Press Category: On the Wire

NEW YORK – September 8, 2025 – World History Encyclopedia – the world’s largest and most respected history encyclopedia – has launched a new History AI Chat to guide inquiry-based engagement with the Encyclopedia’s corpus of history materials. With the Chat tool, students and teachers can more easily sift through the over 23,000 peer-reviewed and unbiased resources and primary sources in the Encyclopedia’s database as well as Open University’s CORE Index of 420M academic papers. Access to the Encyclopedia and the History AI Chat is free.

When asked a question, the History AI Chat returns a brief answer, usually in a list, along with the links to each cited source and additional sources that present a more complete picture about what happened. Answers are brief so that students need to investigate all the sources to get the full answer. They can explore and learn, not simply focus on the shortest path to an answer.

“Inquiry-based learning is a powerful way to learn history but it is being lost in the quick-answer world of AI. We worked very closely with teachers and college-level faculty to make sure that the History AI Chat is a learning tool, not an answer tool. Its purpose is to guide investigation and the study of multiple viewpoints to questions about history,” said Jan van der Crabben, Founder & CEO of World History Encyclopedia. 

For example, when given the question “What caused the War of 1812?” the History AI Chat replies with a paragraph and an abbreviated list of causes along with several other resources where more information can be found. The chatbot does not pull in information from the open web, nor does it write answers like generative AI. It can present the student with sources from WHE and from Open University’s CORE global network of academic articles, data, and content.

Anne Krive, a school librarian at the Moses Brown Schools in Providence, Rhode Island, said, “In contrast to 10 years ago, there is a firehose of information available to students and not all of it is accurate, and if discovered through a search or AI study tool, it may not have been curated or evaluated for truth, accuracy, or quality. On the other hand, World History Encyclopedia is accessible, credible, and it is free to use. I am thrilled that now there is an AI chat to make it easier to sift through World History Encyclopedia’s incredible library.”

“People are consuming information differently now, relying on AI search to answer questions and find content. World History Encyclopedia’s History AI Chat can only access the curated corpus of data from two globally respected and unbiased sources: World History Encyclopedia and Open University’s CORE Index. Using World History Encyclopedia, teachers can be confident that their students will have access only to an unbiased global repository of scholarly material,” added van der Crabben.

WHE is entirely free to search, read, and consume, which is why there are thousands of teachers in every country who use it. The chatbot is powered by Perplexity Sonar. 

About World History Encyclopedia

World History Encyclopedia – which is free for everyone everywhere – is the world’s largest and most popular history encyclopedia. All of the Encyclopedia’s content is authored by historians, archaeologists, educators, and scholars. It is a trusted resource in classrooms and universities and recommended by esteemed institutions such as Oxford University, California State University, and Common Sense Education. There were over 89 million page views of World History Encyclopedia in 2024. Learn more at worldhistory.org or follow on Facebook, Instagram, and LinkedIn.

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Media Contact
Jennifer Harrison for World History Encyclopedia
jennifer@pandopublicrelations.com
+1 916.716.0636

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Boston – Sept. 4, 2025 – Students who participate in the VHS Learning Academy dual diploma program can earn an accredited US diploma alongside their local high school diploma. Participating students will be dually enrolled in a high school in their home country and in VHS Learning Academy. VHS Learning Academy is a fully online private U.S. high school, based in Massachusetts.

VHS Learning Academy is an accredited school powered by VHS Learning, a nonprofit providing high-quality online courses to schools and students since 1996. Courses are conducted entirely in English. In addition to students from the U.S, VHS Learning Academy has served students in India, Thailand, Sierra Leone, Brazil, Kuwait, Jordan, Qatar, Canada, China, Morocco, and Italy over the past five years.

“Earning a diploma from a local high school and VHS Learning Academy demonstrates to college admissions officers that students are prepared for post-secondary study in English, which can positively impact college admission decisions,” said Amy Michalowski, Dean of VHS Learning Academy. “Access to a dual diploma at VHS Learning Academy is a valuable service that International school leaders can use to differentiate themselves from other local school options.”

