Millions of current and former students at California's public school have had their data stolen — including names, date of birth, and addresses — stolen in a breach, reports the Los Angeles Times. The breach affects students "who took the state's mandated standardized tests that annually assess their academic proficiency, education officials announced Friday." The compromised information affects many more than the state's current 5.7 million public-school students as the breach dates back to 2023 enrollments. Students who left California but did not confirm their transfer to another school also were affected, dating back to 2006. The data breach involved [nonprofit] Educational Testing Service or ETS, which provides extensive services to California [including test participation and assessment data]... Affected former students, including those who are now adults, are eligible for 24 months of free identity-protection services and identity-restoration help if there is identity theft. Officials said that parents and guardians may want to consider requesting a free credit freeze for their children who are under 16 to help prevent unauthorized accounts from being opened in the names of their children. The breach involved a compromised login credential, according to a web page about the incident from California's Department of Education. The compromised credential was then used to copy files with student information at "various" times between May 22 and September 18, 2026, which drew concern from a cybersecurity expert interviewed by the Los Angeles Times: "A stolen login credential should not become a months-long passport to millions of students' personal records," said Anton Dahbura, executive director of the Johns Hopkins University Information Security Institute. "If that is what happened here, the critical question is why authentication safeguards, access restrictions, and monitoring systems failed to detect and stop the unauthorized activity." He added: "Incidents like this expose a fundamental weakness in how we manage student data: School systems may outsource the storage and processing of sensitive information, but they cannot outsource the consequences of a breach. When millions of student records are concentrated with a single vendor, one security failure can become a statewide problem with consequences that follow children for years." A spokesperson for ETS told the Times that they've now implemented additional safeguards, including strengthened access controls, enhanced monitoring, and more third-party review of their security practices.

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An anonymous reader quotes a report from Ars Technica: Schools and libraries from around the U.S. pleaded with the Federal Communications Commission to drop the idea of ending E-Rate, a $2 billion-a-year program that connects students and library visitors to the Internet. FCC Chairman Brendan Carr has criticized school districts for having "experimented with a massive increase in screen time for students," and said E-Rate expanded too far beyond its original purpose of "supporting basic Internet access to schools and libraries for educational purposes." In June, Carr led a 2-1 vote to issue a Notice of Proposed Rulemaking (NPRM) seeking public comment on whether E-Rate should be "limited or sunset to reflect today's extensive connectivity rates." Carr's proposal could result in E-Rate cutting the discounts that schools and libraries receive for telecom services and equipment, and imposing more restrictions on how E-Rate money can be used. The FCC seeking comment on whether to sunset the program also raises the possibility that Carr might choose to axe E-Rate entirely. The National Association of Elementary School Principals told the FCC that it "strongly supports the continued operation of the E-Rate program and urges the Commission to reject proposals that would eliminate, substantially restrict, or impose new conditions on this essential source of connectivity assistance for schools and libraries." The Carr FCC already scaled E-Rate back last year by ending funding for schools and libraries to lend out Wi-Fi hotspots and for Wi-Fi service on school buses. "Importantly, the FCC does not have the authority to terminate the E-Rate program. The E-Rate program is mandated by Congress, and the FCC is responsible for administering it," the American Library Associated told the FCC. The American Library Association said "the FCC lacks the authority and expertise to regulate screen time or determine educational outcomes." In a filing, the group pointed out that under U.S. law, determinations about what content is inappropriate for children "shall be made by the school board, local educational agency, library, or other authority responsible for making the determination."

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The Chicago Sun-Times reports: When Elgin Community College hired Flock Safety to install six surveillance cameras in April 2025, President Peggy Heinrich thought they would "enhance the safety and security of students...." They were supposed to help locate stolen cars and missing people. But Heinrich started to wonder if the cameras were actually making students less safe after seeing news reports that data captured by Flock cameras in Illinois had been shared with U.S. Customs and Border Protection. Then in September 2025, Immigration and Customs Enforcement detained an Elgin Community College student in a campus parking lot. More than half of students at the far west suburban Chicago campus identify as Latino. Heinrich said enrollment dipped. Students were afraid to come to class. College officials decided the cameras had to go... College officials asked Flock to remove the surveillance cameras "out of an abundance of caution for our students," Heinrich said. But getting the cameras taken down was not as simple as it sounds, especially because Flock retains ownership of the company's equipment.... Surveillance experts say the company is financially incentivized to have as many cameras gathering data as possible even in places that no longer want them, because potential clients are looking for the surveillance network with the greatest reach.... Elgin Community College staff notified Flock in October 2025 that they wanted to cancel their contract and have the cameras taken down. Within a day, Heinrich said, Flock rejected the request and refused to uninstall the equipment on the basis that the company had not breached their agreement. College officials reached out again in December 2025 and said they would pay for the remaining five months of the contract — they just wanted the cameras taken down. "We never received a response back from Flock," Heinrich said. That's when things got weird. Heinrich said Elgin Community College staff began to cover the cameras using black trash bags and zip ties so that they would not be able to capture footage. But workers in an unmarked vehicle, which Heinrich assumed belonged to Flock, repeatedly removed the coverings... This strange dance continued, Heinrich said, until Elgin Community College's contract with Flock expired in April this year and the company uninstalled the cameras for good.

