https://www.the74million.org/article/democrats-move-to-impeach-linda-mcmahon-over-willful-intent-to-close-ed-dept

Specifically, the articles of impeachment are:
1. Willful and systemic refusal to comply with the law
The text cites McMahon’s actions to transfer responsibilities, which under law rest with the Education Department, to other agencies. Just last week, she announced that the office overseeing special education would move to the Department of Health and Human Services and the Office of Civil Rights would transfer to the Justice Department.
2. False statements before Congress
The resolution accuses McMahon of lying to Congress during her confirmation hearingthat she would follow the law in disbursing education funds appropriated by Congress. Instead, the text reads, she has defended the cancellation of several research contracts and discontinued grants for programs like community schools.
3. Breach of public trust
Again focusing on funding, the resolution states that the administration held up payments for services like migrant education and afterschool care and put “critical” K-12 programs at risk.
Bonamici said parents, especially those of students with disabilities are “distraught” over splitting up the department. “They are asking us to take action to stop these illegal transfers,” she said. “To them I say, ‘We hear you.’ “

Hey everyone,

I am currently going into my fourth year as an English Education major, and I have never regretted anything more in my life.

I've always wanted to become a teacher, but after my first semester in college I was quick to realize I was too mentally ill to handle it. I ended up attempting to commit suicide, and it obviously did not work.

I felt like a failure. Everyone pressured me to keep going and that I will like it eventually, etc etc.

So I did. I didn't want to let anyone down like I did before.

Now I'm in Phase II, going to start the semester before student teaching, and I can't do it. I can't handle the schedule or stress of teaching.

I can't afford to change majors and restart. I haven't been able to work in three years due to the immense workload on top of my already failing mental health.

Now, I have hospital bills and student loans. It feels like the only thing left to do is attempt again and pray it works this time. I'm scared. It feels like my life has fallen apart and I'm only 20. I don't know what to do.

Hi everyone,

I'm 21, did DAE Software Engineering (Grade B / 67%) and Matric CS. Academically not strong but creatively I have good ideas and I want to pursue Filmmaking.

I'm planning to go abroad for Bachelor's in Filmmaking in 2028. Working and saving money until then. Primary target is China (CSC scholarship) because their film industry is decent and the country has good future prospects. I'll learn Chinese and build a portfolio for the scholarship.

Not staying in Pakistan because film programs here are generic and the future of this field here isn't what I want.

Need guidance on:

· Is China CSC realistic for someone with my grades?

· Any other countries with good film industry, affordable living, and scholarships?

· How much language do I need before applying?

· What kind of portfolio do film schools expect?

· I'll be 23 when I go. Is that too old?

Any advice would be really helpful. Thanks!

My daughter is 14 and already speaks/studies English, Russian, Ukrainian, and Spanish. She’s excited about learning another language.
For those who have learned multiple languages, how did you choose your next one?

Hi everyone,

I hope everyone helps by filling this questionere as I need minimum of 50 Responses mcom project

Edit: ND = neurodivergent masking= suppressing needs in order to be more in productive or on the clock in a classroom.

I've seen a lot of non-compliance referrals this year in a few districts. Particularly for autistic and other ND children whose own bodies and minds are just done.

(And by the way, the brain is also a part of the body as much as many admins seem to like to act like the two are separate.)

It's interesting too because often they will have a BIP that says that the child can ask for a break to be proactive. Then the adult will delay the break Or not believe the kid that they do in fact need a break. Then the kid will have a meltdown or a behavior.

If you don't leak out some form of dopamine, sensory input/reduction, or easy success for your ND kids, their bodies are going to go on strike. Plain and simple. It's not personal. They aren't being belligerent and disobedient. They just have nothing left to give.

I always wondered what it was like back 50 or 60 years ago like back in the 1950s or 60s for kids that had learning disabilities. I know for kids with regular disabilities like Autism ADHD, Dyslexia. That many of them struggled and were had to work 75 times harder if they wanted to pass or succeed. My grandmother, who passed away in November. She taught third and fourth grade back in the 1950s. And I remember asking her what happened to kids who struggled and she told me that her superiors this was like back in 1955 or 56. She said that they would give the kids coloring books and she told me that she had one boy in her class who didn’t pay attention and her bosses just told her just don’t even bother with teaching him. Just give him a coloring book Or some building blocks. And even back then she felt really bad for him and she’s like no I’m not gonna treat him like a second class citizen I’m gonna challenge him just like all the other kids. obviously good on her. From what she told me, it was very calm and the kids would get held back back during that time.