Students participating in the dual diploma program must meet VHS Learning Academy’s graduation requirements. As part of the partnership process, a member of the VHS Learning team collaborates with the local school to identify required courses. Based on dual diploma program enrollments to date, most students are required to complete the following credits at VHS Learning Academy to earn their diploma.

• One Credit – English
• One Credit – U.S. History
• One Credit – World History
• 5 Credits – U.S. Government
• 5 Credit – Personal Finance
• 5 Elective Credits (flexible options available)

VHS Learning Academy graduates have been accepted to a variety of postsecondary institutions, including:

Berklee College of Music

Boston University

Drexel 

George Washington University

New York University

Northeastern University

Penn State University

Rutgers University

University of Massachusetts

University of California

University of Toronto

University of New South Wales

“We recently received a message from the leader of a dual diploma program at a Chinese high school,” said Michalowski. “Her graduates expressed that the program had prepared them for postsecondary study in the United States. She also said that working with VHS Learning had expanded her administrative skills. We’re committed to providing all our partner schools with that same engaging, challenging, and deeply supportive learning environment.”

About VHS Learning Academy and VHS Learning

VHS Learning Academy is an accredited full-time online private school. The academy enrolls students from across the United States and around the world in its college preparatory diploma-granting high school program. Graduates have gone on to such prestigious colleges as Bates College, California Institute of the Arts, Temple University, and Boston University.

VHS Learning Academy is operated by VHS Learning, a nonprofit organization providing high-quality online high school courses since 1996. Accredited by Middle States Association Commission on Elementary and Secondary Schools (MSA-CESS) and the Accrediting Commission for Schools, Western Association of Schools and Colleges (ACS WASC), VHS Learning courses are approved for initial eligibility by NCAA. Certified teachers provide instruction for more than 250+ unique online courses, including 29 Advanced Placement® courses. For more information, visit VHSLearning.org and follow on Twitter at @VHSLearning.

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WASHINGTON, D.C. (August 26, 2025) – The Association of Latino Administrators and Superintendents (ALAS) announces the winners of its 2025-26 leadership awards. The ALAS Awards program recognizes four individuals and an ALAS state or regional affiliate for their extraordinary education leadership and advocacy around issues impacting the education of Latino and other historically marginalized students. The recipients will be honored at the ALAS Gala and Awards Banquet during the ALAS 22^nd National Summit on Education, which runs from Oct. 15-17, 2025 in Chicago.

The 2025-26 ALAS Award winners are:

ALAS Superintendent of the Year: Rosa Diaz, Carteret Public Schools in New Jersey

Diaz is a first-generation college graduate and is the first Latina to serve as Superintendent of Carteret Public Schools in New Jersey. An educator for nearly 30 years and a champion for equity and innovation, she has led the district through historic milestones. Her accomplishments include raising graduation rates, securing a $37 million referendum for a new junior-high school, the first in more than 60 years, developing a $10 million early childhood center and expanding access to AP and dual enrollment programs. In recognition of her impact, Diaz was named the 2025 Middlesex County Superintendent of the Year. She is a founder and current Vice-President of the New Jersey Association of Latino Administrators and Superintendents (NJALAS), and is Vice-President of the Middlesex County Association of School Administrators (MCASA). She proudly established scholarship programs for both organizations awarding $20,000 to outstanding students. Nationally, she serves as President of Lambda Theta Alpha Latin Sorority, Inc., created to support and empower young women of color. She lives in Carteret, NJ with her husband and two children.

ALAS Principal of the Year: Pierre Orbe, DeWitt Clinton High School in New York

Orbe is the son of Ecuadorian immigrants who raised three children with the hope that their sacrifices would lead to lives of purpose and impact. He studied neuroscience at Drew University, driven by a desire to help his older brother, who was born with autism. While starting as a science teacher, he earned his master’s at NYU and then became an assistant principal and now principal of DeWitt Clinton High School, leading a dramatic turnaround that raised graduation rates from under 46% to over 97%. Latino graduation rates rose from 38% to 95%, and English Language Learners graduation rates rose from 22% to 95%. Orbe is pursuing his doctorate at Russell Sage College where his research explores how leadership impacts the development of assets in students and families. Rooted in student and family voice, he built new programs in computer science, nursing, and business, and led the creation of New York State’s first high school tattooing and real estate certification pathways.

