This story was originally published by ProPublica.
By Jodi S. Cohen and Jennifer Smith Richards, ProPublica
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February 11, 2025 (Washington, D.C.) - The Trump administration has terminated more than $900 million in Education Department contracts, taking away a key source of data on the quality and performance of the nation’s schools.
The cuts were made at the behest of Elon Musk’s cost-cutting crew, the Department of Government Efficiency, and were disclosed on X, the social media platform Musk owns, shortly after ProPublica posed questions to U.S. Department of Education staff about the decision to decimate the agency’s research and statistics arm, the Institute of Education Sciences.
A spokesperson for the department, Madi Biedermann, said that the standardized test known as the nation’s report card, the National Assessment of Educational Progress, would not be affected. Neither would the College Scorecard, which allows people to search for and compare information about colleges, she said.
IES is one of the country’s largest funders of education research, and the slashing of contracts could mean a significant loss of public knowledge about schools. The institute maintains a massive database of education statistics and contracts with scientists and education companies to compile and make data public about schools each year, such as information about school crime and safety and high school science course completion.
Its total annual budget is about $815 million, or roughly 1% of the Education Department’s overall budget of $82 billion this fiscal year. The $900 million in contracts the department is canceling includes multiyear agreements.
The vast trove of data represents much of what we know about the state of America’s roughly 130,000 schools, and without a national repository of data and statistics, it will be harder for parents and educators to track schools or compare the achievement of students across states.
There’s been a federal education statistics agency since 1867, though the current iteration was established in 2002 under President George W. Bush. Congress sets aside funding for the institute’s work.
Biedermann, the Education Department’s deputy assistant secretary for communications, told ProPublica she could not provide details about the canceled contracts, saying that “my understanding is we don’t release specific information.”
But she said there were 90 contracts that had been identified as “waste, fraud and abuse.” She said canceling them was “in line with the department’s goal of making sure it is focused on meaningful learning” and to “make sure taxpayer funds are used appropriately.”
She directed a reporter to the DOGE account on X for more details.
DOGE wrote in a post: “Also today, the Department Of Education terminated 89 contracts worth $881mm. One contractor was paid $1.5mm to ‘observe mailing and clerical operations’ at a mail center.”
The Trump administration has repeatedly expressed a desire to “return” responsibility for schools to the states, although state and local governments already control the largest share of funding for education. There’s no national curriculum; states and districts decide what to teach and dictate their own policies.
The American Institutes for Research, a nonprofit that conducts research in education and other areas, said Monday that it had received termination notices for multiple contracts that are underway, and that canceling them early would be a poor financial decision.
“This is an incredible waste of taxpayer dollars, which have been invested — per Congressional appropriations and many according to specific legislation — in long-standing data collection and analysis efforts, and policy and program evaluations,” spokesperson Dana Tofig said in an email. The nonprofit has contracted with the department for years.
Schools and districts across the country rely on research from the IES and contractors such as the American Institutes for Research to guide best practices in classrooms.
“These investments inform the entire education system at all levels about the condition of education and the distribution of students, teachers, and resources in school districts across America,” Tofig said.
“If the purpose of such cuts is to make sure taxpayer dollars are not wasted, and used well, the evaluation and data work that has been terminated is exactly the work that determines which programs are effective uses of federal dollars, and which are not.”
Sen. Patty Murray, a Washington Democrat, blasted the contract terminations at IES. “An unelected billionaire is now bulldozing the research arm of the Department of Education — taking a wrecking ball to high-quality research and basic data we need to improve our public schools,” she said in a statement. “Cutting off these investments after the contract has already been inked is the definition of wasteful.”
We are continuing to report on the U.S. Department of Education. Are you a former or current Education Department employee? Are you a student or school employee impacted by changes at the department? You can reach our tip line on Signal at 917-512-0201. Please be as specific, detailed and clear as you can.
