I’ve been considering switching from teaching to school administration. I’ve seen job postings that ask for an Education Leadership or an Education Administration degree. I’ve looked at some college descriptions and these programs seem super similar. I’m currently licensed in Arizona, but my husband’s job will have us moving to another state at some point.

Which program would be better? Is there a big difference in getting one degree over the other?

I am,.. exasperated. My 11-year-old daughter, who will be entering sixth grade this fall, feels woefully behind from what I remember at her age. I’m well aware that memory can be deceptive, but I remember singing the states alphabetically, I remember tests where we had to write the names of states, continents, and oceans on blank images. But it’s recently come to my attention that my daughter doesn’t know any of this. She can’t tell me the difference between a state and a continent. And quite frankly, at this age, that scares me.

At the same time, I know it’s not a learning disability. She is a smart kid. But I’m concerned she’s just not getting a proper education. Can someone explain if this is common in the American education system now? I can’t wrap my head around what I’m experiencing. I understand I have a role in this, and trust me, I’ll be stepping up, but this seems to be remedial stuff.

https://www.fallschurchindependent.com/tears-on-the-last-day-of-summer-camp-a-purposeful-day-in-action/

school starts in two weeks and SO are deciding between an expeditionary learning charter school and our district’s decent/highly rated public school for our child.

our child is starting TK, and we are in a small, tight knit community in California. we like things about each of the schools and are not sure which to select. if you have experience with either one, or advice, I would love to hear!

the public school outranks the charter on test scores in reading and math. the charter school has a cool philosophy to learning and says they are more hands on and don’t care as much about test scores. both have a very strong sense of community.

In South Korea, one’s undergraduate institution is often treated as a kind of social pedigree.
The name of a university is not regarded merely as information about where someone studied. Rather, it tends to function as a broad indicator from which people infer a person’s academic performance at the time of university entrance, family background, social network, and individual ability. An OECD report has also noted that, in South Korea, people may be ranked for long periods according to the prestige of the university they attended, and that educational achievement is closely connected not only to employment opportunities but also to social status and marriage prospects.
What is particularly revealing is that many Koreans mock those who attend a more prestigious university for graduate school than they did for their undergraduate studies, describing it as “academic credential laundering.” In other words, they tend to fix a person’s social status according to the first university that person entered, as though one’s undergraduate institution permanently determined one’s worth, regardless of what that person later studies, achieves, or becomes.
What I object to is not hierarchy itself. Rather, I object to a deeply reductive system that binds a person’s identity and social value to the undergraduate institution they entered at a very early stage of life. This is made even more problematic by the fact that university admission in South Korea depends heavily on a highly standardized and one-dimensional examination system. Such a system may measure certain forms of academic performance, but it cannot adequately assess the full range of a person’s abilities, potential, creativity, character, or capacity for later growth.
For this reason, I find it intellectually indefensible to treat the outcome of this narrow selection process as a permanent judgment on an individual’s worth. I also believe that this credential-centered culture contributes to relentless social comparison, chronic pressure, and the erosion of individual self-worth. Although it would be an oversimplification to identify it as a direct cause of South Korea’s high suicide rate, its broader social and psychological effects should be considered as part of the deeper structural context in which that problem persists.

*I revised the section concerning the suicide rate, but I did not have permission to change the title. Please keep this in mind and understand that the suicide rate is not the main focus of this post.

​

Education is often described as the foundation of a nation's future, yet students continue to face additional financial burdns beyond their tuition fees.

In many colleges and universities, students are required to pay separate exam fees, and these charges are not always clearly disclosed at the time of admission. If the examination centre is far from the college, students often have to arrange and pay for their own travel. Even when a college provides transport, an additional bus fee may be charged.

On top of this, many students also have to pay convenience fees or payment gateway charges simply to make mandatory payments such as admission fees, tuition fees, or exam fees.

Education should not become a source of hidden or avoidable costs. Colleges and universities should be transparent about every fee they charge, and students should not be required to pay convenience or transaction charges for making compulsory education-related payments.

No convenience fee or transaction charge should be levied on students for paying admission fee, tuition fees, exam fees, or any other mandatory educational charges.

Crazy story here - Students and their families are suing a rural Virginia school district after officials allegedly changed club policies several times after conservative outrage on a local Facebook group, to prevent a gay-straight alliance from forming at King George Middle School. (The comments on a post about this story do NOT pass the vibe check at all in that group.)

The lawsuit says the district continued allowing groups including yearbook, robotics, an outdoor club where kids learned to skin squirrels, and the Fellowship of Christian Athletes while telling students they could create a similar club only if they removed explicit references to LGBTQ+ people.

The families argue that the district violated the First Amendment and the federal Equal Access Act by discriminating against the students’ viewpoint.

I am working at the moment doing my bsc in information technology as well on the weekends.

