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Colleges see a drop in international students under Trump : NPR

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Classes began this week for students at the University at Buffalo, a public research university in western New York, but there were about 750 fewer international students on campus than expected.

The new students who did make it gathered for a welcome from the school’s dean of students. “We know you have had to overcome hurdles to be here – especially this summer, with visas,” Tomás Aguirre told the assembled students, representing more than 100 countries. “And I just wanted you to know that we are so glad you were able to make it.”

The sentiment was common among the students, too. “For me, the main thing is that I got here,” says Daria Tofan, a freshman from Romania, who didn’t get her student visa until about a week before orientation. “It was awful.”

Over the last six months the Trump Administration has clamped down on international student visas, temporarily pausing and then revamping the student visa interview process and bringing more scrutiny to the vetting system. That led to long delays and meant many accepted students couldn’t get appointments at embassies or consulates in time for the start of the fall semester.

“I only had one goal from the beginning, it was to go to college here, so if I didn’t reach that goal it would have been very painful,” explains Shivaka Sing, a freshman psychology major from New Delhi. When she got accepted to Buffalo she joined a group chat of other students from India. Many of them couldn’t get a visa appointment in time to start the fall semester with her. “Most of them are now transferring to the U.K. because of the visa situation,” she says. “Some are planning to defer to the spring semester.”

Fewer International students on campuses across the country this fall

At the University at Buffalo, the overall decline of about 15% of international students is happening mostly in graduate programs, especially in the STEM fields. But it’s not just Buffalo. Universities all over the country are experiencing similar drops. Arizona State University reported a fall semester decline for the first time since 2020. Declines have been announced at universities in Texas, Missouri and Illinois. The state of Massachusetts is expecting about 10,000 fewer new international students this year.

“One would describe the situation with international students to be very much in flux with tremendous levels of uncertainty,” says Fanta Aw, who leads the Association of International Educators, or NASFA.

Last year more than a million international students studied in the U.S., contributing about $43 billion into the U.S. economy. But Aw’s organization predicts a drop of about 150,000 new international students this fall, leading to a decline of about 15% overall. If that happens, local economies could lose as much as $7 billion in spending and more than 60,000 jobs.

“The loss of international students will lead to a significant downturn in innovation,” Aw says. “This will affect communities large and small.”

The decline is also happening at a time when other countries, like the U.K. and South Korea have stepped up to fill the gap.

Mixed messages from federal government on student visas 

President Trump has said he wants to keep campus safe. The State Department has revoked about 6,000 student visas so far this year, citing threats of academic espionage, support for terrorist groups in Gaza and criminal behavior.

And in May, the State Department said it would “aggressively revoke” visas for Chinese students and add additional scrutiny for future visa applications from China.

But in recent days Trump has signaled a shift. This week, Trump told reporters he planned to double the amount of Chinese students studying in the U.S. He defended those comments a day later, saying “I like that their [China] students come here. I like that other countries students’ come here. And you know what would happen if they didn’t? Our college system would go to hell very quickly.”

Still, President Trump and conservative leaders have said they want to make sure that foreign students aren’t taking spots that could go to American citizens. But leaders at the University at Buffalo said at least at their institution, that’s not something U.S. families need to worry about.

“We recruit all qualified students to the University at Buffalo and are eager for all of them to attend,” explains Scott Webber, the provost there. “I would assure you that our international students do not take spots, you know for other students who are qualified to attend and would be successful here.” Total enrollment is actually up at the university overall, and there are still 4,000 international students on campus this year.

International students bring money and culture to campuses

“What they bring to the university is this incredibly rich, diverse cultural experience for students who may not have ever been outside of New York state,” says Webber. “They really bring a different flavor to campus.”

International students also contribute financially to universities, as many pay full tuition. That revenue has the potential to benefit American students, by funding things like financial aid or stabilizing tuition costs.

As one of the lucky ones who made it to campus at the University at Buffalo, Shivika Sing, says finally being done with the visa process, and arriving on campus has meant she can focus on finding her classrooms, making sure she has all her books and supplies, and getting her dorm room set up.

“I bought a pink Lilo & Stitch soft toy to sleep with,” she says. It is one of three stuffed animals on her bed. Those toys are key, she says, to warding off the homesickness that comes from being seven thousand miles from home.



