Education
Trump’s Orders Could Drain Millions From Universities, but Few Protest Openly
The opening weeks of President Trump’s second term have cast America’s campuses into turmoil, with upheaval that threatens to erode the financial foundation of higher education in the United States.
As the administration orders the end of diversity programs and imposes cuts to foreign aid, university presidents and their lawyers fear that millions of dollars in federal funding could ultimately vanish. Some research projects, including many connected to the U.S. Agency for International Development, have been suspended, and program directors have made plans for layoffs.
But universities have largely been quiet. Professors and administrators alike seem wary of provoking a president who has glorified retribution and has already started to tighten the funding spigot. Staying out of the spotlight, some reason, is prudent.
Those who have spoken have often relied on carefully calibrated letters and statements, noting that they are watching but hardly offering any overt opposition. In some instances, researchers and campus leaders have been pressured into silence by a government that has demanded they not speak to reporters as money remains bottled up.
“It’s a hard time and it’s an uncertain time and the combination is nearly paralyzing,” said Ted Mitchell, the president of the American Council on Education, which counts more than 1,600 colleges and universities in its membership.
The uncertainty, Dr. Mitchell said, has created “reluctance to speak out for fear of repercussions,” a phenomenon he described as “a rational fear.”
The White House’s threat last week to freeze trillions of dollars in federal grants and loans posed a major risk to universities, though the plan’s legal fate has been thrown into doubt. Other orders, like ones suspending foreign aid and insisting that federal money not go toward diversity, equity and inclusion work, are still convulsing campuses.
On the campaign trail, Mr. Trump and others now in his administration crusaded against a cadre of pre-eminent schools, despite the president being an alumnus of the University of Pennsylvania and Vice President JD Vance holding a law degree from Yale. But the early policy pushes are striking at campuses far beyond the Ivy League.
That includes public research universities that are the pride of many state systems and that are, in some cases, integral to the Feed the Future initiative at U.S.A.I.D. The project, whose website has been offline for days, promotes global food access. But it is built around “innovation labs” at universities in the United States, many of them juggernauts in red states, like the University of Georgia and Mississippi State University.
The program, which has spent billions over the years, has effectively been on hiatus as Trump administration officials conduct a broad examination of American aid abroad.
“Reviewing and realigning foreign assistance on behalf of hardworking taxpayers is not just the right thing to do, it is a moral imperative,” Tammy Bruce, the State Department spokeswoman, said in a statement announcing the pause. The department claimed last week that it had already “prevented” at least $1 billion in “spending not aligned with an America First agenda.”
As the administration trumpets the closing of the nation’s checkbook, universities have hardly harnessed their own bully pulpits. Despite outrage over campus protests, tuition levels and particular professors and courses buffeting the higher education industry, many individual universities retain enormous sway and good-will in their communities and states.
For now, though, schools seem to be reluctant to try to tap into that. Mississippi State, which leads a Feed the Future Innovation Lab for Fish under a $15 million grant, declined to comment. A spokesman for the state’s higher education board said officials were “aware of the temporary pause” and would “continue to monitor this directive.”
And the University of Georgia, home to the Feed the Future Innovation Lab for Peanut, similarly referred an inquiry about the pause in aid to the state’s higher education system. The system, led by Sonny Perdue, Mr. Trump’s agriculture secretary during his first administration, did not respond to an interview request.
An inquiry to U.S.A.I.D. about claims that it had directed researchers to avoid speaking to the news media went unanswered. The agency, founded in 1961, has itself become a cauldron of worry as top officials have been placed on leave and Elon Musk, who is seeking to cut $1 trillion in federal spending, declared that the administration would close it. (It is not clear whether Mr. Trump or Mr. Musk have such authority.)
On Monday, after agency employees assigned to the Washington headquarters were told to stay home from work, Secretary of State Marco Rubio said that he was serving as the agency’s acting administrator.
Some of the silence and hesitancy from campuses stems from confusion. In recent days, university lawyers have scrambled to decipher terse stop-work orders, in part to determine whether schools can use their own money to continue research projects that had been receiving federal support.
If legal, such an option might be financially feasible for only some universities. Federal dollars are seen as the only practical, long-term option for most projects that have relied on backing from Washington.
In the 2023 fiscal year, the federal government gave universities almost $60 billion for research.
During a Faculty Senate meeting that was streamed online on Monday, Jennifer L. Mnookin, the chancellor of the University of Wisconsin-Madison, urged professors to “hold off” on optional expenses so the university could help ensure that “you’re making smart choices.”
“The transition has created for us an enormous amount of uncertainty, combined with fast-moving and changing information,” she said. “It’s generated some potentially quite significant threats to important aspects of our mission, as is true for our peer institutions nationally.”
