Named after the hundred-eyed watchman of Greek myth, Argus watches the education landscape: spotting new opportunities, pressure-testing the ventures we're building, and tracing every read back to the real-world signals behind it.
The evidence library: the raw signals the pipeline is watching across the education ecosystem. Every idea is built from these.
Last year, our company, Algae Research Supply was awarded a phase 1A Small Business Innovative Research Grant by the Department of Education. More than half of the world's photosynthesis is preformed by microalgae in the ocean, and in turn more than 90% of the strains of algae have remained undiscovered and uncharacterized. We are building a hands-on microbiology program where students isolate living algae from real samples and log their findings to a national science platform, all funded by the U.S. Department of Education. Phase I results: 117 kits shipped, nearly 300 students, real gains in science confidence, and our teachers even helped uncover algae strains with antimicrobial activity. Now we are recruiting teachers to prototype. Should we be awarded the grant, phase 2 will include several rounds over the next two years, and every selected teacher gets a free kit and full materials. If you are interested, please reply below for DM us for a link to the information site! submitted
Small moments that feel great (as a middle school teacher): When the shy kid who never talks smiles at a joke. When a kid interrupts me to ask what I word I used means (you’re listening??? you care enough to ask???) When a kid calls me mom and then turns beet red. What are some underrated moments that bring you joy? submitted by /u/Roboticheartbeat [link] [comments]
What happens when students are challenged to turn $1 into $100 in just one week? In 1 to 100, Alabama CEO students take on a challenge that pushes them far beyond the classroom. With only one dollar to start, they must think creatively, communicate confidently, solve real problems, and take action. What unfolds is more than a business competition. It is a story of transformation. Over the course of one week, these students build businesses, face rejection, adapt under pressure, and discover strengths they did not know they had. Many earned more in one week than most adults make in a month. But the real outcome goes deeper than money. Confidence grows. Mindsets shift. Students begin to see themselves differently. 1 to 100 captures the power of experiential learning and the impact a community can have when it invests in young people. submitted by /u/i_am_daniel_wilson [link] [comments]
As a veteran elementary teacher and recent redditor I’ve been told time and time again to steer kids away from memorization. I’ve been discouraged to use math flash cards and we don’t even have spelling tests in my district anymore. They give a spelling pattern test with like 5 words and 3 sentences. I get it. It’s more important to learn the patterns whether in math or ELA but rote memory is incredibly important for freeing up mental space for other tasks. Im sure there’s other benefits too. OR, AITA teacher thats just trying to rebel against the powers that be??? submitted by /u/veteranTeacher91 [link] [comments]
Parents and educators sometimes avoid having conversations about grief with children because they don’t know what to say. Here are some tips for how to approach it.
I've been thinking about this a lot lately and wanted to get some perspectives from teachers, students, and parents here. It feels like there's a real shift happening in how learners tackle challenging material, and I'm not sure it's entirely for the better. A few years ago, struggling through a hard problem was kind of the point. That friction was where the actual learning happened. Now it seems like the default response to difficulty is to immediately turn to an AI tool for the answer, or at least a strong hint. The effort threshold before seeking help has dropped dramatically. What worries me isn't that students use AI, but that they may be losing their tolerance for productive struggle. Working through confusion is a skill in itself, and it seems like it's getting bypassed more and more. Have educators here noticed changes in how students handle frustration or ambiguity compared to even two or three years ago? Are there strategies that have actually helped students stay engaged wit
Complex problem solving. Critical thinking and creativity. People management and collaboration. Do you agree? submitted by /u/SubjectBear657 [link] [comments]
I found out recently that my state doesn't require automatic retrieval of simple multiplication by end of 3rd grade. I'm genuinely curious how that works. I would imagine students who don't have multiplication table fully memorized would forget even more so during summer. If it takes several seconds of thinking to get 8 x 7, then how do you teach them, multiplication, long division, let alone..... fraction....?? submitted by /u/Common_Perception807 [link] [comments]
