Some folks are sending students to use claude to teach themselves how to code for class instead of just...teaching the students to code. So now I'm giving them extra resources so they can actually learn.
Higher ed programs should teach more about history/philosophy/sociology of science
Uh, I was just on a panel at the ACE conference in which I asked a co-panelist, “will we see immigration action on campus?” [I knew the answer was yes]
🥹 Thank youuu Dr. Johnson!
It is an honor and privilege to get to be in community with you and the rest of the Virginia Tech AANAPISI faculty cohort @academicmarcusj.bsky.social
No one is maing the faculty teach so if state sets minimum requirements people will rebuild trust? I call bullshit. open.substack.com/pub/brendanc...
In this @insidehighered.com op-ed, Julie J. Park (@univofmaryland.bsky.social) examines UC San Diego’s experience with test-free admissions and responds to critics who say that the policy is setting up students to fail.
🔗🔗 Read: www.insidehighered.com/opinion/view...
Incredibly excited to be part of the 2026 @scholars.org ETSP cohort 3! Y’all. My cohort is inspiring. Watch out for us!
I am not being snarky. I need my colleagues who wrote on covid school lockdowns to engage with this. To be as loud as they have been about prior "learning loss." Hell, you can cite Tom & Mark's AERJ paper so you feel better that there's some econ somewhere in your argument.
What's happening in Minnesota is one reason the Reconstruction Amendments banned insurrectionists from holding office. Unfortunately, the originalists on the Supreme Court interpreted the plain language of the amendment to mean its opposite.
Finally, this article was written with the support of the MSI Data Project. Learn more about the MSI Data Project: www.msidata.org
This was a **years-long** process with Drs. Nguyen, Laderman, and Sherman, and we thank the editors and reviewers for their generous and thoughtful feedback, as well as SHEEO @sheeoed.bsky.social for their support 📚
Our brief provides a descriptive analysis of the #MSI provision of each #HEERF by examining allocations across different MSIs, which reveal considerable distribution differences when comparing between two-year and four-year institutions, across designations, and per student at different MSIs
‼️ Did you know: across all HEERF, a little over 1/3 of funded institutions received funding for **two** MSI designations, and between 5% and 7% of institutions received funding for **three** MSI designations?
‼️ Did you know: colleges and universities that were eligible mission-based and enrollment-based Minority-Serving Institutions (MSIs) received MSI-specific provisions from HEERF
Remember the Higher Education Emergency Relief Funds (HEERF)? There were three waves (HEERF I, II, and III) 🌊
🚨🚨 NOW AVAILABLE: "Minority-Serving Institutions and the Higher Education Emergency Relief Funds: Federal Funding Allocations and Policy Considerations" in Education Finance & Policy 🚨🚨
In a moment when coalition building is critical, may the release of this brief on dual- and multi-designated HSIs underline how our fates are intertwined.
Hispanic-Serving Institutions (HSIs) represent about 1 in 5 colleges and universities in the U.S. And did you know: 1 in 5 of those HSIs are “dual-designated” w/ another classification?
Read Dra. Stephanie Aguilar-Smith (UGA) and my recently released brief: www.acenet.edu/Documents/In...
It’s public 📰
We were selected for the Association for Institutional Research 2025 Charles F. Elton Best Paper Award
…and it absolutely doesn’t escape me how in this moment, this recognition affirms the role/continued importance of critical data collection and analyses 📊
lnkd.in/gt8-7-w5
As Dra. Garcia aptly summarized: Let's do this messy work together. Take a listen, and let us know what you think 🌻
This episode builds on important episodes ft. Dr. Mike Hoa Nguyen (Season 4, Episode 5) and Dras. Stacey Speller, Natalie Muñoz, Dwuana Bradley, and Gina Tillis (Season 5, Episode 2).
It’s out 🎙️“Solidarity Across Multiple MSI Designations"
Even though we recorded this in Feb, this reminder of solidarity, esp. in these times, remains: We need to resist and rise together now... and it all needs to be rooted in relationship.
Spotify:
lnkd.in/gZyu45t7
YouTube:
lnkd.in/gdzmaHfA
what’s your istorya (story)
greeting the start of the spring conference season with the green power suit 💅🏼
Surveillance is *not* safety!
A week after cutting half its staff, the Education Department reversed course and asked dozens of laid off workers to come back.
It's one of many details staff shared with me about a "chaotic" process they say has paralyzed what's left of the department.
www.insidehighered.com/news/governm...
Hours before he was killed by Israel, Hossam Shabat filed his last report for @dropsitenews.com, “Report from the Frontline of Israel’s War of Annihilation.”
We are publishing Hossam’s story along with a deeply moving tribute to Hossam by Sharif Abdel Kouddous:
www.dropsitenews.com/p/hossam-sha...
Education researchers seriously doubt that the Education Department will be able to maintain the federal data sets after half the agency’s staff was fired. chroni.cl/4bTbeQk
"[Baker] began her [chair comments] by acknowledging that the US 'no longer has an effective federal apparatus for education policy' and discussed how a diminished department will affect the policy implications outlined in the papers presented at her session."
www.chronicle.com/article/i-wa...
Screenshot of abstract that reads: Racial equity in education is often framed around “closing the achievement gap,” but many scholars argue this frame perpetuates deficit mindsets. The “opportunity gap” (OG) frame has been offered as an alternative to focus attention on structural injustices. In a preregistered survey experiment, I estimate the effects of framing racial equity in education around “achievement gaps” (AGs) versus OGs. I find U.S. adult respondents on MTurk gave higher priority to “closing the racial opportunity gap” versus “closing the racial achievement gap” (effect size = 0.11 SD). When randomly assigned to read an OG frame before being asked to explain the Black/White “achievement gap,” respondents were less likely to endorse cultural or individual-level explanations compared with respondents only shown AG statistics (effect size = –0.10 SD). I find no evidence the OG frame affected respondents’ racial stereotypes or policy preferences.
When people ask me why the framing of ed policy issues matters, I often share work like this from Quinn (Experimental Effects of “Opportunity Gap” and “Achievement Gap” Frames in Sociology of Education)
journals.sagepub.com/doi/abs/10.1...