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Longtime Slashdot submitter theodp writes: GeekWire reports that the University of Washington has moved its Global Innovation Exchange {GIX) program to Microsoft's campus in a rent-free deal (UW News release). GIX, an institute supporting tech leaders that offers an MS in Technology Innovation, is the first UW program to set up full-time operations at Microsoft, whose headquarters are just across Lake Washington from the university's main campus. Microsoft provided a $42 million in-kind donation to establish the embedded facility; the UW is leasing the new 48,500-square-foot GIX space in Microsoft's Building 92 rent-free. GIX debuted in 2015 as a partnership of the UW and China's Tsinghua University and received $70 million in Microsoft support at the now-abandoned GIX location in Bellevue (the Steve Ballmer Building), although indications are that a long-term arrangement did not come together as intended. In a Thursday LinkedIn post, Microsoft President Brad Smith wrote: "Last night we opened a door unlike any other. At the heart of Microsoft's campus, step into the new home of the UW's Global Innovation Exchange (GIX) and you cross from Microsoft into the University of Washington. No one has ever put a great research university and a leading technology company under the same roof quite like this. As far as I know, no one has even tried. The timing matters. Artificial intelligence is advancing fast. The question is whether the people building it understand the world it's changing. This calls for a new style of education and leadership. We need leaders who understand the technology deeply and see things through other people's eyes. Leaders who learn by collaborating on real projects with people from different countries and disciplines. That's what GIX is built for. Students will learn from faculty across the UW, take classes taught by Microsoft employees, and be mentored by people from across our industry here in the Pacific Northwest." Interestingly, Smith's contention that UW GIX students will benefit from a 'new style' of Microsoft and industry-influenced education sounds a lot like Smith's contention that K-12 school children are better off thanks to a new style of Microsoft and industry-influenced education. In an interview last month, Coding Kids: Big Tech's Battle to Remake Public Schools author Natasha Singer told NPR (podcast, transcript), "For my book, I spoke to Brad Smith, who's the president of Microsoft, and he has been one of the leaders in the tech industry pushing for [K-12] computer science [and now AI literacy] in schools. [...] And Brad Smith said, philanthropy in the private sector is doing this work because public schools have failed to do what they were supposed to do. And his view is that public schools should be teaching modern subjects like computer science, and they were not equipped to do it fast enough and the tech industry stepped in to help. And is it better than if schools were able to do this themselves? He said, no, but it's certainly better than nothing. And he said to me, you know, think about where we would be on computer science if the tech industry hadn't stepped up. [...] Well, I've been having this conversation with him for 10 years, and when we started having it 10 years ago, I said to him, I get that, but when big tech companies put their finger on the scale, it tips education in certain ways that not only favor the tech industry but can obscure equally or more important things." So, is "The University of Washington at Microsoft" a good or bad idea?

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On academic mentoring platform Nova Learning, Computer Science and AI, "once the dominant choice among students... is losing ground fast, while Engineering has nearly doubled its share." It's a small survey, but "The steepest proportional decline is in Software & Data Science, the most traditional 'learn to code' pathway, which lost 44% of its 2025 share. AI saw the largest absolute drop of any single subject in the survey, down 6.2 points. "The category did not decline uniformly. Students moved away fastest from the pathway most associated with entry-level software work, while the more applied and human-facing subfields held their ground better." Slashdot reader BrianFagioli writes: Nova Learning says the share of surveyed middle and high school students naming Computer Science and AI as their primary academic interest fell from 42.3 percent in 2025 to 27.9 percent in 2026, while Engineering rose from 11.9 percent to 23 percent. The biggest gains came from Mechanical and Aerospace Engineering... [B]roader enrollment data points in the same direction. The National Student Clearinghouse Research Center reported declines in Computer and Information Science enrollment at four year institutions, even as Engineering grew. AI coding tools are not proven to be the cause, but as software development changes and AI handles more coding tasks, students may be starting to rethink what a future in technology should look like. [Undergraduate enrollment in CS programs at four-year institutions fell 8.1%, to approximately 606,000 students.]