ALAS Central Office Administrator of the Year: Dr. Lynmara Colón, Prince William County Public Schools in Virginia

Colón is a nationally recognized educational leader, author, and advocate for equity whose work has transformed opportunities for marginalized students. Named one of “20 to Watch” by the National School Boards Association, she has been featured in numerous articles and media outlets for her leadership on behalf of multilingual learners and underserved communities.

The author of Empower Our Girls, Colón is a graduate of the ALAS Superintendents Leadership Academy (SLA) Cohort 14 and serves as a board member for the ALAS DMV (Washington D.C., Maryland, and Virginia) affiliate, advancing leadership opportunities for Latino educators. Her doctoral research earned her Doctoral Student of the Year honors and the distinction of being named a Clark Scholar by the University Council for Educational Administration.

She currently leads the Student Opportunity and Multilingual Services Department for Prince William County Public Schools, the 10th most diverse district in the U.S., serving more than 25,000 English Learners. Her portfolio includes Title I, III, and IV programs; English Learner instruction; immigrant youth registration; translation and interpretation; world languages; dual language immersion; preschool; and sustainability of federal programs.

ALAS Advocacy Award: Dr. Alelí Vázquez Santiago, Ron Clark Academy in Georgia

Vázquez Santiago is a proud Puerto Rican trailblazer whose leadership has transformed schools, inspired educators, changed students’ lives, and elevated the voice of Latina administrators nationwide. From her beginnings as a K-2 teacher in Puerto Rico to serving as a transformational school principal in Florida — including as founding principal of Village Park Elementary — she has consistently broken barriers and set new standards for excellence. Today, as the first Latina administrator at the prestigious Ron Clark Academy, Vázquez Santiago serves as Dean of Faculty, shaping instructional practices and delivering world-class professional development to thousands of educators from across the globe. Her leadership has earned multiple Principal of the Year honors, statewide awards for family and community engagement, and leadership roles in major educational associations. The Senate of Puerto Rico has also recognized her for her advocacy for Latino educators and students. Vázquez Santiago is celebrated for empowering Latino educators to lead boldly, advocate fiercely, and dream without limits, proving that representation changes lives.

ALAS Affiliate of the Year: CALAS – Connecticut Association of Latino Administrators and Superintendents

Established in 2015, CALAS is dedicated to advancing Latino leadership and promoting equitable education for Latino students in Connecticut. As a state affiliate of ALAS, CALAS fosters the professional growth of Hispanic/Latino educators through mentorship, leadership development, and networking opportunities. Its mission focuses on inspiring and supporting Latino talent while advocating for quality public education. CALAS collaborates with stakeholders to promote inclusive policies, culturally relevant curricula, and increased diversity in education. The organization has made notable contributions, including supporting Dr. Miguel Cardona’s appointment as Connecticut’s first Latino Commissioner of Education, who was later appointed as the 12th U.S. Secretary of Education. CALAS works with over 35 school districts, Connecticut legislators, and the Connecticut State Department of Education, hosting statewide conferences and sharing best practices in educating Latino youth. Through advocacy, strategic partnerships, and leadership development, CALAS continues to impact policy and educational equity for Latino communities statewide.

“The recipients of our ALAS Awards are true changemakers and advocates for Latino and other historically marginalized youth. They exemplify the passion and commitment needed in classrooms, schools, districts and communities to improve education and opportunities for students,” said ALAS Executive Director Ulysses Navarrete. “We are currently in a challenging time in education, especially for those focused on educating historically marginalized youth. Leadership like that shown by our award recipients is needed now more than ever and we hope everyone will join us in Chicago to celebrate these amazing individuals. The work continues!”

The ALAS 22^nd National Summit on Education is the association’s flagship leadership development and networking event for administrators at schools and districts that serve primarily Latino and other historically marginalized youth.

To learn more about the Summit and the awards gala, visit https://alasedu.org/events/. 

To learn more about ALAS, visit https://alasedu.org/.