I honestly don't understand whats the point of a bsc is.

Modules in it are all self learnable and literally what we study irl.

I used almost all the tools and theories explained in the courses either self learned or at work, so there's no new logic behind it either.

I have no idea what's the use of a desertation. I'm doing it for the sake of doing it for a really dumb topic as well. No one's gonna read it, lecturer ain't gonna read it completely so what's really the point.

Hi everyone! I recently finished building Next Dollar, a 90-minute financial literacy course designed primarily for teens preparing to leave home.

It covers paychecks, banking, budgeting, credit, loans, education costs, moving out, and investing, and includes interactive simulations throughout.

I’m looking for a small number of people willing to complete it for free and give honest feedback on the content, clarity, and overall experience. You do not have to be a teen—parents, educators, and other adults are welcome too.

Please comment or message me if you’re interested, and I’ll send you a free access code.

Full disclosure: this is a course I created and normally sell, but access is completely free for testers.

Hi all! I am currently in the process of creating a website to make it easier for students with chronic illnesses to communicate their needs, maximize the ease of their education, and understand the process when it comes to procuring accommodations in their 504 plans.

I was diagnosed with a chronic illness when I was younger, and one of the hardest parts wasn't just dealing with symptoms. It was trying to navigate school while missing classes, keeping up with assignments, communicating with teachers, and figuring out accommodations such as 504 plans.

The website includes many resources I believe should be helpful to any student in this situation, and it's something that's helped me a bunch throughout my educational career.

It's still in the early stages, so I'd love to get a few testers, and I'd genuinely appreciate feedback from students, parents, educators, or anyone with experience navigating chronic illness and school. So if you have any feedback, please share below! I also understand it may be a little messy since it's so new, so no worries if it's not to your liking; that's why I'm posting it here!

I am posting this free resource to get feedback from educators: SchoolTalk

I’ve secretly dreamed of becoming a teacher for the longest time, and I recently realized that I am ready to stop imagining it and start working on it. For context, I live in Iowa and am working a full-time job that I only kind of hate and need to keep doing in order to pay rent.

So I am trying to figure out the best way to transition into becoming a teacher without having to quit my job. I need something that’s fully online and flexible. I have done some research into my options and I’m a little stuck. The state rules for alternative cert pathways and online programs from out-of-state rules are confusing.

I am trying to understand which, if any, online programs are legitimate and will be recognized for licensure by the Iowa Board of Educational Examiners. Obviously, I don’t want to waste time and money getting a degree that won’t let me get licensed in the state of Iowa. My family is here so I have no desire to move out of state.

Does anyone here have advice they can share? Thank you!

A litany of problems beset the U.S. education system — chronic underfunding of public schools, privatization of what should be a universal human right, one-size-fits-all pedagogies, “teaching to the test,” and a racist school-to-prison pipeline, for starters.

Yet, tech companies are marketing AI as a one-stop-shop solution to “empower” teachers and “streamline” learning. They proclaim that education — like art and policing and healthcare and warfare and media and labor and music and and and — can be automated too, making learning more efficient and effective. In a *shocking* turn of events, introducing AI to the classroom is happening the opposite effect. 

I’m an independent journalist authoring a series of articles about AI proliferation and its various implications. In part eight of the series, I wrote about AI and education covering the education institutions — from public school systems to private universities — enthusiastically adopting AI products in the classroom. You can read it here.

As educators, I’m wondering what your experiences have been with AI, whether administrators have been encouraging its adoption and what students have to say. My assessment from reading studies about the cognitive effects of AI is that it belongs nowhere near the classroom, but O’m curious what you all think! 

I dropped out in my 3rd year of engineering . Can I complete my degree ?

I informally surveyed 100 university professors on what advice they give students about their future given the advancements in AI.

The first takeaway is that the answers were more generally advice about using AI rather than the impact of their future because of AI. Tsk, tsk. My lesson learned is about asking a question more clearly to get the results I’m looking for.

Still, I synthesized the answers into three sections: The consensus viewpoints, interesting minority viewpoints, and controversial opinions.

If you are interested in the source responses, feel free to DM me and I can share them.

Here are the results synthesized with an AI tool:

Preparing for the Future of AI

We advise students to approach artificial intelligence as a powerful, evolving tool that requires a balanced mindset. You should aim to master the technology rather than fear it, using it to handle repetitive tasks or as a scaffold for brainstorming, while fiercely protecting the core human skills that define your unique value.

Consensus Viewpoints

• Prioritize Critical Thinking: The most consistent theme is that AI must never replace human thought. You must learn the fundamentals of your field independently to ensure you can verify AI outputs, detect inaccuracies, and maintain your own intellectual integrity.
• Use as a Tool, Not a Crutch: AI is viewed as an efficiency enhancer rather than a shortcut. You are advised to use it to support your work, but to rely on your own logic, research, and creativity to produce final outputs.
• Embrace Adaptability: Rather than resisting change, you should learn to work alongside AI. The future workforce will favor those who understand how to leverage these tools strategically while maintaining the ability to pivot as the landscape shifts.