Universities across the country are for now using a subtle playbook to try to stave off funding losses: beseeching their congressional delegations to intervene, and sometimes deploying Republican-aligned lobbyists across Washington.
“These are different times,” said former Senator Trent Lott, a Mississippi Republican who became a lobbyist after he left the congressional leadership. “I’m sure everybody is trying to figure out how it’s going to play out and what they need to do. Different team in town and people are going to have to figure out how to deal with it.”
Schools braced for changes after Mr. Trump’s election, including to the nation’s academic research landscape. The first weeks of the new administration have nevertheless been jarring, said Jeffrey P. Gold, the president of the University of Nebraska.
“The abruptness and the scale of the messaging have been the largest elements of surprise,” he said in an interview, adding that the outcomes of many projects could be harmed if more delays and cuts materialize.
Some critics of Mr. Trump’s budget-cutting ambitions have tried to borrow language from the administration’s rhetoric to make their points.
Mark Becker, the president of the Association of Public and Land-grant Universities, said the possible end of U.S.A.I.D. support for research risked the nation’s stature and competitiveness abroad.
“We urge the administration to resume the critical work of U.S.A.I.D. to assure American prosperity and security,” he said. “It is by empowering our nation’s scientists to tackle global challenges that we will secure U.S. leadership for decades to come.”
Mr. Becker is one of the few academic leaders applying such explicit public pressure against a specific set of potential cuts.
But congressional Democrats have assailed the chaos that they say the administration has unleashed in higher education.
Representative Nikki Budzinski, a Democrat whose district includes the University of Illinois Urbana-Champaign, said she had been “in regular contact with the university since the freeze and, now, the miscommunication about the freeze.”
“It’s really, truly creating panic across the board,” she added. In a statement, the university said its Soybean Innovation Lab, which works to improve agriculture in 31 countries, was notified recently that funding had been paused. It has received more $50 million since 2013.
Republicans expect that voters, especially in conservative states, will have some tolerance even for cuts that affect their communities.
“Probably most Nebraskans are in favor of looking for greater efficiencies,” said Tom Osborne, a Republican who coached the University of Nebraska’s football team to three national championships and later served three terms in Congress. “But sometimes it can pinch a little bit here and there.”
Mr. Osborne predicted that changes to some programs would probably go unnoticed by many voters.
“Looking at the papers and talking to people here,” he said, “I have not heard a whole lot of conversation about it.”
But the consequences already feel acute at some campus offices. At Iowa State University, the compensation of at least 11 people is tied, to some degree, to a U.S.A.I.D. grant that promotes curriculum modernization in Kosovo and that grew out of a decade-old “sister-state” partnership between Iowa and Kosovo.
“We are not to put forth any efforts on these activities,” said Curtis R. Youngs, a professor in the Department of Animal Science who works on the project.
The grant is worth $4 million over five years. “By U.S.A.I.D. standards, that’s not a huge grant,” Dr. Youngs said. “But it’s a sizable grant from our perspective.”
Alain Delaquérière contributed research.
Education
Video: U.C.F. Students Boo Commencement Speaker for A.I. Comments
new video loaded: U.C.F. Students Boo Commencement Speaker for A.I. Comments
transcript
transcript
U.C.F. Students Boo Commencement Speaker for A.I. Comments
Students at the University of Central Florida booed a commencement speaker after she said that “artificial intelligence is the next industrial revolution.”
-
“The rise of artificial intelligence is the next Industrial Revolution. [booing] What happened? OK, I struck a chord. May I finish? Only a few years ago, A.I. was not a factor in our lives. [cheering] OK —all right. And now, A.I. capabilities are in the palm of our hands. And — oh, I love it.” “It felt like she did not know the crowd she was speaking to. It did not feel particularly inspiring for a bunch of young people about to enter the workforce in these creative fields. A lot of art students are pretty against specifically generative A.I. It can only spit things out that already exists. And I think a lot of artists, we want to tell stories from our own personal experiences. We want to create things that don’t exist yet.” “A.I., alongside human intelligence has the potential for — to help us solve some of humanity’s greatest problems.”
By Jackeline Luna
May 13, 2026
Education
Why U.S. Test Scores Are in a ‘Generation-Long Decline’
Something troubling is happening in U.S. education.
Almost everywhere in America, students are performing worse than their peers were 10 years ago, according to new, district-level test score data released Wednesday by the Educational Opportunity Project at Stanford.
Compared with a decade earlier, reading scores were down last year in 83 percent of school districts where data was available. Math scores were down in 70 percent. The declines have affected both rich and poor districts, and crossed racial and geographic divides.
The new data provides the first national comparison of school districts through 2025, and offers a detailed picture of how individual school districts have performed over time. It underscores that many districts have experienced a long-term slump in student achievement, not just a blip during the pandemic.
From 2017 to 2019, students lost as much ground in reading as they did during the pandemic, and reading scores continued to fall at a similar rate through 2024.
