The number of Indiana high school graduates who go on to college is dropping - and one reason may be the admissions process, which can be complex and confusing.

In a new survey of 16- to 22-year-olds, more than half said applying for college is their "most stressful academic experience" so far - and they worry that even the smallest error will lessen their chances.

Now, Lumina Foundation - an Indiana-based nonprofit - has launched 'The Great Admissions Redesign,' offering almost $3 million to state higher-ed systems to rethink the way people apply.

Lumina's Strategy Director Melanie Heath explained the goal.

"What we want to do is send out a call for the best ideas in the country about how to simplify the admissions process," said Heath. "And really, we're looking for things that are fundamentally new and different, and also simplified."

She said Lumina will accept grant proposals from state agencies, quasi-public organizations, state higher-ed systems, and groups of three or more public or private nonprofits. They'll need to show their application processes would increase college opportunities for students of color or low-income households, and first-time attendees.

More information is online at 'luminafoundation.org.'

The admissions process has gotten new scrutiny since June, when the U.S. Supreme Court ruled that race can't be used as a factor in college admissions - ending 40 years of affirmative action.

In response to the ruling, the American Civil Liberties Union has said it's more important than ever that schools work to identify and remove barriers to equity.

Heath added that it's time for schools to rethink how they connect with students.

"I would say that's more the focus of the Great Admissions Redesign," said Heath, "is to really incentivize and support places where admissions innovations are either happening, or will likely happen soon."

The ACLU notes that schools must continue to comply with federal and state civil rights laws that require them to provide educational opportunities on an equal basis. It says creating a campus environment where students feel they belong and can fully engage academically is important to students' recruitment and success.

Massachusetts lawmakers are hoping a new teacher certification process will draw more diverse candidates to the classroom.

The state recently passed legislation to create alternative pathways for teachers who struggle to pass the certification exam but can otherwise demonstrate competence in their field.

Jessica Tang, president of the American Federation of Teachers-Massachusetts, said the effort is ultimately good for students.

"You're going to run into a lot of diversity," Tang pointed out. "When you are exposed to diversity in our schools, that actually helps prepare you."

Tang noted even some of the state's previous teacher of the year award winners have struggled to pass the certification exam. She argued academic outcomes improve when students have teachers they can relate to and who understand their histories and cultures.

The legislation also requires districts to develop plans to recruit diverse educators and administrators, and collect diversity data. The state will also establish a teacher apprenticeship program to help support younger teachers and retain them. Tang stressed it is important the programs are now codified into state law due to potential upcoming changes in federal education policy.

"Even though a lot of these initiatives were already happening in so many places, we can do better," Tang emphasized. "We can do more and we can protect that work through this legislation."

Tang added educator preparation programs will also develop plans to increase the diversity of their graduates and she looks forward to seeing how students statewide will benefit from the legislation. She said it should help build a new pipeline of people entering the teaching profession, as the more students identify with their teachers, the more likely they will become teachers too.

Researchers say increasing the police presence in schools isn't the best way to address classroom violence. One expert in Iowa says educators would do better to treat the underlying causes.

Fifty years ago, just 1% of the nation's public schools had police officers on campus. That number has jumped to more than 40% now.

The 1999 Columbine High School shooting in Colorado prompted officials to harden schools with more police presence, thinking it would keep students safer.

Iowa State University Associate Dean for the Department of Sociology and Criminal Justice Monic Behnken said academic research shows that hasn't worked.

"What the literature is clear about for the past 20 years is actually the thing that you want to do is, you want to soften your schools," said Behnken. "You want to increase access to therapists, counselors, social workers, community liaisons."

Behnken said these professionals can address the emotional and social stressors among kids before they'd commit crimes.

She added that although school shootings have increased and get huge media attention when they happen, they are still statistically rare.

Behnken said data show that School Resource Officers (SROs), have next to no impact on stopping violence, bullying, or even schoolyard fights - but they do have a big impact in other areas.

"The research shows that SROs are good at policing," said Behnken. "So, they are fantastic in a school that has a drug problem. They are fantastic at a school that has a gang problem."

Behnken said otherwise, more officers on school campuses can do more harm than good - because school staff may learn to rely on SROs to solve discipline problems that administrators could handle without having to involve the police.




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In the wake of Donald Trump's re-election, teachers nationwide are bracing for more censorship battles. Currently, more than 40 laws in 22 states restrict teaching about race, gender, history and queer identities.

Oregon is not immune to this trend, with 93 book-removal attempts last year, a 30-year record. Educators recently shared their experiences with censorship at the Teaching Truth forum.

Jesse Hagopian, the Seattle-based author of "Teach Truth: The Struggle for Antiracist Education," said it's a topic of discussion.

"You're hearing from a lot of teachers already about what the repression looks like, but it's severe right now. You're dealing with, now, almost half of all kids going to a school where it's illegal for kids to learn the truth about U.S. history," he said.

Earlier this year, Republicans attempted to change Oregon's constitution to give parents the right to decide what materials are appropriate for their children's education. The amendment was voted down.

Lisa Stiller, a retired teacher who worked in rural and urban Oregon school districts, said it is important to give students space to ask questions about uncomfortable topics in school.

"If you think that a book with racial content has some deep issues I want to hear why. I don't want the discussion to be thrown out because it's controversial," she said.

Most attempts at banning books have been unsuccessful so far in Oregon, meeting legal challenges by the ACLU and other civil-rights groups. In September, a new rule banning Portland Public School teachers from posting anything personal or political in their classrooms was met with an official grievance from the teachers union.

Hagopian said it isn't enough to try to reverse laws that restrict teaching about racism and LGBTQ+ issues.

"We're fighting to expand Black studies, ethnic studies, queer studies, gender studies in our school so every kid can understand themselves, see themselves, and be empowered with the history of social movements they need to change this system," he explained.


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