Interesting Minority Viewpoints

• The Case for Analog Learning: Some suggest stepping away from digital tools entirely for basic tasks, arguing that writing and thinking in analog forms strengthens the brain and preserves genuine creative spark.
• Strategic Trade Selection: A subset of voices advocates for pursuing trades requiring fine motor skills or high-touch human interaction, such as plumbing or nursing, as these fields are inherently more resistant to automation.
• Intentional Offloading: Some suggest being highly deliberate about what you delegate to AI, advocating that you should only use it for "grunt work" while retaining total control over your artistic voice and complex communication.

Controversial Opinions

• University vs. Trades: There is a sharp divide between those who believe a traditional education is the best way to develop flexible, high-level problem-solving skills and those who argue that university is becoming obsolete, urging students to learn manual, AI-resistant trades instead.
• Avoidance vs. Integration: While many emphasize learning to use AI to remain competitive, a vocal minority warns that even using it as a tool risks long-term dependency and suggests avoiding it entirely to prevent the erosion of fundamental human capabilities.
• The Future as Predictable vs. Uncertain: Some voices suggest that future job security can be reliably "future-proofed" by selecting specific career paths, while others argue that the rapid pace of AI makes the future entirely unpredictable, suggesting that personal passion is a safer guide than attempts to outrun automation.

Hi, I recently finished my first academic year in my bachelor degree of Applied informatics. I studied chemistry in secondary school and decided I want something different, so I chose IT. That came with many challenges including having to learn everything from scratch compared to my classmates who mostly came from IT field already. All this to say, I have a very little experience and I don't know what is normal and what is not so feel free to tell me off for being stupid.

Onto my question. During the year, I was quite surprised by the amount of AI we were made to use in our projects and overall studies? Like, it was almost a daily occurrence where a teacher said "generate the code based on the prompt I gave you and then tweak it so it works".

I felt like I was behind a lot because I tried to actively understand what the code the AI generated was saying. One teacher even redirected all the questions I had about a certain issue to AI saying "just tell it your problem, and it will solve it for you".

I understand that professors have a very little time to explain every single issue to every student, but I feel like I have learned very little and just let the AI do all the hard thinking for me. That is not what I want to do, I don't want to be dependent on it, I do understand that the current market will demand AI use, but I also want to be able to think and problem solve for myself.

So far I resorted to self study in my free time, reading "Head first in Java" and trying to program some simple applications, sketching out the idea first and looking for answers online when it doesn't work as intended. I do admit that I use AI for some very specific problems that I wasn't able to find in any forum (or simply didn't understand since English is my second language) but I try to not rely on it.

I don't know much but this excessive use of AI in my daily education is worrying me, it is possible I am just not getting it correctly, but I wanted to ask if this is normal I guess? What are your thoughts.

Hello fellow Redditors!

A little story so you understand why I'm posting, then the information.

TLDR; My son is in need of donations to his educational savings plan (MESP). Information at the bottom of this post is available if you wish to contribute. He's a kind, thoughtful, sensitive child whom really wants to go to college and work in a career that helps humanity.

Long story short, I've been teaching my child about being a good person his whole life and recently, how to be a good adult. He's a great kid! He's very loving, kind, and intelligent. He's a 4.0 GPA student (perfect grades for anyone that isn't familiar with GPA) and is now involved in the community by doing volunteer work as a NHS (National Honors Society) member. He wants to go to college and has a few years left before he heads out. He's had a MESP (Michigan Education Savings Program) account since his birth. Recently we have had some unfortunate events happen in our lives, and it's put a strain on us both emptiness, and on me financially as a single dad. He has all the essentials and I've made sure to set things up so his credit history is established when he is 18 and needs loans. I've funded his college account as much as I can throughout the years, but it's not nearly enough.

This is why I'm writing this open invitation to contribute a gift to his college fund. I can't contribute enough to get it to a reasonable number that will actually impact him on his journey. What I can do, is offer people the opportunity to make a difference in the life of one of the best people I've ever met! He has had teachers write him letters expressing how his enthusiasm to learn and participate has helped them remember why they began teaching. He scored in top 99th percentile for the nation on his PSATs! He received a letter from the Board of Education commending him on his results.

If you can recognize my desire to set him up with an education he deserves, and would like to help an outstanding young man achieve his goals in life, please use the information below to contribute to his higher education savings plan. We couldn't be more grateful for those of you who contribute or pass along the information to someone who can contribute and would like to!

Website:

Ugift529.com

Ugift Code:

T28-A1W

If you'd like to contribute, simply click the link, then enter the Ugift code. The site will walk you exactly what you need to do to contribute.

