Axios reports: The American Federation of Teachers, the second-largest teachers' union in the U.S., released a 10-point plan to introduce AI and screen-time guardrails in classrooms. The plan would limit AI use and ban screens for students in prekindergarten through second grade "unless there is a compelling reason," such as supporting students with special needs. The teacher union's president Randi Weingarten warned that young students "are drowning in tech," according to the New York Times, which reports the union president also "called on schools on Wednesday to stop giving digital devices like iPads to children in prekindergarten through second grade." In a speech at the National Press Club in Washington, Weingarten also urged elementary schools to avoid using artificial intelligence tools like OpenAI's ChatGPT, Google's Gemini and Khan Academy's Khanmigo with children [and] called for new national privacy and safety standards for A.I. tools in all schools... "The work of teaching and learning in the earliest grades should be done without A.I." The union's effort reflects a backlash among parents and educators against heavy use of school-issued laptops and apps. Some parents and nonprofit children's groups are also pushing back against campaigns by tech giants like Google and OpenAI to spread their A.I. products in schools... Weingarten said that the union was negotiating safety and privacy standards for A.I. use in schools with "our partners in the A.I. academy," and that Microsoft, OpenAI and Anthropic had agreed in principle to those standards. Weingarten "laid out a plan for reorienting public schooling toward human abilities and student well-being," according to the article, calling it "a devices down, eyes up, hands-on strategy." And meanwhile school cellphone bans are expanding into broader efforts to establish guardrails around AI in education and limit screen use, reports Axios. "At least 16 states — both red and blue — have introduced bills to limit classroom technology." Schools Beyond Screens formed with fewer than a dozen parents in Los Angeles Unified School District last year, but the nonprofit has grown to include thousands of parents and educators nationwide, SBS policy director Kate Brody tells Axios... McPherson Middle School principal Inge Esping told Axios that the suspension rate at her Kansas school fell 70% after cellphones were banned in 2022. Students also started speaking more with one another and with teachers. Thanks to long-time Slashdot reader theodp for sharing the article.

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While other commencement speeches have been met with boos for hyping up artificial intelligence, Apple cofounder Steve Wozniak reminded college graduates that they already posses "AI" of their own: "actual intelligence." He framed AI as an attempt to duplicate brain-like routines, and encouraged students to "think different" as they enter a workforce being reshaped by automation. Business Insider reports: Steve Wozniak did what other college graduation commencement speakers couldn't this year: earn applause when talking about AI. The Apple cofounder took the stage during Grand Valley State University's graduation ceremony earlier this month. During his speech, Wozniak offered reassurance to new graduates who are entering the workforce at the height of the AI revolution. "It would take too long to go deeply into what I think about AI, but we've been trying to create a brain," Wozniak said. "Is there a way we can duplicate a routine a trillion times and have it work like a brain? AI is one of those attempts." [...] During his commencement address, Wozniak reflected on working at Apple and offered students some advice as they begin their careers. "You should always try to think different," he said. "Don't follow the same steps as a million other people. Think, is there something I can do a little different?" You can watch the clip on YouTube.

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An anonymous reader quotes a report from the Wall Street Journal: Going back to grad school has long been the Plan B of young professionals who aspire to climb higher in their careers or struggle to get promoted in a tough job market. New data show that getting a master's degree isn't the guarantee it used to be. The unemployment rate for workers under 35 with a master's degree has rarely been higher in the past 20 years, according to the Burning Glass Institute, a labor-market think tank focused on the future of work, which analyzed data collected by the U.S. Bureau of Labor Statistics going back to 2003. At the same time, the unemployment rate for workers under 35 with a Ph.D., law degree or medical degree has rarely been lower. "For most of the past two decades, these lines moved together -- not anymore," said Gad Levanon, chief economist of Burning Glass. Levanon has a theory about why the payoffs for advanced degrees have uncoupled: "More degrees chasing fewer of the positions those degrees were meant to unlock." [...] While degrees from law school and medical school amount to a license to practice, master's degrees are more of a signal, Levanon said. And a signal loses value when so many people have one, he added: "It's hardly a sure bet to securing a good job." Now master's-degree holders under 35 are at the 77th percentile of unemployment, where the 50th percentile is normal, according to the Burning Glass analysis. Even associate-degree holders have had a higher employment level for the past year. Unemployment among master's-degree holders has been worse only about a quarter of the time in the past 20-plus years. There was a stint during the Covid-19 pandemic when this cohort was out of work at higher rates, and a more prolonged stretch as the U.S. climbed out of the recession in 2008 and 2009. "Every indication is hiring managers now are more receptive than ever to the idea that a person doesn't need a graduate degree to be competitive," said Johnny C. Taylor Jr., president of SHRM, the chief lobbying group for human-resource professionals. "We are seeing that, hands down, especially in the last two or three years with AI," he said of job readiness. Employers just want to know, "Can you do it?"