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More parents to get childcare funding as nurseries battle demand

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Vanessa ClarkeEducation reporter

Vanessa Clarke/BBC Three young children play in a wooden sandbox. The one closest to the camera is facing away, pouring sand into a yellow bucket from outside the sandpit. The other two are sat in the sandbox, looking at the sand in their hands below them.Vanessa Clarke/BBC

The final phase of the largest-ever expansion of publicly funded childcare support has begun in England, as thousands of working parents receive more help with their nursery costs.

Those eligible are now able to access 30 hours of childcare per week during term-time, paid for by the government, for their children aged nine months to four years.

Prime Minister Sir Keir Starmer said it was a “landmark moment” for working families, and that the scheme would “put money back in working parents’ pockets”.

But parents say they are facing long waiting lists for places, with nurseries warning that staff shortages are limiting their availability.

Parents Josh Harper and Chloe Hart say their 18-month-old son Oakley’s name was the first one on the waiting list at his new nursery in Altrincham.

The £240-a-month saving on fees, which are falling from £1,130 to £889 because of the scheme extending from 15 hours to 30 hours of funded care, “just releases that little bit of stress”, mum Chloe says.

“It is a significant saving and one that does really help us,” dad Josh adds.

Both teachers, the couple were keen to secure a place, aware that demand has been rising.

Chloe Hart A family selfie photo of Chloe, Josh and their son Oakley, which appears to have been taken by mum Chloe. They are all smiling at the camera. Chloe has sunglasses on her head, and palm trees and a bright blue sky can be seen in the reflection of the window behind them.Chloe Hart

Josh and Chloe put their son Oakley’s name down on the waiting list for a new nursery before it opened

The government had estimated that about 70,000 extra places would be needed by this September to accommodate that increase in demand.

The number of spaces is rising but availability varies across the country – and nurseries and childminders say inquiries for places have “gone through the roof” from families eligible for the extra funding.

“A few years ago, the percentage of families getting the funding was probably 20%, now I’d say it’s nearly 95% of families,” George Apel says as he shows me around the newly opened Altrincham Day Nursery, the Apel family’s seventh nursery.

“Parents are having to be a lot more flexible with their acceptance of what days are available. Before, parents could try to match their childcare to their job, now they’re actually matching their job to their childcare availability.”

For Rachael Darbyshire, who lives in Bolton, the search for a childcare place for her return to work next summer has proved challenging.

Although she started her search before six-week-old Gabriel was born, all of her local nurseries have waiting lists up until September 2026.

“It is a massive help and will bring our bill down from £1200 to around £800, but the biggest issue is that it is only great if you can actually get a childcare place,” Rachael says.

“It’s all well and good saying that there are these hours available, but if the childcare places are not there, then it’s not really supporting women in returning to work.”

Vanessa Clarke/BBC Mum Rachel smiles down at her baby son Gabriel, sat on her sofa at home. She has dark, shoulder-length hair and is wearing a black top.Vanessa Clarke/BBC

Rachael Darbyshire’s local nurseries are all full until September 2026

Some parents are going to extra lengths to make themselves eligible for the funded hours as early as possible.

Rachel Williams, from Warwick, says she was thinking about the scheme before the birth of her twins in 2022, when doctors told her she would need a Caesarean four weeks early.

She opted to have the procedure at the end of that March, rather than the beginning of April, so she wouldn’t miss the deadline for being eligible for funded hours at the start of the April term.

“My friends all laughed at me, but it was a really conscious decision and it’s definitely saved us thousands and thousands of pounds,” she says.

If the twins were born in April, they wouldn’t have been eligible for funded hours until the September entry points.

“You shouldn’t really have to be thinking about that,” Rachel says.

Rachel Williams Rachel Williams and her family, including her partner and two young twins, smile into the camera.Rachel Williams

Rachel Williams selected her Caesarean date so that she would be eligible for the funded hours earlier

Research from the National Foundation for Educational Research (NFER) suggests that workforce issues could be a key barrier to delivering the promised offer to parents, with low pay and limited progression opportunities a constant challenge for staff.

It is estimated the sector needs 35,000 more staff to provide the funded hours expansion, and the NFER says even if that figure is reached, there are likely to be regional discrepancies.

The government says the number of staff delivering funded childcare in nurseries rose to 272,500 this year – up by 18,200 from 2024, which it said was the highest increase on record.