About the Association of Latino Administrators & Superintendents (ALAS)

The Association of Latino Administrators and Superintendents [ALAS] is committed to providing a perspective to all aspiring school and district administrators, including superintendents, through programs, services, advocacy and networks rooted in Latino experiences and culture. Our Vision, Mission and Goals are to provide leadership at the national level that assures every school in America effectively serves the educational needs of all students with an emphasis on Latino and other historically marginalized youth through continuous professional learning, policy advocacy, and networking to share practices of promise for our students and the communities where we serve.

By the year 2026, Latino children will make up 30 percent of the school-age population. In the nation’s largest states – California, Texas, Florida, and New York – all of whom are ALAS State Affiliates – Latinos already have reached that level. It is of vital interest to invest in the education of every child, and the professional learning of all educators who serve Latino youth.

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Charlotte, NC (Wednesday, September 3, 2025)—A new study reveals that while there is wide agreement that student engagement plays a vital role in learning, educators continue to face uncertainty about what engagement looks like, how best to measure it, and how to sustain it. Education Insights 2025–2026: Fueling Learning Through Engagement captures prevailing attitudes and beliefs on the topic of engagement from 1,398 superintendents, teachers, parents, and students from across the United States. Survey data was collected in May 2025 by Hanover Research on behalf of Discovery Education, the creators of essential PreK-12 learning solutions used in classrooms around the world. 

“Discovery Education conducted the Education Insights report to gain a deeper understanding of how engagement is defined, observed, and nurtured in K–12 classrooms nationwide, and we are thankful to the participants who shared their perspectives and insights with us,” said Brian Shaw, Discovery Education’s Chief Executive Officer. “One of the most important findings of this report is that engagement is seen as essential to learning, but is inconsistently defined, observed, and supported in K-12 classrooms. I believe this highlights the need for a more standardized approach to measuring student engagement and connecting it to academic achievement. Discovery Education has embarked on an effort to address those challenges, and we look forward to sharing more as our work progresses.” 

Key findings of the Education Insights 2025–2026: Fueling Learning Through Engagement report include: 

• Engagement is broadly recognized as a key driver of learning and success. 93% of educators surveyed agreed that student engagement is a critical metric for understanding overall achievement, and 99% of superintendents polled believe student engagement is one of the top predictors of success at school. Finally, 92% of students said that engaging lessons make school more enjoyable.
• But educators disagree on the top indicators of engagement. 72% of teachers rated asking thoughtful questions as the strongest indicator of student engagement. However, 54% of superintendents identified performing well on assessments as a top engagement indicator. This is nearly twice as high as teachers, who rank assessments among the lowest indicators of engagement.
• School leaders and teachers disagree on if their schools have systems for measuring engagement. While 99% of superintendents and 88% of principals said their district has an intentional approach for measuring engagement, only 60% of teachers agreed. Further, nearly 1/3 of teachers said that a lack of clear, shared definitions of student engagement is a top challenge to measuring engagement effectively.
• Educators and students differ on their perceptions of engagement levels. While 63% of students agreed with the statement “Students are highly engaged in school,” only 45% of teachers and 51% of principals surveyed agreed with the same statement.
• Students rate their own engagement much higher than their peers. 70% of elementary students perceived themselves as engaged, but only 42% perceived their peers as engaged. 59% of middle school students perceived themselves engaged in learning, but only 36% perceived their peers as engaged. Finally, 61% of high school students perceived themselves as engaged, but only 39% described their peers as engaged.
• Proximity to learning changes impressions of AI. Two-thirds of students believe AI could help them learn faster, yet fewer than half of teachers report using AI themselves to complete tasks. Only 57% of teachers agreed with the statement “I frequently learn about positive ways students are using AI,” while 87% of principals and 98% of superintendents agree. Likewise, only 53% of teachers agreed with the statement “I am excited about the potential for AI to support teaching and learning,” while 83% of principals and 94% of superintendents agreed. 

A complete copy of Education Insights 2025–2026: Fueling Learning Through Engagement can be downloaded here.  