Immediately after the pandemic, there was hope that students would recover quickly. The new data shows that scores inched upward in reading last year, and have climbed more steadily in math since 2022. But it has been nowhere near enough to make up for lost ground, researchers said.
The biggest losses have been among the lowest-achieving students.
“I cannot be more emphatic: This is an enormous problem that’s not getting enough attention,” said Nat Malkus, a senior fellow studying education policy at the American Enterprise Institute.
A report on the new data describes a decade-long “learning recession.” It was released Wednesday by the Education Scorecard, a joint project by Sean Reardon at the Stanford group; Thomas Kane at the Center for Education Policy Research at Harvard; and Douglas Staiger at Dartmouth.
The data includes third- through eighth-grade test scores for districts in 40 states and the District of Columbia, as of the end of last school year. It accounts for about 68 percent of U.S. school districts nationwide. (Ten states were excluded, among them New York and Illinois, because of high opt-out rates or noncomparable data.)
Education experts say there is no single reason for the declines. But the timing provides some clues.
Students’ test scores had been increasing since 1990 — then abruptly stopped in the mid-2010s. That coincided with two events: an easing of federal school accountability under No Child Left Behind, which was replaced in 2015, and the rise of smartphones, social media and personalized school laptops.
The pandemic then accelerated learning declines, especially for the poorest students. Some pandemic effects have lingered. Student absenteeism, for example, remains higher than prepandemic.
Nationwide declines
In one in three school districts in the United States, students are reading a full grade level lower than they were in 2015.
Only a few states, like Mississippi, have avoided the plunge.
Math scores declined more steeply during pandemic school closures but also started rebounding more quickly. Researchers say that’s probably because math is more affected by what happens in school, while reading skills can be developed at home.
Test scores in low-income districts fell furthest, but affluent districts — the types of places families move to for the schools — also lost ground. The changes might not be as evident, because many children are still far above grade level. Yet among the richest districts, more than half have lower test scores compared with a decade ago.
“There are a lot of people in affluent districts who think things are just fine, who have seen big losses over time,” said Professor Kane, the lead author of the report.
The districts with the least improvement since the pandemic, however, were middle-income districts, according to the analysis.
Poor districts received the most pandemic aid from the federal government, which the report concluded helped their recovery. In the richest districts, families have more money to supplement academics outside of school.
The end of federal accountability
Some experts believe that the end of No Child Left Behind, the contentious school accountability law signed by President George W. Bush in 2002, explains some of the recent test score declines.
The law set a goal that all students would be proficient in reading and math, and schools that did not show progress could face penalties. It coincided with a period of rising test scores, especially in math, though reading scores improved more modestly. Low-performing students saw the biggest gains.
The law, though, was deeply unpopular with many educators and parents. Critics said it put an outsize focus on testing, pushing schools to teach to the test and spend less time on other important subjects, like the arts or social studies. In 2015, Congress replaced it, and many states dialed back on requirements.
Like many who have studied the law, Brian A. Jacob, professor of education policy at the University of Michigan, showed that it increased test scores but had problematic elements.
“It was not a cure-all, but I think it really did improve student achievement,” he said. “There’s evidence that school accountability does change behaviors of teachers and administrators and probably parents and students.”
Beyond the policy specifics, its passage reflected a nationwide, bipartisan push to improve education, some experts said, that the country seems to have lost in its absence.
Yet some other countries have seen similar declines in scores, suggesting additional factors may be at play.
Screens, screens everywhere
Something happened globally around the same time: the proliferation of devices, at home and in school.
Nearly half of American teenagers now say they are online “almost constantly,” compared with just under a quarter who said that a decade ago, according to Pew Research Center. Virtually all schools give children laptops or tablets in class, as early as kindergarten.
Few rigorous studies have teased out the role of devices in academic outcomes. Yet educators say there’s no question that swiping has decreased students’ focus and persistence, and time on devices has displaced time spent reading or studying. Far more teenagers — nearly one in three — now say they “never or hardly ever” read for fun.
In turn, schools expect less from students, assigning fewer whole books and simplifying the curriculum, said Carol Jago, associate director of the California Reading and Literature Project at the University of California, Los Angeles.
“There’s no other way, except volume, in order to become a really proficient, fluent, avid reader,” she said.
Radnor Township, an affluent district outside Philadelphia, is one of the highest scoring in Pennsylvania. Teachers still expect students to read full books, including novels like “To Kill a Mockingbird.” The vast majority of students are proficient readers. Still, fewer score at an advanced level on state tests — under 40 percent last year, down from 51 percent in 2015.
It’s harder to keep students’ attention, even after the district banned personal phones and smartwatches during the school day, said Sharon Schaefer, assistant to the superintendent: “We know screens are so stimulating to our students.”