It has been offering a £1,000 incentive for new recruits, or for people rejoining the workforce in some areas.

But Mr Apel says “retention is arguably more important than recruitment”.

The nursery has started its own recruitment company because of the struggle to bring in and keep early years workers.

The number of childminders has also been continuing its long-term decline, with Ofsted figures showing the numbers falling by 1,000 in the last year.

‘Free’ childcare

There has also been confusion around what is “free” as part of the scheme, and what has to be paid for.

The government-funded hours cover term-time only, and providers say the funding rates, particularly for children aged three and four, are lower than the costs.

It means many nurseries are putting up their prices. A University of Bath study tracking fees over the past 18 months found that they have risen fastest in areas with the lowest government funding, which it says could deepen regional inequalities.

“Parents are phoning up, they’re looking for this thing that’s been called ‘free’, and then they are met with additional charges, for meals or nappies,” says Sarah Ronan, from the Early Education and Childcare Coalition, which represents childcare providers and charities.

“The sector has been tasked with rolling out the biggest expansion of childcare in history, and they’re doing it in a really constrained financial environment.”

She says without extra funding, providers may reduce the number of hours they can offer and pause their recruitment plans, further limiting the availability of places.

Joeli Brearley, founder of the Pregnant The Screwed campaign group and the parent support programme Growth Spurt, says there is “a tussle between parents and providers” who are both struggling.

“For parents, it’s really complicated, it’s not really working,” Ms Brearley says.

“We are hearing from parents who are moving their C-section day in order to fit in with the funding criteria, we’re hearing from women who say they’ve gone to their midwife for a sweep to try and bring labour on faster, and people that are asking for inductions earlier just so they can fit with the funding criteria – and that is madness.”

A survey by Growth Spurt and Women in Data suggests that many parents are paying extra consumable fees of £15 a day.

The government has issued guidance saying any additional costs need to be laid out clearly and are optional, but nurseries say charging for extras is the only way to make up the shortfall.

Vanessa Clarke/BBC A nursery worker crouches down to the floor to play with a child at a kitchen play-set. The woman, who has her curly black hair tied up, is smiling at the child who is playing with a toy plate.Vanessa Clarke/BBC

The government estimates the sector needs 35,000 extra staff due to the funded hours expansion

There is also concern about those being left out.

Parents who are ineligible for the entitlements pay £205 per week more for a child under two, according to Coram Family and Childcare.

The charity says a child with working parents eligible for the entitlements will receive three times as much government-funded early education than a disadvantaged child by the time they start school.

Education Secretary Bridget Phillipson said the scheme was designed to give children “the best start in life”, and provide a “huge boost” to the economy.

“And this is just the beginning,” she added.

“My vision for early years goes beyond this milestone. I want access to high-quality early years for every single family that needs it, without strings and without unfair charges.

“Over the next few years, that is my commitment to parents.”



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US Education Department is all for using AI in classrooms: Key guidelines explained

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Artificial intelligence (AI) has moved from being a futuristic concept to an active part of classrooms across the United States. From adaptive learning platforms to AI-powered lesson planning, schools are integrating technology to improve learning outcomes and ease teacher workloads. However, the challenge lies in adopting these tools without violating federal and state regulations.

Federal guidance: Innovation with safeguards

In July 2025, the US Department of Education issued guidance confirming that AI can be used in schools when aligned with federal laws. The framework focuses on three core principles—privacy, equity, and human oversight.AI tools must comply with the Family Educational Rights and Privacy Act (FERPA) to protect student data. Algorithms should be designed to prevent bias or discrimination under civil rights regulations. Human decision-making must remain central, ensuring that AI supports educators rather than replacing them.The Department also encouraged schools seeking federal grants to propose AI-driven projects, provided they meet these compliance standards.

State-level action: Rapid policy development

Since the federal guidance, more than half of US states have introduced their own AI frameworks for schools. Ohio now mandates that all districts adopt an AI-use policy by mid-2026, while Rhode Island has published detailed recommendations for responsible classroom integration.These local rules aim to ensure innovation while safeguarding student interests. However, the pace of policy development and the diversity of approaches have created a complex regulatory environment for schools.