Major funding for schools nationwide is at stake
By G.A. McNeeley
February 10, 2025 (Washington D.C.) – The Trump administration has begun drafting an executive order that would begin the process of eliminating the Department of Education, CNN reports. This order would instruct the Secretary of Education to create a plan to diminish the department through executive action. Since Congressional approval is required to eliminate any agency created by Congressional action, Trump also plans to push Congress to pass legislation that would abolish the department.
In an Oval Office press briefing, Trump stated, “I believe strongly in school choice, but in addition to that, I want the states to run schools.” He added that he wants his Secretary of Education nominee Linda McMahon to “put herself out of a job.”
Potential Impacts: State and National
The prospect of dismantling the Department of Education has led to questions and fears over potential chaos over how key responsibilities and billions in federal funding — including handling federal financial aid, grants for disadvantaged students and civil rights enforcement — would be affected.
First, many Department of Education programs carry out mandates explicitly created by Congress that just can’t be abolished by executive fiat. And second, some of these functions, and the existence of a federal department focused on education, are very popular, even among Republicans.
The Department of Education also has authority over financial lifelines that so many campuses and students rely on. The department’s K-12 programs serve more than 50 million students attending 130,000 public and private schools; federal grant, student loans, and work-study assistance benefits more than 13 million post-secondary students
California has a massive stake in how the department is run. The state receives more than $2.1 billion in Title I grants to counteract the effects of poverty — more than any other state — with $417 million provided to Los Angeles Unified, the nation’s second-largest school system, according to the California Department of Education.
More than 200,000 low-income students in the California State University system, the largest and most diverse four-year higher education system in the nation, annually rely on $1 billion in federal Pell grants to afford college. At the University of California, more than 80,000 undergraduate students received about $454 million in Pell Grants in the 2023-2024 academic year.
Support and Opposition
Becky Pringle, President of the National Education Association, said, “If it became a reality, Trump’s power grab would steal resources for our most vulnerable students, explode class sizes, cut job training programs, make higher education more expensive and out of reach for middle class families, take away special education services for students with disabilities, and gut student civil rights protections. Americans did not vote for, and do not support, ending the federal government’s commitment to ensuring equal educational opportunities for every child.”
Tony Thurmond, the California State Superintendent of Public Instruction, said on X (formerly Twitter), “While the Trump Education Department no longer protects students from discrimination, California law is unchanged. My office remains committed to defending the rights of all California students.”
Liz Sanders, a California Department of Education spokesperson, said, “We are incredibly concerned about what seems to be a thoughtless approach to changing essential federal programs that support our kids every day and support our most vulnerable kids every day. We’re talking about essential academic support services. We want to make sure that these services are able to have a level of continuity for our educators and our families and our students. Simply a one-sentence hatchet job is not how we should make changes that impact our kids.”
Michael Petrilli, president of the right-leaning Thomas B. Fordham Institute think tank, said, “It would take an act of Congress to dismantle the department and Republicans simply do not have the votes, let alone the fact that it would be an unpopular move in many Republican districts.” He also said that closing down the department was “pretty hypothetical.”
Rick Hess, a senior fellow and director of education policy studies at the American Enterprise Institute, said it was “perfectly reasonable” to abolish the department, or at least downsize it, because of what he called wasteful spending, political biases toward teacher unions and misplaced responsibilities.
Hess and Petrilli have questioned why educational bureaucrats should manage a trillion-dollar student loan portfolio rather than financial experts in the Treasury Department — a shift advocated by Project 2025, the conservative policy playbook written in part by many members of the first Trump administration.
Educational Ranking
Trump lamented US educational performance and cost. “We spend more per pupil than any other country in the world, and we’re ranked at the bottom of the list.”
As of 2023, the annual Best Countries Report ranked the United States, on the basis of education rankings, at the top. Ironically, despite the United States having the best-surveyed education system on the globe, U.S. students consistently score lower in math and science than students from other countries. A Business Insider report in 2018, ranked the U.S. 38th in math scores and 24th in science, out of 195 recognized countries.
Can Trump’s plans succeed?
While calls to abolish the Department of Education aren’t new, the move has historically failed to get support from Congress.