Researchers said a rise in mental health issues and learning disabilities may also play a role in declining achievement, as could changing expectations toward education. The share of Americans who say college is very important has fallen to a record low, 35 percent, according to Gallup, nearly half what it was a decade ago.
Still, some districts are making uncommon gains.
What could help
In 2015, Compton Unified, a poor district south of Los Angeles, was scoring 2.5 grade levels below the national average in math and reading. Today, its students are about at the national average, according to the new data.
The superintendent, Darin Brawley, said one reason was a focus on getting children to come to school every day. It’s a topic at his regular meetings with small groups of principals. In Compton, just 5 percent of students are chronically absent, compared with an estimated 23 percent nationally.
Superintendent Brawley credited a number of other strategies, including giving short, weekly quizzes to assess student learning and using the results to identify students who need tutoring. The tutoring happens during the school day — not after school — an approach he says is crucial for reaching the neediest students.
Washington, D.C., another district with test score gains, has also invested in tutoring, and was an early adopter of the science of reading, which emphasizes direct, sequential teaching of phonics, vocabulary and other skills.
The new report found that science of reading reforms were necessary, but not sufficient, to improve scores. Only states that had embraced science of reading reforms showed improvement from 2022 to 2025 — yet not all of those that did saw gains.
Washington, D.C., has also taken more unusual measures trying to find “the right recipe,” said Lewis D. Ferebee, the chancellor. Teachers who are deemed highly effective, a rating that includes raising test scores, are eligible for bonuses up to $25,000. Teachers receive a bigger bonus for working in the highest-need schools.
But in many places, addressing the “academic, generation-long decline” doesn’t seem to be a priority, said Mr. Malkus of the American Enterprise Institute.
“I think the thing that’s going to haunt us, whenever Congress and some states wake up to what’s going on,” he said, “is that it wasn’t the pandemic.”
Education
Luna Lab Is Building a Future for Female Composers
Luna Lab is far from the only program for young composers in the United States. Besides conservatory classes, there is the Los Angeles Philharmonic’s Composer Fellowship Program, open to all high-school students from sophomore to senior year, and Wildflower Composers, which provides mentorship to female, transgender, nonbinary and genderqueer early career composers.
What’s different about Luna Lab, Mazzoli said, is its commitment to its alumni. Reid and Mazzoli remain available to former fellows for advice and networking. Yuri Lee, 21, who was in the program from 2018-19, consulted with them about where to go to college, for example. She had studied composition in Juilliard’s Preparatory Division and it was her “dream school” for college. Reid and Mazzoli — and her teachers at Juilliard — encouraged her to attend Princeton University instead, for a well-rounded undergraduate education.
Luna Lab alumni can apply for stipends, from the Toulmin Luna Composition Lab Alumni Fund, that can be applied to creating recordings, producing concerts, purchasing software, creating a website and more. Alumni can apply more than once and can receive a total of $5,000 over time.
The nonprofit also furthers alumni careers through commissions from partner organizations and special projects like 25 for 25: A New Time for Choral Music. For that, the Cincinnati May Festival, celebrating its 150th anniversary, collaborated with Luna Lab to commission 25 works by alumni for 25 different choral ensembles.
About three-quarters of Luna Lab alumni who attend college have studied composition, and virtually all continue to be involved with music. Many have gone on to graduate school in composition. And Mazzoli and Reid say they can foresee a time when alumni will be ready to return as mentors.
For many of the alumni, the Luna Lab fellowship was life-changing. Maya Miro Johnson, 25, a 2017-18 fellow, said that its impact on her life was “incalculable, because I would not be a musician or a composer.” Growing up in a low-income family in Utah, she did have dance and violin lessons as a child but, she said, she was not good at the violin.
-
Minneapolis, MN4 minutes agoPTSD leave policy adds financial pressure to Minneapolis Fire Department
-
Indianapolis, IN10 minutes ago
Conor Daly, Alex Palou become 1st drivers to top 228 mph on 2nd day of Indianapolis 500 practice
-
Pittsburg, PA16 minutes agoWhere to watch Colorado Rockies vs Pittsburgh Pirates: TV channel, start time, streaming for
-
Augusta, GA22 minutes agoSouth Georgia wildfires 90% contained, but hot spots still a concern
-
Washington, D.C28 minutes agoThe Work Behind the Welcome: NPS Tradespeople Restore Dupont Circle, Making D.C. Safer and More Beautiful (U.S. National Park Service)
-
Cleveland, OH34 minutes agoThe Movie Nerd Report: Independent movie premieres in Cleveland this week – The Land
-
Austin, TX40 minutes ago
Jane Austin Improv celebrates third anniversary with Texas shows & a national NYC stage
-
Alabama46 minutes agoAlabama elections 2026: Who is running for U.S. Senate and House?