Mixed practices at the local level

Despite progress, many districts still operate in a gray area. Policies differ widely between schools, and families often face uncertainty about what is permissible. Some institutions allow AI on personal devices while banning it on school-owned systems. In certain cases, schools have reverted to traditional measures, such as requiring handwritten essays in class to prevent AI-assisted work.This variation highlights the need for consistent guidelines and clear communication with students and parents.

AI as a classroom resource

Educators are increasingly using AI as a tool for efficiency and creativity. AI platforms assist in lesson planning, assessment design, and content generation, enabling teachers to save significant time on administrative work. These efficiencies allow more focus on interactive teaching and student engagement.AI-powered tutoring systems are also being introduced to provide personalised support, particularly for students who need extra academic help. States such as New Hampshire are experimenting with AI-driven tools to enhance math and reading instruction.

Responsible AI use: Best practices for schools

To remain compliant and maximise benefits, schools should adopt structured approaches to AI integration:

  • Personalised Learning: Use adaptive platforms to tailor lessons while ensuring compliance with privacy regulations.
  • Teacher Support: Allow educators to use AI for planning and administrative tasks with mandatory human review.
  • Assessment Integrity: Shift from take-home essays to in-class writing or oral presentations to discourage misuse.
  • Career Guidance: Deploy AI-driven counselling tools while retaining human oversight for final decisions.

Managing risks and ensuring compliance

AI adoption brings challenges that schools must address proactively:

  • Bias Prevention: Regular audits are necessary to eliminate algorithmic bias.
  • Privacy Protection: All tools should meet FERPA standards and undergo security checks.
  • Avoiding Over-Reliance: AI should support, not replace, teacher judgment in academic and disciplinary matters.

Comprehensive district-level policies, continuous teacher training, and stakeholder engagement are essential for responsible use.

The road ahead

The Department of Education is collecting public feedback on AI-related policies and exploring ways to integrate AI into its own operations. States will continue rolling out new requirements in the coming months, making 2025 a critical year for AI in education.The future of AI in classrooms depends on a balanced approach—leveraging its potential to improve learning while upholding legal and ethical standards. Schools that integrate AI responsibly will not only enhance student outcomes but also prepare learners for a technology-driven world.





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State Superintendent Thurmond Convenes Statewide AI in Education Workgroup for Public Schools  – Van Nuys News Press

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SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond hosted the first meeting today of the Public Schools: Artificial Intelligence (AI) Workgroup at the California Department of Education (CDE) Headquarters in Sacramento. Established after last year’s passage of Senate Bill 1288, a bill authored by Senator Josh Becker (13th District) and sponsored by Superintendent Thurmond, the workgroup marks California as one of the first states in the nation to establish a legislatively mandated statewide effort focused on AI in K–12 education. 

“There is an urgent need for clear direction on AI use in schools to ensure technology enhances, rather than replaces, the vital role of educators,” said Superintendent Thurmond. “Workgroup members are representatives from various organizations, including technology leaders. The majority are educators, and this workgroup also includes students. We want to ensure that those who will be affected by this guidance and policy have a voice in creating it.” 

The workgroup is a model of Superintendent Thurmond’s efforts to develop strong public–private partnerships that power innovation in public education. It will develop the statewide guidance and a model policy to ensure AI benefits students and educators while safeguarding privacy, data security, and academic integrity. The group includes teachers, students, administrators, classified staff, higher education leaders, and industry experts. At least half of the members are current classroom teachers, elevating educator expertise as the foundation for decision-making. 

The launch of the Public Schools: Artificial Intelligence Workgroup directly advances Superintendent Thurmond’s priorities, which include 

  • Transforming Education with Innovation: equipping schools with equitable, forward-looking approaches to technology; 
  • Equity and Access for All Students: ensuring AI tools do not exacerbate inequities but instead expand opportunities for every student; 
  • Whole Child Support: safeguarding against bias, misuse, and misinformation in AI systems while protecting student well-being; 
  • Elevating Educator Voice: centering teachers in decision-making about AI in classrooms; and 
  • Transparency and Public Engagement: committing to openness through public meetings and shared resources. 

Today was the initial meeting of the Public Schools: Artificial Intelligence Workgroup. The second meeting will take place in October, followed by a third meeting in February. 

The CDE has released initial guidance for schools and educators regarding the use of AI, which will be enhanced by the work of this group. The initial guidance can be found on the CDE Learning With AI, Learning About AI web page




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