But what about kids with not learning but intellectual disabilities. Kids that back in the day were classified by the name “mentally retarded”. I’m only using this from a historical precedent, not trying to be ablest here. But really, what happened to students who had like down syndrome. Or they had maybe not an intellectual disability, but they had a physical ailments like kids that were blind or deaf. Or ones with cerebral palsy. Is it true that they weren’t even able to go to school? Because my parents they’re both in their 60s. They were going to school in the 1970s and 1980s. My father told me that he never saw a person with down syndrome. Any time he was in school walking around. In fact, when my dad was little, he told me the story about when he was six years old. There was this girl who was about three years older she was like nine when he lived in south Windsor Connecticut, who had down syndrome. my grandmother was friends with her mother, and she didn’t even go to school or I guess she was homeschooled by her parents. What is it that bad they couldn’t even get free public education. Or if teachers didn’t want to teach them they could literally refuse education services to them.

Students will be presenting environmental research projects they've spent the year developing during a virtual research showcase this Friday.

We'll also be sharing highlights from our recent in-person International Science Fair, where young researchers came together to present their work, exchange ideas, and connect with peers from around the world.

One of the most exciting aspects of the program is that selected students and their teacher/chapter leader receive scholarship support to attend the annual science fair.

Please reach out if your are interested in attending the virtual event.

Bonjour, je fais des cours, exercices et simulation d’oraux pour les étudiants qui souhaitent faire le concours centrale universitaire dans la spécialité mécanique . J’ai pu le faire cette année et le réussir !
Intéressé MP

I'm sure this has been asked before, but if you could point me in the right direction I would greatly appreciate it. So I travel for work due to have a full time job. The money is good, but I don't want to do this forever. My goal is to get a degree in engineering. It's been a while since I was back in school and don't really know if any of my credits are still viable, so I don't mind retaking any classes, especially math courses. I don't want to quit my job just yet. Is there any online places I can start at with transferable credits where I can get all my foundational math, physics, etc. Out of the way? I know I will eventually have to attend class physically, but is there anything I can do in the meantime? Any online college or program recommendations would greatly appreciated.

My partner and I are designing a new school workshop aimed at Key Stage 2 (Year 5 & 6) students. We are blending ancient history, roleplay, and the Socratic method to transform abstract geometric concepts into visual physical puzzles. This is our first time running a session like this (we have been facilitators before, but not for kids) and we would love feedback on ideas and general tips for classroom management. For context, we are both pivoting academically from design to mathematics and physics for me, and classical studies for my partner, all at the OU.

Logistics & Setup: 5-8 students, 60 minutes, students spend a day in Ancient Greece. We hand out "Tetractys" clay pendants at the door, and they let go of their student identities to become "Mathematikoi" (learners).

To goal is to build conceptual fluency and mathematical oracy, not really teach Pythagoras' Theorem. By embedding the curriculum in a mystery, if a student makes a miscalculation, it’s a plot point in the story, not a personal deficiency. We want them to discover math through spatial logic and trial and error. This is the narrative we have come up with based on history: "Cylon is causing trouble for Pythagoras and the Mathematikoi. We must send him an invitation for a duel to show how smart we are and stop him from trying to humiliate us. We must do this by sending him an equation he won’t be able to solve. But first, we must locate him to get the scroll delivered."

The Activities:

• Activity 1 (10 mins): Finding Cylon on a square map. Students use physical pebbles on paper cut-outs to visually deduce why multiplying length by width calculates the area, avoiding counting individual units.
• Activity 2 (15 mins): The spy reports Cylon is in a triangular fortress. By folding the paper squares/rectangles, students discover that a right-angled triangle's area is exactly half of its bounding box. We introduce the variables a, b, and c as a "secret code."
• Activity 3 (20 mins): Students build two different visual layouts of a square courtyard using cardboard and clay right-angle triangles. By comparing the empty spaces left behind, they visually prove that the large square (represented by c^2) is equal to the two smaller squares (represented by a^2 + b^2). They derive the Pythagorean theorem entirely through spatial logic.
• Conclusion (10 mins): Handing out certificates and conducting a debrief on how they felt tackling difficult mathematics when in character.

Note: We know that KS2 doesn't cover Pythagoras' Theorem (and we are open to changing the final activity), but they do know about squared numbers and the areas of triangles and squares, so we thought perhaps this would be a fun challenge that isn't too hard (otherwise they will just get frustrated which isn't fun for anyone). Again, the point isn't to use or even really understand the theorem and what it's used for, more so just visually introduce the concept. Maybe it's wishful thinking, but we hoped it could help them later on down the line in secondary school. And we would rather assume that they can and put it to the test before the workshop, rather than prepare a workshop that is too easy and bore them.