On Wednesday, October 8 at 2:00 PM ET, Discovery Education is hosting a special, town hall-style webinar during which education leaders from across the nation will share their thoughts and insights on this report and its findings. Find more details and register for this event here. 

For more information about Discovery Education’s award-winning digital resources and professional learning solutions, visit www.discoveryeducation.com, and stay connected with Discovery Education on social media through LinkedIn, Instagram, TikTok, and Facebook.       

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MONTPELIER, Vt. and ADDISON, Texas (August 27, 2025) – As the 2025-26 school year begins, thousands of K-12 teachers across the country are voicing a clear message: basic classroom supplies are still the most urgent need and teachers are often buying these supplies with their own money.

Since 2011, the National Life Group LifeChanger of the Year has recognized over 8,500 educators across 2,300+ school districts, awarding more than $800,000 in cash prizes and grants. This year, more than 2,100 educators applied to LifeChanger of the Year Back-To-School Supply Grant program between July 1 and August 15, 2025. The program will award 10 teachers with a $700 grant to help cover essential classroom expenses.

Every applicant reported spending personal funds on classroom supplies. On average, teachers spend $623 annually, with some reporting costs exceeding $1,000.

“At National Life, we recognize that teachers are the backbone of our communities. Too often, they shoulder the cost of basic supplies that should be readily available for every student,” said Matt Frazee, Executive Vice President and Chief Marketing Officer of National Life Group. “Through our LifeChanger of the Year recognition program and Back-To-School Supply Grant program, we are honored to stand alongside teachers, helping to ease that burden and ensuring students have the essentials that make a real difference in their day-to-day learning.”

What Teachers Need Most in 2025-26

An overwhelming 80% of applicants emphasized the need for everyday classroom materials that are critical for students but not always readily available. These include:

• Notebooks and graph paper
• Pencils, erasers, and highlighters
• Dry-erase markers and clipboards
• Folders and binders

“One of the most pressing needs in my classroom is having a consistent supply of basic classroom materials that are often taken for granted—yet essential for student learning and organization,” said a high school teacher from Dallas, Texas.

Teachers noted that access to these supplies helps reduce stress, prevent disruptions, and ensure equity for students whose families may not be able to afford them. Many also requested healthy snacks and personal hygiene items to support students’ well-being.

For more information, and to read personal stories from teachers about what they need most in the classroom, visit this page. 

Beyond Basics: STEM, SEL, and Inclusive Tools

While basic supplies topped the list, teachers also highlighted the need for specialized resources to enhance learning:

STEM and Hands-On Learning

Educators requested science kits, engineering tools, and makerspace materials to promote curiosity, problem-solving, and real-world application.

“With proper supplies, I can bring design thinking, coding, and invention to life,” said an elementary teacher from Augusta, Georgia.

Literacy and Social-Emotional Learning (SEL)

Teachers emphasized the importance of books and SEL tools that help students build confidence, regulate emotions, and connect learning to their lived experiences.

Many teachers noted the need for more sensory materials, adaptive tools, and specialized supports to help build inclusive classrooms where all students, including those with sensory and special needs, can thrive and engage. In addition, furniture and equipment such as standing desks, wobble stools, and cushions, were seen as important resources for enhancing student comfort, focus, autonomy, and engagement in learning.

Out-of-Pocket Spending Remains High

The majority (63%) of applicants reported spending between $523 to $723 of their own money on classroom supplies while 15% said they spend more than $1000 each school year. Only 5% of applicants said they spent less than $250 out of pocket annually. This information underscores the commitment that teachers make to supplying their classrooms despite the personal financial burden and the importance of programs like LifeChanger of the Year and online wish lists to provide much-needed support.

About LifeChanger of the Year

LifeChanger of the Year honors teachers and school employees who exemplify excellence, leadership, and a positive impact on students. The awards program, along with the LifeChanger grant program, is part of National Life Group’s broader philanthropic efforts, which include initiatives to end childhood hunger, support children’s mental health, and build community. Learn more here about National Life Group’s corporate philanthropy programs. 

Want to support teachers in your community? Visit LifeChanger of the Year to nominate an educator or learn how you can get involved.

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