other district, teachers and educational administrators and teachers on special assignment participated in ten days of summer professional development to prepare for offering ethnic studies in the school followed by monthly professional development sessions throughout the year. This sustained professional development was one way that practices, policy, and scholarship merged to contribute positively to equity-focused change efforts in the schools.
Betty Alford, PhD, California State Polytechnic University
Liane Hypolite, PhD, California State Polytechnic University
Leading change: School leaders’ support for culturally and linguistically diverse students amidst emerging multiculturalism — Soon-young Oh (SO) Michigan State University
Lead the Change (LtC): What are some of the ideas you hope the field of Educational Change and the audience at American Education Research Association (AERA) can learn from your work related to practice, policy, and scholarship?
SO: This study illuminates how school leadership can support culturally and linguistically diverse students [CLD] students in societies [like Korea] that are only beginning to experience multicultural shifts. By examining school leaders’ strategies at the intersection of practice, policy, and scholarship, my research highlights key considerations for the field of educational change.
In practice, the research reveals how school leaders in Korea reframe existing cultural values to create more inclusive environments. Confucian values and hierarchical structures have traditionally shaped educational leadership and organizational culture, emphasizing social harmony, respect for authority, and collectivism (Lee, 2001). Some scholars have noted that such cultural foundations, when rigidly applied, can make it difficult to address individual differences, as they often prioritize group cohesion over personal identity (Nukaga, 2003). However, this study finds that school leaders in Korea are actively reinterpreting these values to support CLD students. Rather than reinforcing conformity, they leveraged collective harmony to create spaces where CLD and non-CLD students could naturally interact and build cross-cultural friendships. They also promoted bilingual learning by integrating students’ home languages into school-wide initiatives while maintaining an emphasis on group cohesion.
From a policy perspective, my findings suggest that effective educational change requires greater flexibility in policy design. Current approaches to multicultural education often assume that schools can apply standardized strategies (Alghamdi, 2017; Banks et al., 2016), but the schools in my study emphasized the importance of locally adaptive policies. Some leaders prioritized linguistic support programs, while others focused on strengthening partnerships with families and communities. These varying approaches highlight the need for policies that empower school leaders to shape multicultural education in ways that are responsive to their specific school contexts.
In terms of scholarship, this research contributes to ongoing efforts to expand educational leadership theories beyond Western-centric models. Much of the existing literature on school leadership in multicultural settings, such as Khalifa et al. (2016), has been developed in societies with long histories of diversity (e.g., Cuéllar et al., 2020), but my study illustrates how school leaders in newly diversifying contexts navigate educational change. Rather than imposing pre-existing frameworks, this research advocates for a more nuanced, globally inclusive perspective that acknowledges the diverse ways in which school leadership practices emerge across different cultural landscapes.
“This research contributes to ongoing efforts to expand educational leadership theories beyond Western-centric models.”
By bridging these insights across practice, policy, and scholarship, my research advances the conversation on how school leaders can meaningfully support CLD students in societies where multiculturalism is still evolving.
Soon-young Oh, PhD candidate, Michigan State University
Leading collaborative educational change: Lessons from the Hong Kong context — Paul Campbell (PC) University of Hong Kong
Lead the Change (LtC): What are some of the ideas you hope the field of Educational Change and the audience at American Education Research Association (AERA) can learn from your work related to practice, policy, and scholarship?
PC: One of the challenges in researching relational practices such as collaboration, leadership, and governance is achieving definitional agreement. Towards this end, I consider common conceptual characteristics provided in existing literature to offer some definitions.
Collaboration can be understood as a process of joint work around a shared focus (Ainscow et al., 2006; Henneman et al., 1995), where individuals share connected domains of expertise (John-Steiner et al., 1998), commit to sharing this expertise, and use it to think, plan, decide, and act based on a shared understanding of social norms, expectations, and behaviors needed for successful collaboration (Cilliers, 2000). This conceptualization highlights the importance of considering the dimensions of people, structure, and culture in understanding the forms, drivers, and influences on collaboration.
Leadership can be examined through a broader critical lens, focusing on what it means to lead, be a leader, and exercise leadership (Courtney et al., 2021). Leadership can be understood as a relational practice of influence, underpinned by personal and professional values, and focused on pursuing a shared vision for practice and outcomes (Bush & Glover, 2014).