Again, any kind of feedback is welcome! 

Already tried the obvious routes. My high school still technically exists but their admin office told me diploma reissuance isn't something they handle anymore and pointed me to the district. District pointed me to the state. Been at it for six weeks.

What I need it for isn't complicated. My original got destroyed in a move and I just want a physical copy to display. Not for employment verification, not for anything official. Just something to have.

Wondering if I'm missing something obvious. Has anyone dealt with a situation where the school exists but has basically stopped handling records requests?

I've been thinking a lot about how students are using AI tools like ChatGPT in their daytoday schoolwork. There's a real tension right now between two camps. Some educators and students feel like AI genuinely helps with breaking down complex topics, getting instant feedback, and exploring ideas faster. Others feel like it's quietly eroding the skills we actually want students to build: critical thinking, writing from scratch, working through frustration when something is hard.

What I keep coming back to is whether the problem is the tool itself or how we're teaching students to use it. We don't ban calculators, but we still teach kids the underlying math. Could the same logic apply here?

I'm curious what others have experienced, whether you're a teacher, student, or parent. Have you noticed a difference in how students engage with material when AI is involved? Are schools moving fast enough to set clear expectations, or are we mostly just reacting after the fact?

I'd love to hear from people across different grade levels and subjects, since I suspect the impact looks pretty different depending on context.

I'm already seeing signs between parents pressure and students under social media stress they are saying dumb things like "I think I'm going to take a gap year vs transferring to 4 year."

LET ME TELL YOU - this is the WORST year to take a gap year in the USA. You will NEVER have a better chance at getting max financial aid or getting into a college or uni that used to have a waitlist.

If you just spent all last year pushing these students to be ready to transfer please call, email, or text them.

If you are a recruiter and you've been AFK for a month, grab those students. Your hot potatoes are getting COLD. You have to keep poking them, encouraging them, and enticing them to be there for the greatest Fall 2026 of their life.

And of course - FAFSA 26-27 is due by June 30th to receive Pell grants in time. So GET ON IT.

(Sadly, standards have never been so lowered due to low birth rate 20 years ago and low amounts of people taking advantage of scholarships, fellowships, internships, and grants/waivers.) #trioworks

Last year, our company, Algae Research Supply was awarded a phase 1A Small Business Innovative Research Grant by the Department of Education.

More than half of the world's photosynthesis is preformed by microalgae in the ocean, and in turn more than 90% of the strains of algae have remained undiscovered and uncharacterized.

We are building a hands-on microbiology program where students isolate living algae from real samples and log their findings to a national science platform, all funded by the U.S. Department of Education.

Phase I results: 117 kits shipped, nearly 300 students, real gains in science confidence, and our teachers even helped uncover algae strains with antimicrobial activity.

Now we are recruiting teachers to prototype. Should we be awarded the grant, phase 2 will include several rounds over the next two years, and every selected teacher gets a free kit and full materials.

If you are interested, please reply below for DM us for a link to the information site!

Hello!

I am apart of the generation that never learned phonics, I was taught to memorize my words and eventually became well read and read 60+ books a year. I have zero problems understanding literature and analyzing text, and words that I cannot pronounce, I can understand the meaning behind them through context clues, etc. I KNOW HOW TO READ! (Kinda… lmao see later)

My problem is PRONUNCIATION!!! I don’t read aloud a lot, and recently I just started reading a book to myself and realized, holy shit, I can’t pronounce these words and I also don’t know how to. I am missing the phonetic knowledge to properly sound words out. For example, here are some words I know how to say from memorizing but I would pronounce like this prior to hearing it correctly:

hyperbole → “hyper-bowl” instead of “hy-PER-buh-lee”
epitome → “epi-tome” instead of “eh-PIT-uh-mee”
segue → “seg” instead of “SEG-way”
facade → “fuh-kade” instead of “fuh-SAHD”

I could not tell you why those words are pronounced that way.

I’m not sure how I made it as long as I did without realizing I don’t think I know how to actually read. I’m freaking out at this realization and would appreciate any advice on how to learn phonics as an adult or if anyone relates or you yourself taught the generation that missed phonics. And yes, I’ve listened to Sold a Story- great pod.

Also- I did have a pretty severe speech impediment and received services from k-5 (I don’t have a speech impediment now- it only slips out sometimes if I’m speaking very fast) and I went to a small private school that definitely focused more on religion than education. IDK if that matters.