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Test scores "are lower than they were a decade ago in school districts across the U.S.," reports Times magazine, citing new data released Wednesday by Stanford researchers. "Reading scores were down roughly 0.6 grades in 2025 compared to 2015, and math scores were down about 0.4 grades. This means that students were 60% of one school year behind where their peers were in reading a decade earlier and 40% of one school year behind in math." But Stanford's announcement notes that America's schools "were in a 'learning recession' for seven years before the COVID-19 pandemic, with student test scores in math and reading on a steady decline since 2013." This reversal ended two decades of progress, according to Sean Reardon, the Professor of Poverty and Inequality at Stanford Graduate School of Education, whose data forms the backbone of the new research... The study reframes the narrative of pandemic-era learning loss, arguing that the crisis of the last few years was an acceleration of a problem that was already underway. "The pandemic was the mudslide that followed seven years of erosion in student achievement," said Professor Tom Kane, faculty director of the Center for Education Policy Research at Harvard University, and a lead author of the report... The study found that the slowdown in learning coincided with two major shifts in American childhood and education policy: the widespread dismantling of test-based accountability systems that defined the No Child Left Behind era and the rise of social media use among young people. Reading scores, in particular, suffered consistently, with the average annual loss in the years just before the pandemic being just as large as the loss during it... Today, 8th-grade reading scores on national assessments are at their lowest point since 1990. Compounding the problem, chronic student absenteeism remains a major obstacle to improving learning. Though down from its pandemic peak, 23 percent of students were chronically absent in the 2024-25 school year, far above the pre-pandemic rate of 15 percent. More context from Time magazine: Reading scores were down roughly 0.6 grades in 2025 compared to 2015, and math scores were down about 0.4 grades. This means that students were 60% of one school year behind where their peers were in reading a decade earlier and 40% of one school year behind in math... "The decline started around the time that social media's use among teens was exploding, and this was also occurring in a number of other countries," says Thomas Kane, one of the authors of the Educational Scorecard report and a professor at Harvard University... [H]e maintains that it is at the core of the decline in reading achievement. He points out that social media use was shown to be heaviest among the lowest achieving students. "Some states and school districts are making progress," notes the Associated Press, "largely by shifting toward phonics-based instruction and providing extra support for struggling readers." And "The picture is also brighter in math. Almost every state in the analysis saw improvements in math test scores from 2022 to 2025."

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An anonymous reader quotes a report from The Independent: Princeton University will soon require exams to be supervised for the first time in 100 years -- all thanks to students using artificial intelligence to cheat. For 133 years, the Ivy League school's honor code allowed students to take exams without a professor present, but on Monday, faculty voted to require proctoring for all in-person exams starting this summer. A "significant" number of undergraduate students and faculty requested the change, "given their perception that cheating on in-class exams has become widespread," the college's dean, Michael Gordin, wrote in a letter, according to The Wall Street Journal. Princeton's honor system dates back to 1893, when students petitioned to eliminate proctors -- or an impartial person to supervise students -- during examinations, according to the school's newspaper, The Daily Princetonian. The honor code has long been a point of pride for Princeton. However, artificial intelligence and cellphones have made it easier for students to cheat -- and even harder for others to spot, Gordin wrote. Despite the changes to the policy, Princeton will still require students to state: "I pledge my honor that I have not violated the Honor Code during this examination," according to the Journal. Students are also more reluctant to report cheating, according to the policy proposal. Students are more likely now to anonymously report cheating due to fears of "doxxing or shaming among their peer groups" online, the proposal says, according to the school newspaper. Under the new guidelines, instructors will be present during exams to act "as a witness to what happens," but are instructed not to interfere with students. If a suspected honor code infraction occurs, they will report it to a student-run honor committee for adjudication.