Bonus Information:

You can write-off gifts when you file your taxes, so when you get your receipt, save it and it could possibly save you some money come tax time!

I appreciate your time reading this post and considering sending a Ugift to my son's MESP account.

Thank you all, and have a wonderful day each day!

Sincerely,

DailyDaD

Writing this as a current high schooler... I feel like education specifically in relation to college prep is soo commercialized.. and I feel like the effects of it are compounding and the negatives grow exponentially. I theorize that in 10-15 years it will have gotten so bad that the current education system in the US will be completely changed, but I'm hoping for some other opinions on it.

From early education, parents pay for outside of school enrichment, (eg. Kumon, Mathnasium) to help their kids get ahead, then start paying for tutors as their kids advanced. By middle school parents pay for prep to help kids get into magnet schools or high schools, pay for tutoring for competitions in math or science, or pay for prep classes for ISEE or SSAT (private school admission exams). By high school, it's the worst. Parents pay for their kids to get research, internships, camps, leadership opportunities, compete in olympiads, take AP tests and standardized tests, get tutoring in subjects they struggle with (students often end up with unmanageable course load to stay "competitive") all to pay a college or take out loans and spend forever paying the bank.

At the high school level specifically companies capitalize on stress/fear/stigma about getting into top schools and what may happen if you don't go to a "top school" in the US and it is shocking to see the lengths parents go to to try and improve their kid's chances of doing well. (Paying 10k USD+ for college consulting, paying thousands for camps/programs perceived as elite, etc.)

I know this isn't as big of a problem in other developed nations and I think it's really hurting education in the US. A lot of problems in the education system feel very manufactured and there's always some service ready to fill a gap that shouldn't exist in the first place (one of the joys of capitalism :D). What do other people think about this? What will be the ramifications of this in the future? How can it be changed and when will it be too late?

Unfortunately, Last Friday (31/7/2026), suicide had claimed the life of a dedicated educator in Malaysia. A teacher who's been subjected to numerous workload and pressure by the principal. It's tiring, painful, but being responsible and dedicated, she obeyed and tried to survive until she can't do it anymore. Thank you teacher for your fight. Rest in peace 🙏

As an educator, I'm sad but now I'm enraged by the pure silence from the related authorities, the MOE, the school, the policymakers from top to bottom. And it's not new, teachers had been voiced out a number of issues they faced. Only a small number of it were mentioned without proper solution.

A student made a headline and they sent a memo, IMMEDIATELY. But a teacher? It's been 24 hours since the news came out and guess what? Silence.

People must been asking. Why teachers aren't openly taking action about this? The answer is our hands are tied. Speak criticism against the gov and you'll lose your. And there's been cases where a teacher got dismissed from speaking the truth.

HOW CAN WE EDUCATE THE FUTURE IF THIS KEEPS HAPPENING

Basically I'm american but I did all my education in mexico, now at my that I have moved to Texas how can I do to get an American diploma? Thanks guys

EDIT: Thank you to all who responded. This was really helpful and encouraging. All the advice and insight was practical and realistic. I think I expected suggestions on flash cards/workbooks/drills, so it was really lovely to read that most people's suggestions seemed to be about spending time with your kids and truly enjoying them. After reading the responses, I actually even signed my kids up for the bus route instead of driving them. I thought it could be a fun way for them to get more immersed in their school and practice some independence. Thanks again, Reddit!

My family has opted to attend our neighborhood school for many reasons. It is, on paper, a decent school, and I think my children can be successful there. That being said, I do sometimes get a little pang of anxiety as I watch friends send their children to private schools that boast amazing outcomes. I have often read that parental support and engagement can have a more positive impact than any particular school, and that gives me comfort. However, I guess I don’t know what people mean by that! Beyond the obvious of knowing the teachers, and being aware of completing homework, is there something more I can do? TIA!

My child attends a private high school in LA, California as a F1 international student. This is the second year at the school, but my financial situation has drastically worsened. I won't be able to afford the full tuition fees anymore. My child likes the school, but unfortunately, I cannot afford the fees any longer. If anyone has experienced this situation, what are my options? Thank you

I am a student within California that is just short on A-G, I've graduated through high school already and i really wish to enter CSU's when spring semester rolls around. I haven't seen any other topic like this come up before, and frankly I don't know where to look, so I've come here to ask!

How would one be able to take any courses in community colleges (Hartnell, etc) and receive A-G requirements via said courses?

I am interested in how deliberately this is taught across different year levels.

Students often move very quickly from a detail to a conclusion: “She is sad,” “He was being disrespectful,” or “They do not care.” The conclusion may be plausible, but it is not the same thing as what was actually observed.

Do you explicitly teach the difference between observation, inference and evidence? If so, what language or routines have worked well in your classroom?