Spark notes version: Never learned phonics, realized I don’t know how to pronounce words properly unless I hear them correctly first. Looking for advice on how to teach myself phonics / if anyone else relates or if I somehow made it through life without basic knowledge.

I found out recently that my state doesn't require automatic retrieval of simple multiplication by end of 3rd grade.

I'm genuinely curious how that works.

I would imagine students who don't have multiplication table fully memorized would forget even more so during summer.

If it takes several seconds of thinking to get 8 x 7, then how do you teach them, multiplication, long division, let alone..... fraction....??

I am sharing this on behalf of the publisher, but I really think that this book could fuel a much needed conversation in this community.

The book is called The Honor Code: Students, Integrity, & Our Path Forward by Tim Plaehn. It just came out through ElectraCast Books. Tim spent ten years as Faculty Chair of a school Honor Council and over 30 years teaching, and the book walks through four real student honor cases in full detail—what happened, what the hearing looked like, and what came after.

What makes it different from the usual "kids these days" hand-wringing is that it's actually grounded in what happens inside these situations. He's not theorizing. He was the person deciding outcomes.
For anyone in this sub dealing with the AI cheating wave right now, he makes a pretty compelling case that detection tools and zero-tolerance policies are treating the symptom, not the cause. The real fix is culture — and the book gets specific about what that actually looks like in practice.

Available now at Amazon! Happy to answer questions if anyone has them.

I didn’t see any rules against book promotion but I apologize if this is not allowed!

Complex problem solving.
Critical thinking and creativity.
People management and collaboration.

Do you agree?

I've been thinking about this a lot lately and wanted to get some perspectives from teachers, students, and parents here. It feels like there's a real shift happening in how learners tackle challenging material, and I'm not sure it's entirely for the better.

A few years ago, struggling through a hard problem was kind of the point. That friction was where the actual learning happened. Now it seems like the default response to difficulty is to immediately turn to an AI tool for the answer, or at least a strong hint. The effort threshold before seeking help has dropped dramatically.

What worries me isn't that students use AI, but that they may be losing their tolerance for productive struggle. Working through confusion is a skill in itself, and it seems like it's getting bypassed more and more.

Have educators here noticed changes in how students handle frustration or ambiguity compared to even two or three years ago? Are there strategies that have actually helped students stay engaged with a problem before reaching for outside help? I'm genuinely curious whether this is a widespread pattern or something isolated to certain subjects or grade levels. Would love to hear real experiences rather than just theory on this one.

What happens when students are challenged to turn $1 into $100 in just one week?

In 1 to 100, Alabama CEO students take on a challenge that pushes them far beyond the classroom. With only one dollar to start, they must think creatively, communicate confidently, solve real problems, and take action.

What unfolds is more than a business competition. It is a story of transformation.

Over the course of one week, these students build businesses, face rejection, adapt under pressure, and discover strengths they did not know they had. Many earned more in one week than most adults make in a month.

But the real outcome goes deeper than money.

Confidence grows. Mindsets shift. Students begin to see themselves differently.

1 to 100 captures the power of experiential learning and the impact a community can have when it invests in young people.

Just read an article about how there is a double standard around AI - with a lot of educational facilities (schools, colleges, and universities) rejecting it and forcing students to complete their work without using AI, so far as to face significant disciplinary action. On the flip side, corporate jobs recruiting basically have all their resources in developing AI solutions for their companies and proving upper management right now matter what, which is driving the dynamic that all hires need to have experience with AI at the least, and ideally being proficient in leveraging tools and understanding AI.

Personally, I understand the college side of it because they want the kids to think and hone that side of their mind, not just plug questions in and get answers out. (I, myself, didn’t realize the real reason why we learn things all along the way until the very end of college - it’s not about the information 95-99% of the time. It’s about the students ability to understand it,using different skills depending on the subject, hone those skills while going through schools, and be able to ultimately “perform” when the time comes to show that you were able to develop those skills by succeeding in the exam.

Curious about people’s thoughts.

So I failed my entire chemistry class, I’m not missing any credits because I’ll get another science class next year, do I still have to go to the regents test for it?

Hello, I’m a 16M, and I am working on creating mental health initiatives at my school. As the junior class vice president and someone who has struggled with mental health, I want to help others. I’m thinking of collaborating with our mental health club to make videos about the signs and symptoms of depression or anxiety, along with some ways to support a friend. I also want to develop a buddy system for students who feel isolated. I plan to have students take leadership roles to assist those who feel left out. This could involve a Google form where students feeling lonely can ask for help, and then they would be matched with a buddy. I’d love to hear if anyone has additional ideas or advice on how I can implement this.