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Harvard faculty are voting on a proposal (PDF) to curb grade inflation by limiting solid A grades to 20% of students in a class, plus four additional A's per course. Axios reports: Grade inflation is at a tipping point at Harvard. A move to make A grades harder to come by at one of the world's leading universities could influence grading debates at peer institutions. Solid A's account for nearly two-thirds of all undergraduate letter grades. That's up from roughly a quarter 20 years ago. More than 50 members of last year's class graduated with perfect GPAs. [...] Faculty are voting on three separate provisions. Each requires a simple majority to pass. A cap to limit solid-A grades to 20% of enrolled students in a class, plus four additional A's per course. Changes to how internal honors are calculated, moving from traditional grade point average scoring to an average percentile rank. Allowing courses to use new "satisfactory" or "unsatisfactory" marks with a "satisfactory-plus" distinction. A pre-vote faculty poll showed around 60% of the 205 respondents favored the 20-plus-four formula over an alternative. Supporters of the cap argue it's intentionally modest as it places no restrictions on A-minuses. The four-grade buffer is designed to protect small seminars where a higher proportion of students may succeed. [...] If passed, changes would take effect in fall 2027, followed by a mandatory three-year review.

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Apple now requires Education Store shoppers in the U.S. and several other countries to verify their student, educator, parent, or homeschool-teacher status through UNiDAYS, ending the previous honor-system approach. 9to5Mac reports: Starting today, Apple requires shoppers in the United States to complete verification when making a purchase via the Education Store. This change also applies to Australia, Hong Kong, Turkey, Canada, and Chile. In many other markets around the world, such as the UK, Apple already required verification. As a refresher, people eligible for Apple's Education Store include current and newly accepted college students and their parents, as well as faculty, staff, and homeschool teachers across all grade levels. Apple is teaming up with UNiDAYS to handle the verification process. Students and educators will be asked to create a UNiDAYS ID and then verify their academic status by logging in to their school's academic portal. Alternatively, users can upload a photo of their student or faculty IDs. Homeschool teachers, meanwhile, will need to provide an identity document such as a driver's license, state ID card, or passport. They'll also need to provide one homeschool document, such as a Letter of Intent (LOI) or Letter of Acknowledgment. Most customers will be verified instantly, and those requiring manual verification should hear back within 24 hours. The same verification process applies both in-store and online for Apple Education Store shoppers. Meanwhile, Apple has added Apple Watch to the Education Store for the first time, offering discounts on the Series 11, SE 3, and Ultra 3.

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America's school districts "spent billions on technology during the pandemic," reports the Washington Post. "But now some states are limiting in-school screen time because of concerns about its impact on children." Nationwide [U.S.] schools invested at least $15 billion and possibly as much as $35 billion from federal pandemic relief funds on laptops, learning software and other technology between 2020 and 2024, according to an estimate by the Edunomics Lab, an education think tank. By last school year, 88% of public schools reported in a federal survey they had given every child a laptop, tablet or similar device. Now, some states and school districts are walking back their technology use following pressure from parents who claim too much in-school screen time has zapped children's attention spans and left them worse off academically. At least a dozen states introduced or adopted policies this year that attempt to regulate screen time in schools — from prescribing limits to allowing families to opt out of virtual instruction... In Missouri, a bill would require every school district in that state to come up with a screen time policy is making its way through the state legislature. "Ed tech is just big tech in a sweater vest," said Missouri state Rep. Tricia Byrnes (R), who introduced the legislation and blames what she described as the overuse of technology for middling test scores... Complicating the issue is research that shows students do not see any academic gains when provided with laptops. A meta-analysis of studies on reading comprehension suggests paper-based texts are better than digital-based reading... A body of research has established that excessive or unstructured screen time can have detrimental effects on children, including harming language development, weakening social skills and triggering anxiety and depression. But the effects of school-issued devices and in-school usage on children's development are less understood, said Tiffany Munzer, a developmental behavioral pediatrician and digital media researcher at the University of Michigan. Some studies report that high-quality digital tools can support students' learning goals, Munzer said. But "a lot of the apps that are marketed as educational ... are not actually educational and contain a lot of commercialized content."