In 2023, 60 Republicans joined 205 Democrats in voting against an amendment that would have expressed Congressional support for ending the authority of the Department of Education to administer K-12 programs. The amendment failed.
But, cuts and changes are being made already via executive action, and more could occur once a Secretary of Education is confirmed. Dozens of employees at the Education Department were placed on paid administrative leave Friday as part of the Trump administration’s larger effort to rid the federal workforce of employees associated with diversity, equity, inclusion and accessibility efforts.
“We will drain the government education swamp and stop the abuse of your taxpayer dollars to indoctrinate America’s youth with all sorts of things that you don’t want to have our youth hearing,” said Trump, who has targeted programs such as diversity, equity and inclusion (DEI) and critical race theory.
But public opinion may play a role. A recent Wall Street Journal poll showed 61 percent of Americans oppose plans to eliminate the Department of Education. And a bipartisan November 2024 survey showed rank-and-file Republicans opposing this idea by a two-to-one margin.
Even if Donald Trump, Elon Musk and Christian Nationalists want to kill the Department of Education, many Democrats, Republican members of Congress from swing districts, and Americans in general may feel otherwise. Trump’s effort to eliminate the Department of Education will prove to be a key test for Republicans in Congress, to determine whether they will choose loyalty to Trump when their constituents learn of the effort, even if most are opposed.
Sources:
https://nymag.com/intelligencer/article/trump-plan-kill-education-department-may-fail.html.
https://worldpopulationreview.com/country-rankings/education-rankings-by-country.
By Olivia Barnard
December 10, 2024 (Lakeside) -- I first met Robin Pawl and her horses Shelby, Indy, Ka Lio, and Phoenix on a Saturday afternoon. The faded Lakeside hills framed the riding center as hawks called out and the pepper trees swayed. I loved horses growing up, but I had never been on a ranch. I didn’t know what to expect from volunteering with horses or students with disabilities. But The Magic Horse website’s description of therapeutic riding practices was interesting, the place charming and intriguing, and I was going to give it a shot.
Upon meeting Robin and the horses, I couldn’t have predicted how much personal growth would come out of our experiences together. In sharing my experiences, I hope to inspire others to take the opportunity and discover the magic of the horse, just as I did.
My first day went as expected—I was on poop duty. Students were scheduled to arrive later that day, so until they did, I wouldn’t get to see what Robin described regarding the horses’ positive impact on her students. Robin explained on introduction day that The Magic Horse is a nonprofit she founded in 2004. Using her therapeutic riding instructor certification, background with horses, and expertise in Equine Assisted Learning (EAL) practices, she runs the center with volunteers. By joining the team, I could contribute to The Magic Horse’s mission statement goal to, “make a life-enhancing difference for people with disabilities and their families through the magic and power of the horse.” However, my first task was manual labor.
The experience was surprisingly meditative. I was out in the open, fresh air and felt the horses’ presence nearby. I welcomed the peace and connected with the environment and my body. Hand over hand, weight shifting between each leg as I lifted the rakefuls, I made steady, satisfying progress.
This initial task was the first interaction where I started to see the various and unique ways people can learn while working with horses. Even mucking out stalls off
ered some unexpected yet important lessons. I saw how getting to the “fun” part of anything requires the completion of other necessary parts. All people at the Magic Horse know this. Volunteers must do chores. The students are taught that in order to ride, they have to prepare their horses. Everyone is expected to be detail-oriented and thorough, even when manual tasks aren’t exciting. These duties build responsibility, train the body, and inspire a feeling of fulfillment. Robin told me she grew up with horses and noticed how much it improved her strength, so now she helps people (especially kids) develop their physical skills through activities with the horses. She said, “Working with horses can increase physicality, balance, coordination, strength, and fine and gross motor skills. If you're tying knots or doing anything with your fingers, those are fine motor skills, while gross motor skills are the big motions, like carrying the brush bucket.” So simply from shoveling poop, I learned there’s a lot more to working with horses than just riding.