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"Turns out, Silicon Valley isn't especially altruistic," writes the nonprofit education news site The 74. They're reading a new book promising "the inside story of how Big Tech catalyzed, co-opted, and ultimately came to capture computer science and AI education in America". Written by New York Times business reporter Natasha Singer, Coding Kids: Big Tech's Battle to Remake Public Schools tells "the story of the nonprofit Code.org and its charismatic, Harvard-educated leader, Hadi Partovi," according to their review: Thirteen years ago, Partovi... delivered a worrying message: Kids who didn't learn to write code would be left behind. And the long-term success of the United States economy depended on training these students to fill a million open tech jobs.... Fast-forward to 2026, and now we're dealing with AI, and tech is reading from a similar playbook. Asked by The74's Greg Toppo, "Does this moment seem different to you?", Singer replies, "This moment is different, but also similar. "We are in a moment in society where a lot of people have increased distrust of these huge tech companies, and we see a wave of parents pushing back against tech in schools. But we also see waves of people pushing back against Flock cameras, against data centers, that there's this feeling that tech has taken so much, and that people feel like they have lost control — that tech is being enacted on them... And parents are worried about the effects of unfettered tech access and kids' compulsive use of social media and phones, and so there's a different climate. And yet there seems to be a disconnect in some ways with AI because you see that Microsoft and OpenAI and Anthropic and Google are all competing to get their AI tools into schools, and you see school districts across the country say "We've partnered with OpenAI." "We are a ChatGPT Pioneer School," or "We've partnered with Microsoft, and we're going to use 10,000 licenses of CoPilot." It's amazing to me. We have had these cycles of tech in schools where there are all these promises about the latest tech, laptops, learning apps, massive open online courses, virtual reality, big data's going to revolutionize schools and like democratize access to education for kids and get them these great career skills, and we keep having these cycles. My concern is that we don't learn anything. One of the reasons I wrote this book is because it feels like we have collective amnesia. Now we're in the sixth or eighth cycle of this — and shouldn't we be asking questions about the push for AI in schools, based on what we've learned about the push for all the other things that came before? Two Slashdot posts are cited in the book, both submitted by long-time Slashdot reader theodp (Slashdot UID #442,580), who even gets a shout-out in the book's "Acknowledgements" section (along with consumer advocate Ralph Nader). Ironically, one member of Amazon's "Vine" program received a free copy of the book in exchange for a review — and apparently misunderstood its topic, writing that it made coding "feel approachable and even fun... [T]his is exactly the kind of book that could help a child become interested in technology without feeling overwhelmed by it. I particularly liked the way it encourages kids to be curious, experiment, and solve problems on their own. I would definitely recommend Coding Kids to parents, grandparents, or teachers looking for a good introduction to coding..."

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Teen reading, math, and science scores have fallen to their lowest levels since international PISA testing began in 2000, with 15-year-olds now reading at roughly the level previously expected of students a year younger. The Organization for Economic Co-operation and Development (OECD) linked weaker results to more screen time, less reading for pleasure, and digital distraction. It also found that students who regularly used AI chatbots for tasks like drafting essays and summarizing text scored about 20 points lower in science, roughly equivalent to a year of learning. Reuters reports: A 2012 reading high of 501 on PISA's index had declined to a score of 466 last year. The test is widely regarded as the world's leading gauge of educational performance and its results are closely scrutinized by governments and educators. "In reading, more screen time and less reading for pleasure have gone hand in hand with weaker results," OECD head Mathias Cormann told a press conference. "We're also seeing more hasty reading, students rushing through a text and giving a quick wrong answer." Reading scores fell more sharply in students from better-off backgrounds, the study added. Hindered by falling reading standards, average teenage science and maths skills were also at their lowest this century. Science fell from a 2009 high of 506 on the index to 486, while maths was down from 502 to 469 in the same period. East Asia was the best-performing region. Chinese cities that participated in the test, Japan, Korea, Singapore and Taiwan had the best educational systems with Britain and Estonia the only countries outside the region that made it into the top 10 in reading, mathematics and science.

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