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Tony Isaac shares a report from NPR: Federal survey data shows that the amount of math homework assigned to fourth and eighth grade students, in particular, has been steadily declining for the past decade. Some educators and parents say this is a good thing -- students shouldn't spend six or more hours a day at school and still have additional schoolwork to complete at home. But the research on homework is complicated. Some studies show that students who spend more time on homework perform better than their peers. For example, a longitudinal study released in 2021 of more than 6,000 students in Germany, Uruguay and the Netherlands found that lower-performing students who increased the amount of time they spent on math homework performed better in math, even one year later. Other studies, however, suggest homework has minimal outcomes on academic performance: A 1998 study of more than 700 U.S. students led by a researcher at Duke University found that more homework assigned in elementary grades had no significant effect on standardized test scores. The researchers did find small positive gains on class grades when they looked at both test scores and the proportion of homework students completed. More homework was also associated with negative attitudes about school for younger children in the study. "The best educators figured out a long time ago that we can control what we can control," and that's what happens during the school day, Superintendent Garrett said, not homework. "There has been a shift away from it naturally anyway, and I felt like this made it equitable across our entire school system." "The best argument for homework is that mathematical procedures require practice, and you don't want to waste classroom time on practice, so you send that home," said Tom Loveless, a researcher and former teacher who has studied homework. Ariel Taylor Smith, senior director of the Center for Policy and Action at the National Parents Union, said: "The thing they point to is that it's an equity issue, and not all parents have the same availability and ability to support their students. I would make the argument that if a kid is really far behind in school, that's an equity issue. They need the additional time to practice." Kids, she said, "need more practice ... Sometimes, you do have to practice the boring stuff, like math." "The interesting issue for folks to consider is not should there be more homework, but should there be better homework," said Joyce Epstein, who has studied homework and is the co-director of the Center on School, Family, and Community Partnerships at the Johns Hopkins University School of Education. "Better homework in math might be knowing the fact that kids don't have to be practicing for hours, 10 to 20 examples," when they could establish mastery in less time.

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The Washington Post reports that some teachers are now implementing "brain breaks" in their classrooms to cope with shorter attention spans, "including limiting screen time; cutting the time students spend on one activity; adding more engaging, hands-on projects; and practicing meditation." Some teachers say the efforts are helping, at least a little... To engage students, teachers say they often feel the need to deliver teaching not only in shorter bursts, but also in more entertaining ways. "The new word is 'edutainment,'" said Curtis Finch, superintendent of Deer Valley Unified School District in Arizona. "How can you make your lesson applicable, interactive? Teachers are going to have to be more engaging for students...." In a kindergarten classroom at McKinley STEAM [a K-8 public school], students start the day with a meditation. The classroom of two dozen children is perhaps its quietest during this short activity every morning. Imagine you're in the Arctic, a voice from a meditation video tells them, with snowflakes melting on your skin. Silently, the children lay down on the carpet and close their eyes for a moment. After the meditation, the students gather in a circle and do a few deep breathing exercises before taking turns proclaiming what they are capable of each day. "I can be a good student," one little boy said before the child next to him replied: "I can listen to the teacher." The goal is that these mantras will stay with the children hours later, when they have to sit through the more tedious lessons of the day. An instructional coach at McKinley STEAM says the strategies are working students aren't reaching for their phones during class and sometimes actually get drawn into lessons. The article also explains why some teachers find this necessary: In recent years, educators say, it has grown more challenging to get students to pay attention. Eighty-eight percent of respondents in an international survey from 2025 of more than 3,000 teachers believed their students' attention spans were getting shorter. In a study published last year about kindergarten through second-grade classrooms in the United States, 75 percent of teachers said attention spans had dropped since the coronavirus pandemic, when the use of laptops and other technology for schooling spread rapidly. A growing body of research says that excessive screen time and short-form content such as TikTok videos are part of the problem. At least 36 states, including Ohio, have laws requiring schools to have some form of a cellphone ban. There is debate over whether screen time reduces people's ability to focus or their desire to — many developmental experts lean toward the latter, suggesting that it is possible to help students regain longer attention spans.

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