It’s these subtler yet equally engaging activities that form the basis for unmounted personal-growth opportunities like horsemanship training, EAL programs, and leadership-development courses. The difference between the three curriculums, which Robin offers students of all backgrounds, is that horsemanship courses focus on strengthening equine knowledge and familiarity. In the program offered by the The Magic Horse, students have hands-on experiences implementing equine training techniques and caring for horses. On the other hand, EAL group programs encourage participants to self-reflect and, with the unique assistance of horses, pursue growth in target skill areas. Leadership development is at the core of all things horses, and can be valuable when specifically focusing on team member contributions, cohesion, and individual composure.The insight I’ve gained has been from months of volunteering, but these styles of teaching accelerate the learning process. The experiences I share in this article are examples of the growth opportunities I’ve found. The Magic Horse offers a range of lessons for fostering self-awareness, growing confidence, practicing group cohesion, and implementing better leadership.
My first task at the Center helped me recognize the value horses can bring to one’s life. In the calm environment of the Magic Horse grounds, I self-reflect and slow down from my busy college-student life. I appreciate the simple things in life, but also find mental clarity to move deliberately toward my goals. Interestingly, the attitudes each person adopts are reflected in the horses, allowing one to increase their self-awareness.
Early on, I heard Robin tell a volunteer who was tense that horses are herd animals and liken their feelings to those they’re working with. Robin explained the 7-4-8 breathing technique and told the volunteer that if she calmed herself, her horse would become less agitated too. As I watched the volunteer and horse relax, I reflected on my own body and where I was holding stress. A big part of being around horses, where body language is key, is recognizing that body and mind are connected forces. Bodily and situational awareness go together as a way to connect to one’s emotional well-being, as well as an accompanying horse’s. Robin would later tell me, “Our bodies can affect our thoughts, and our thoughts affect our bodies. So if we put ourselves into a different posture, it can help change our thinking and feeling. Horses are the same way. If we can encourage them to have a more correct and relaxed body posture, then they can relax in their mind.” In the following weeks, I noticed my own emotions reflected by the horses. Sheila, a volunteer of 17 years and lifetime horse owner, explained how she feels a special emotional connection to horses. “Horses seem to know your heart in a way that other animals don't,” she said.
Though I’d gained a lot from my solo poop-scooping adventures, it was exciting to begin working with other volunteers. Nanami, Aleah, and I work together almost every week and have formed a friendship through our teamwork. We discuss our student lives in our respective high school and grad/undergrad programs, but we also share what we’ve learned from the horses.
All of us have seen an increase in our level of confidence around the horses. At The Magic Horse, all participants learn the ins-and-outs of horse ownership and gain problem-solving and adaptability skills in getting the horses to cooperate. In one frustrating encounter, our objective was to muck Phoenix’s pen out. However, Phoenix is the most dominant horse at the center and tested our will by continually getting in the way. It took our combined volunteer forces to repeatedly shoo him back into his barn, where he eventually stayed for good. In this practice, we had to be persistent and unyielding. Gaining confidence around an incredibly dominant horse is difficult, especially with no equestrian background. However, by taking initiative consistently, self-efficacy can flourish. Its about setting intentions (cleaning the pen) and taking the necessary steps (shooing Phoenix) to reach the goal. Horses sense hesitation. They won’t follow through if you don’t. You improve when you persevere.
It’s through persistence that students like Annabella thrive. Annabella, who is diagnosed to be on the autistic spectrum, has been riding for eight years. In her time at the Magic Horse, she’s gained a deep understanding of horses and more importantly, a better sense of herself and her goals. Her mother Heidi described how amazing it is to see her daughter persevere, saying “Annabella has had a tendency to give up very easily when something's physically hard. Robin challenged her to keep trying. When I first came here she could not do buckles; now, she can almost fully tack up the horse by herself.” I realized the power of the horse when I saw Annabella in her element. In a family of five children, it is through horses that Annabella has found her niche and taken control of her life instead of others telling her what to do. “Horses have been Annabella’s way of self-mastery. She has learned that she can do so much more than she thought she could and more than I thought she could,” Heidi said.