Governance, on the other hand, can be understood as the standards, incentives, information, and accountability that guide policy and practice in schools and systems (Lewis & Pettersson, 2009). Governance can be exercised through networks at various scales, spanning local, national, and global contexts, intersecting public, private, and philanthropic sectors (Milner et al., 2020). Forms of self-governance, characterized by the development of shared norms, values, and trust, can also enable and sustain collaborative change (Sullivan & Skelcher, 2002).
Considering these definitions in relation to insights from my critical policy analysis and interviews with Hong Kong principals, there are a few key lessons that the field of educational change could take from my work to foster a more inclusive and effective collaborative educational change. My work suggests that, in leading collaborative educational change, school and system leaders should consider certain participatory and socio-cultural dynamics. Key participatory dynamics include the nature and construction of a participative culture and strong communication mechanisms in governance arrangements that influence the process and outcomes of change. Socio-cultural dynamics to consider include the purposes behind collaboration, the role of individual values, beliefs, and identities in engaging in collaborative educational change, and the transparency of purposes, processes, and outcomes.
“My work suggests that, in leading collaborative educational change, school and system leaders should consider certain participatory and socio-cultural dynamics.”
Careful consideration of who is involved in change processes, their roles, and clarity of what guides practice and decision-making, including individual values and beliefs, can lead to more meaningful and sustainable outcomes from collaborative educational change. Regarding organizational dynamics, leaders need to understand and act on policy drivers at macro- and meso-levels and contextual characteristics at the micro level of systems. Opportunities for community members to engage in interaction, sensemaking, and exchange processes during periods of change, supported by clear communication channels and frameworks for decision-making and evaluation, can lead to better outcomes of collaborative change efforts.
Paul Campbell, EdD, University of Hong Kong
Transforming challenges into success: Perspectives on successful school principalship practices — Rong Zhang (RZ), University of Alabama
Lead the Change (LtC): What are some of the ideas you hope the field of Educational Change and the audience at American Education Research Association (AERA) can learn from your work related to practice, policy, and scholarship?
RZ: Through my research, I hope to contribute meaningful insights to ongoing conversations in the field. First and foremost is the understanding that leadership practices must be adaptive and responsive to the unique contexts in which they are enacted. While it’s easy to advocate for certain leadership frameworks, my research highlights the importance of tailoring strategies to local conditions—whether that’s addressing the needs of immigrant students, navigating centralized or decentralized governance structures, or fostering equity in culturally diverse communities.
One of the most compelling findings from my study is that successful school leadership isn’t one-size-fits-all. While certain practices, such as building shared visions, fostering collaborative cultures, and improving instructional programs, are common across contexts, how these practices are implemented varies significantly. For example, principals in centralized education systems, like China, often work within top-down administrative structures, while those in decentralized systems, like the U.S., have more autonomy to engage stakeholders and drive innovation. Understanding these differences is crucial for policymakers and practitioners aiming to apply leadership frameworks effectively.
“Successful leadership isn’t one-size-fits-all.”
Another idea I hope to share is the power of relational leadership in driving meaningful change. Across the cases I’ve studied, the most successful principals were those who prioritized relationships—with teachers, students, parents, and community members. These leaders recognized that trust, collaboration, and shared purpose are foundational to improving outcomes, especially in disadvantaged schools. For scholars, this underscores the need for research that not only identifies best practices but also explores how those practices can be adapted to foster equity and inclusivity.
Lastly, I hope to contribute to conversations about how research can better inform policy. My study demonstrates the value of using cross-national data to identify both universal and context-specific strategies, offering policymakers a more nuanced understanding of what works in different settings. By sharing these insights, I aim to help bridge the gap between research and practice, encouraging evidence-based approaches that are both practical and impactful.
This week’s Lead the Change (LtC) interviews explore the power of partnerships, networks and collaboration for supporting system improvement. This is the first in a series of posts that will featuring excerpts of interviews with presenters participating in the Educational Change Special Interest Group sessions at the upcoming Annual Conference of the American Educational Research Association in Denver in April. This post includes presenters from the session titled: “Organizing Systemic Change in Education: Leveraging Partnerships, Networks and Teacher Collaboration.” These interviews are part of the Lead the Change series produced by Elizabeth Zumpe and colleagues from AERA’s Educational Change Special Interest Group. The full interviews can be found on the LtC website.
Networks for Knowledge Brokers: A Typology of Support-Seeking Behaviors — Anita Caduff (AC) University of Michigan, Alan Daly (AD) & Marie Lockton (ML) University of California San Diego, Martin Rehm (MR) University of Southern Denmark
Lead the Change (LtC): What are some of the ideas you hope the field of Educational Change and the audience at American Education Research Association (AERA) can learn from your work related to practice, policy, and scholarship?