Another student who’s made incredible progress is two-year-old Alden. Alden is bubbly and curious. He’s always smiling, babbling, and exploring. However, he wasn’t always able to express his feelings verbally or walk around on his own. After three months on the horses, Alde
n gained the ability to walk 38 independent steps and strengthened his verbal skills. Robin explained that this process can be very rapid. “Sitting on a horse stimulates children’s bodies to develop so they can start walking. It also stimulates their ability to speak, so kids who are nonverbal can often speak their first words when they're on the horse. Once that starts, it usually keeps going, and pretty soon they’ll be talking up a storm. And then parents wonder, ‘Oh, why did I ever want him totalk?’ They’ll start to walk, and pretty soon they're running. It's like, ‘Oh my gosh, now, we have to chase after them!’” she said.
This type of progress fundamentally alters how children interact with the world, but in freedom, new challenges arise for parents and teachers. Alden’s curiosity is sometimes a source of distraction from goals set by his parents and teachers. Jake, another student, is happy to participate in conversations with volunteers, but these tangents can interrupt lesson plans. In these situations, I’ve gained the ability to recognize and understand other perspectives. Robin gets riding lessons back on track not by brashly making demands but by acknowledging distractions and then redirecting the students’ focus. This approach is also important in working with horses. Horses are prey animals and constantly keep track of their environment, and thus may act in confusing ways that aren’t compatible with the handler’s desires. But I’ve learned in my experience with both people and horses that it’s through taking other viewpoints into account that harmony can be realized. No understanding comes out of simply forcing ones way onto others. Robin wants her horses to keep their personalities. Their dispositions are what make them unique and provide opportunities for people to learn new social skills. She said, “When horses are forced against their will to be something they aren’t, they’ll shut down and become robotic. I want my horses responsive,” said Robin.
Working with horses provides unique experiential learning opportunities in team building and communication. A crucial part to working with horses is to align intentions, words, and actions consistently. This alignment is applicable when strengthening the communication in any r
elationship. Clear communication also promotes fairness. When people contradict themselves in voice and action, it is not fair that the others are punished for misunderstanding. Trust and collaborative relationships can develop between horses and people in horsemanship exercises like round penning.
Round penning requires great equine-human communication, a fair hand, and close physical proximity. When I first entered the pen, I was intimidated by the idea commanding a creature weighing six times more than I did. However, the experience turned out to be incredibly fascinating and rewarding. In a single session with Robin and Shelby, I was able to considerably increase my knowledge of horse language while discovering my own communication and leadership styles.
These interactions are even more amazing when put into context. Shelby is not a bad horse, but he is certainly disobedient and obnoxious in many situations. In the round pen, however, Shelby is well-behaved and a great instructor and partner. He provides feedback when the rules are broken by the student, but, like the other horses, he is forgiving of mistakes and unclear communication. It’s Shelby’s general bad manners though that set him apart from the other horses who act according to their position within the herd hierarchy.
When I arrived at The Magic Horse, what became evident immediately was that horses are unlike other domestic animals. While Maestro the dog was easy to warm to, and Indy the horse was generally interested in being scratched by anyone, Ka Lio and Phoenix made it clear their respect had to be earned. Power and social standing are critical themes in working with horses. Effective leadership and boundary-setting are crucial to gaining horse cooperation.
In my first interaction with Phoenix, he nipped me on the butt. However, it wasn’t out of aggression or the desire to misbehave. The nip was the secondary part to his testing my reaction after he had already entered my personal space. Because I didn’t take charge immediately and move him, he knew he could have his way. With horses, it’s a matter of establishing rules. “You have to set boundaries. Horses are social animals. They understand boundaries. You have to uphold them,” said Robin. Standing tall and adopting a no-nonsense but fair attitude can make all the difference.