AC, AD, ML, & MR: Our research offers important insights into the field of Educational Change, particularly for practitioners, policymakers, and scholars interested in understanding the critical role of knowledge brokers in improving education for all learners. Knowledge brokers do not operate in isolation; instead, they are embedded within relational ecosystems that provide access to various forms of support, such as financial resources, infrastructure, strategic advice, capacity building, networking, and knowledge mobilization. We define knowledge mobilization as the movement of knowledge and resources to where they will be most useful through a multidirectional process that supports the co-construction and use of knowledge. By examining how knowledge brokers navigate these ecosystems and engage in support-seeking behaviors, our study highlights three major contributions to practice, policy, and scholarship.
“Knowledge brokers do not operate in isolation.”
To begin with, we surfaced seven distinct knowledge broker profiles based on their social network dynamics and support-seeking behaviors: (1) networked strategist, (2) resource-driven strategist, (3) balanced strategist, (4) capacity-centered networker, (5) self-sufficient mobilizer, (6) balanced mobilizer, and (7) well-funded all-rounder. For example, the self-sufficient mobilizer operated without any financial support to sustain their operations; they focused solely on knowledge mobilization and strategic advice. In contrast, the well-funded all-rounder had high levels of support in all dimensions: infrastructure and finances, strategic advice, networking, and knowledge mobilization. Understanding these profiles helps the field to have a better grasp on the activities of these important educational actors as well as to support knowledge brokers in designing tailored strategies to enhance their effectiveness based on their unique circumstances and needs.
Additionally, the study surfaced three significant tensions that influence knowledge brokers’ support-seeking behaviors. For example, knowledge brokers often compete for scarce resources (e.g., grants) while recognizing the potential benefits of collaboration to achieve shared goals (i.e., the tension between competition and collaboration). Further, brokers balance efforts to create immediately observable, focused outcomes with aspirations for broader, systemic, and long-term impact. The third tension that emerged was between autonomy and interdependence. While autonomy enables alignment with internal organizational goals, interdependence with partners offers access to critical resources but sometimes requires compromising on internal priorities. For example, a knowledge broker may rely on their partners for funding, networks, and expertise and, as a result, occasionally need to cater to the external demands of these partners. These tensions highlight knowledge brokers’ complex balancing act and underscore the importance of creating policies and practices that encourage collaboration, sustainable funding, and alignment between short- and long-term goals.
By mapping knowledge brokers’ relational ecosystems and differences in support-seeking behavior and tensions, this study shifts the focus away from knowledge brokers alone to include the supports they leverage in their broader relational ecosystems. As such, this study suggests that knowledge mobilization is not exclusively an attribute of the knowledge brokers, but is influenced by, and distributed within, a wider knowledge mobilization ecosystem. This reframing opens new avenues for research and practice, including questions about how brokers’ ecosystems influence their effectiveness and how to strengthen these ecosystems. This shift in perspective encourages researchers and practitioners to consider not only the actions of knowledge brokers but also the systemic supports and partnerships that enable their work.
From left to right: Anita Caduff, Ph.D., Marie Lockton, Ed.D., Alan J. Daly, Ph.D., & Martin Rehm, Ph.D.
Reimagining the role of broker teachers in cross-sector partnerships — Chun Sing Maxwell Ho (CH) The Education University of Hong Kong, Haiyan Qian (HQ) The Chinese University of Hong Kong, Chiu Kit Lucas Liu (CL) University of Oxford
Lead the Change (LtC): What are some of the ideas you hope the field of Educational Change and the audience at American Education Research Association (AERA) can learn from your work related to practice, policy, and scholarship?
CH, HQ, & CL: This research highlights the transformative power of Hong Kong school–university partnerships (SUPs) in reshaping middle leaders (ML) within schools, offering valuable insights for practice, policy, and scholarship in educational change. We demonstrate how SUPs enhance MLs’ connectivity and brokerage across the school, promoting a layered and collaborative leadership structure. This finding aligns with previous research that highlights the importance of distributed leadership in fostering school improvement. For instance, Leithwood et al. (2020) argue that effective school principals distribute their leadership to engage both formal and informal teacher leaders, thereby enhancing their influence through interactions with others. Similarly, Spillane and Kim (2012) emphasize that leaders enact practices differently according to the school context, which supports the notion that SUPs can tailor development activities to meet specific needs. Furthermore, Bryant and Walker (2024) suggest that principal-designed structures can significantly enhance middle leaders’ professional learning, which is consistent with our findings on the positive impact of SUPs on MLs’ connectivity and brokerage.
“Our findings underscore the necessity for policies supporting sustained, context-specific leadership development.”
Key takeaways include the importance of designing SUPs to foster reflective dialogue and interaction among all school members, thereby nurturing an inclusive, interdisciplinary learning community. Schools can involve interdisciplinary projects where teachers from different subject areas worked together with university researchers to develop integrated curricula. These projects encouraged teachers to engage in reflective dialogue about their teaching methods and explore new ways to connect different subjects. By working together, teachers were able to create a more cohesive and interdisciplinary learning environment for students, promoting a culture of collaboration and continuous improvement (Ho et al., 2024). Our findings underscore the necessity for policies supporting sustained, context-specific leadership development and integrating university resources to facilitate these changes. For scholars, this study provides a model for examining the effects of leadership training on organizational dynamics, emphasizing the role of middle leaders in driving school improvement and fostering a collaborative professional culture.
Chun Sing Maxwell Ho, EdD
Lucas Chiu-kit Liu, Masters Student
Haiyan Qian, PhD
Transforming school systems to support adolescent learning and well being: Evidence from four California districts — Sarah M. Fine (SF) University of California San Diego, Santiago Rincon-Gallardo (SR) Liberating Learning
Lead the Change (LtC): What are some of the ideas you hope the field of Educational Change and the audience at American Education Research Association (AERA) can learn from your work related to practice, policy, and scholarship?
SF & SR: The first takeaway is that there is a growing number of spaces of vitality and deep learning in California’s high schools, but these remain mainly outside the academic core. The local education agencies (LEAs) in our sample are leveraging new funding to expand and transform Career and Technical Education (CTE) courses into incredibly vibrant places for applied learning. Most LEAs we have visited in California are working successfully to de-stigmatize CTE, to disrupt patterns of social reproduction, and to add “high skill, high wage” pathways for all. Young people are incredibly alive and engaged in these courses, doing work ranging from building fully functional tiny homes for unhoused populations in their community to producing, running, and broadcasting live shows for their school and the larger community, to designing and testing rovers that can explore Jupiter’s moons. Visual and performing arts are also incredibly vital spaces. In less optimistic news, in many of the systems we visited, the academic core seems to have been left on life support, with many classes still featuring low-complexity tasks, teacher-centered instruction, and traditional assessments. This is consistent with research and theory on the remarkable power of the default culture of schooling to maintain the dynamics within the pedagogical core stable despite deliberate attempts to change it (Elmore, 1996; Mehta & Fine, 2019; Tyack & Cuban, 1995) Linked Learning, an approach to student learning that intentionally and strategically links together student’s personal purpose with hands-on, immersive learning opportunities, and disciplined knowledge, is a promising but generally immature effort to connect the vitality that characterizes CTE to core academic classes.
A second takeaway is about the importance of steadiness, systemness, and symmetry when undertaking system-level work to improve adolescent learning and wellbeing. To draw on the work of our shared mentor Richard Elmore (2004), all of the LEAs in our sample were engaged in impressively steady work, developing a clear set of goals and then pursuing those goals over the long haul without succumbing to mission creep or being buffeted by changes in the political winds. In most of the systems that we visited, we also encountered strong evidence of what Michael Fullan (2025) calls systemness – meaning, a broad range of stakeholders (parents, educators, leaders, learners, even crossing-guards) recognized their roles in shaping and enacting the goals of the system. And finally, most of the leaders in the sample clearly recognized the importance of what Sarah and Jal Mehta (2019) call symmetry, e.g.an overall stance and set of values and beliefs about learning that applies both to young people and to adults.
“Successful system transformation requires deprioritizing old academic obsessions.”
Last but not least, our work suggests that successful system transformation requires deprioritizing old academic obsessions. In many of the systems that we visited, there has been a strategic and courageous decision to de-prioritize or eliminate the programs and metrics connected to “the old game” of No Child Left Behind-style academic achievement. One district, for example, decided to deprioritize state standardized tests, while another phased out all Advanced Placement courses and replaced them with dual enrollment opportunities. Elsewhere, system leaders have started to move attention away from California’s college and career readiness indicators, focusing more on the quality of student engagement and learning every day in schools, as well as on indicators of lifelong learning.
International Education News 