Therefore, because herd structures rely so heavily on good leadership and social hierarchy, they can be the ultimate teachers of how to earn and wield authority. What’s important to first understand is each group members’ position and resulting conduct which has to do with mindfulness of oneself and others. Robin explained when strengthening leadership skills through EAL practices and horsemanship drill
s, she pairs individuals to specific horses. She said, “A person who is too timid can't be with a super assertive horse without learning how to deal with a super assertive horse. A horse’s reaction will show when someone comes across too assertively and when one does not come across assertively enough to enforce boundaries.” When Aleah, Nanami, and I moved Phoenix, we needed to take on a more dominant approach than when working with Indy who is far more submissive. In working with horses, volunteers and students learn how to be leaders that earn respect while staying polite and fair. “If you are a good leader, you're fair and just, and you're consistent, then a horse will be willing to follow your lead. In general, adapting yourself to other personalities, abilities, and communication styles is important. You learn to shift your leadership style to be effective. So when you're working with a horse, you have to recognize where in the hierarchy of power this horse sees himself. You have to be a little more powerful than he is, so that you can manage him. If you're not, he's going to manage you,” said Robin.
Since volunteering at The Magic Horse I’ve gained invaluable knowledge about myself and the world around me. Observing the interactions between Robin, the horses, students, parents, and other volunteers has proven incredibly beneficial to how I view my relationship with myself, others, and the world. The experiences I’ve shared with people and horses while upkeeping the grounds, providing equine care, and taking on horsemanship practices have contributed to immense personal progress in varying skill areas. I’ve increased my self-awareness, strengthened my ability to take initiative and persist, become more compassionate and flexible, gained valuable communication skills, and realized how I can become a better leader. My experiences are unique in how they’ve affected me, but the lessons I’ve learned are not exclusive to my role as a volunteer. The magic of the horse can be shared with individuals of all ages and abilities, but only if Robin’s efforts are supported by volunteers, donors, and students. Great commitments of time and money keep The Magic Horse running. However, the space is only preserved and able to continue benefiting the community as long as it is sustained by caring individuals. Overhead costs continue to rise, and The Magic Horse needs support now as Robin introduces three new programs based on the core concepts she’s been teaching for years.
Moving forward, Robin invites students of all ages, abilities, and backgrounds to visit the center and experience some of the magic firsthand. Reflecting on what I’ve seen, I believe there’s truly something of value here for everyone. If you are interested in learning more about the center, you can go to https://www.magichorse.org/ and schedule a visit. I’m excited to work with all prospective volunteers and students, whether you’re interested in therapeutic riding lessons or the three new programs: group unmounted EAL sessions, horsemanship lessons, or leadership programming (further information for the programs is listed below). But most of all, I’m glad that I’ve been able to contribute to keeping the magic of the horse alive and share it with others. Sheila, a volunteer of 17 years, said it best, “I know what horses have given me, and it's good to see other people getting that too.”
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Group Unmounted EAL Sessions: For groups of up to six interested in general horse care and social interaction opportunities, the center offers one-hour sessions of unmounted group equine assisted learning (EAL). This program provides an education in grooming, feeding, health and ailments, and first aid. With hands-on experience learners have the opportunity to connect with horses in a peaceful setting and develop personal goals and specific skills. While participating in fun activities with the horses, they’ll observe and practice aspects of equine communication to better understand their own body language and interactions with others. This program allows groups of individuals to learn through Robin’s storytelling and focus on their personal wellbeing with practices, such as simultaneously calming oneself and the horse.
Horsemanship Course: This course is oriented towards prospective horse owners and those interested in receiving a thorough equine education. It is not recommended for kids. This program is available for groups of four or less and expands upon the individual-oriented teachings of unmounted EAL to offer groundwork experiences focused on horse training. Groundwork is an essential part of building a deeper connection with horses and includes multiple exercises, including round penning, leading, lunge lining, work in hand, and long lining. These activities provide a strong basis for building confidence around horses and applying effective communication practices. Working with horses in such an engaging way creates a solid foundation in understanding how to foster true cooperation and teamwork.
Leadership Program: This leadership course is composed of four 4-hour sessions and is most applicable to groups of individuals interested in personal development and improving work performance. Groups of four to eight members can engage in a variety of activities that foster leadership and team growth—no previous equine experience needed. In this unmounted program, individuals can learn leadership styles to become more influential and contribute to improved team dynamics. Learners will become aware of themselves and others as they analyze their relationships.
East County News Service
January 24, 2025 (San Diego's East County) -- The San Diego County Office of Education has announced numerous school closures today due to the Border 2 Fire as well as power outages.
Power outages have resulted in closure of all Mountain Empire Unified School District and Warner Unified School district campuses today, as well as all Borrego Unified School District and Dehesa School District schools.. Currently over 19,000 customers are without power due to public power safety shutoffs, with more than 63,000 more at risk of losing power. For updates on power outages due to public safety shutoffs, visit https://www.sdge.com/psps-dashboard.
The Border 2 Fire has caused closures of the following schools: Eastlake High, Eastlake Middle, East Hills Academy in the Sweetwater Union High School District,High Tech High in CHuula Vista, Arroya Vista Charter School, and in the Chula Vista Elementary School District Arroyo Vista, Camarena, Eastlake, Liberty, Marshall, Olympic View, Salt Creek, and Wolf Canyon elementary schools are closed; all other CVESD schools remain open but on rainy day schedule due to poor air quality.
For additional updates, follow @SanDiegoCOE on X (formerly Twitter)
U.S. News & World Report highlights SDSU’s growing reputation for excellence in online education master’s programs.
By Michael Klitzing, SDSU News
January 23, 2025 (San Diego) - Anaiz Moreno (left) always knew she wanted to go for a master’s degree, but she never imagined it would be happening so soon. After all, the high school English teacher only recently earned her credential from San Diego State University’s School of Teacher Education, in December 2023.
She asked: Was it really time to go back to school?
"I'm happy I did,” said Moreno, now halfway through her first year in SDSU’s online Master of Arts in Teaching (MAT) Elementary and Secondary Education program. "I started taking classes in the summer and it’s helped me adapt my lessons into the new, modern tech world that we live in. I’ve been introduced to a lot of platforms to have really engaging lessons.”
Experiences like Moreno’s offer insight into SDSU’s rising national profile in online education offerings. SDSU is now tied at No. 3 nationally in the newly released U.S. News & World Report's 2025 Best Online Master’s in Education Program Rankings.
That’s two spots up from the 2024 ranking, which was the program’s previous best. SDSU trails only Clemson University and the University of Florida and tied for third with the University of Illinois at Urbana-Champaign, University of Wisconsin-Madison and University of North Texas.
“The continuing rise in stature of our online master’s programs is a testament to our innovative faculty who understand the needs of in-service teachers and the intricacies of the ever-evolving education landscape,” said Y. Barry Chung, dean of the College of Education. “I’m so proud that SDSU is setting the standard for quality, accessible professional development for PK-12 educators.”
Two SDSU online programs factored into this year’s ranking — the MAT and an M.A. in Reading and Literacy Education.
For Moreno, who grew up in Calexico and earned her bachelor’s degree from SDSU Imperial Valley in 2020, the online nature of the program was essential. After earning her credential in San Diego, she returned to her home community and is now teaching 9th and 11th grade English at Central Union High School in El Centro.
"I get to introduce what I learn to students here in the Imperial Valley who don't have that experience with digital platforms,” Moreno said. “It's like a cool new thing for them.”
In addition to learning about new platforms, Moreno said the program has helped her become an expert in lesson planning while ensuring she’s teaching in a culturally-responsive way that connects students to the content. She’s already used what she’s learned to revamp a lesson on “Romeo and Juliet” using new technology.
And like teachers in many districts, she is also looking forward to the pay increase that comes with earning a master’s degree.
"I get the master's, I get the pay bump and I have all these resources to now use for my classes,” Moreno said. “So it really goes hand-in-hand. I recommend it to all secondary education teachers who want to be in the ‘now’ of teaching.
“The professors understand the field that we're in — that helps. It's a really great program and I'm happy I'm in it.”