Just read an article about how there is a double standard around AI - with a lot of educational facilities (schools, colleges, and universities) rejecting it and forcing students to complete their work without using AI, so far as to face significant disciplinary action. On the flip side, corporate jobs recruiting basically have all their resources in developing AI solutions for their companies and proving upper management right now matter what, which is driving the dynamic that all hires need to have experience with AI at the least, and ideally being proficient in leveraging tools and understanding AI. Personally, I understand the college side of it because they want the kids to think and hone that side of their mind, not just plug questions in and get answers out. (I, myself, didn’t realize the real reason why we learn things all along the way until the very end of college - it’s not about the information 95-99% of the time. It’s about the students ability to understand it,using diffe
BackgroundMinimal intervention dentistry (MID) is promoted as a prevention-oriented approach to caries management, but its integration into routine practice remains uneven. Existing research often examines MID-related knowledge, attitudes, or practices separately, offering limited insight into how these dimensions co-occur within individuals or are conditionally associated. MethodsThis exploratory cross-sectional survey examined multidimensional MID uptake among 327 Romanian dental students, residents, and specialists from five university centers. Ten MID-related scores were analyzed, including nine formative composites and one single-item peer-norm indicator. K-means clustering examined uptake profiles, and Gaussian graphical model network analysis with stepwise BIC selection examined conditional associations among constructs. ResultsA two-cluster solution was highly reproducible but modestly separated (n = 144 vs n = 183; average silhouette width = 0.13; mean Jaccard similarities = 0
On June 18, 2026, the U.S. Department of Education published a 30-day comment period notice in the Federal Register requesting emergency processing from OMB with FR DOC# 2026-12318 (91 FR 36813, page 36813) seeking public comment for an information collection entitled, "Federal Direct Loan Program Regulations for Forbearance and Loan Rehabilitation." In the Dates section, the notice should be corrected from "[t]he Department requested emergency processing from OMB for this ICR on June 26, 2026." to "[t]he Department is requesting emergency processing and approval from OMB for this ICR no later than June 26, 2026.". The PRA Coordinator, Office of the Chief Data Officer, Office of Planning, Evaluation and Policy Development, hereby issues a correction notice as required by the Paperwork Reduction Act of 1995.
In accordance with the Paperwork Reduction Act (PRA) of 1995, the Department is proposing an extension without change of a currently approved information collection request (ICR).
In accordance with the Paperwork Reduction Act (PRA) of 1995, the Department is proposing a revision of a currently approved information collection request (ICR).
Hello! I am apart of the generation that never learned phonics, I was taught to memorize my words and eventually became well read and read 60+ books a year. I have zero problems understanding literature and analyzing text, and words that I cannot pronounce, I can understand the meaning behind them through context clues, etc. I KNOW HOW TO READ! (Kinda… lmao see later) My problem is PRONUNCIATION!!! I don’t read aloud a lot, and recently I just started reading a book to myself and realized, holy shit, I can’t pronounce these words and I also don’t know how to. I am missing the phonetic knowledge to properly sound words out. For example, here are some words I know how to say from memorizing but I would pronounce like this prior to hearing it correctly: hyperbole → “hyper-bowl” instead of “hy-PER-buh-lee” epitome → “epi-tome” instead of “eh-PIT-uh-mee” segue → “seg” instead of “SEG-way” facade → “fuh-kade” instead of “fuh-SAHD” I could not tell you why those words are pronounced that way.
Student: Can you reopen the test? I didn’t pass. Me: I can, but I’d like you to take a little time to review the content first. Student, with a dramatic sigh: But I don’t know it. I just used AI for everything. Me, more shocked than I should be at their complete lack of embarrassment: Okay, so, how do you expect to pass the test? Student: I’m just trying different answers each time. Me: That doesn’t seem to be working for you. Student: Well I don’t know what else to do. Me: Do you think you might learn the content better if you did the assignments on your own? Student: No. I don’t know any of this. Me: … Student: Like I know I should do it, but I don’t have time to learn everything in three weeks. Me: Just humor me, okay? Go back through your assignments, and redo these ones in particular, because even the online system flagged them as AI.* Take some good notes. Then I can reopen the test. Student: … Me: I care about the quality of your summer break and want to graduate you as soon as
submitted by /u/aloeexfoliation [link] [comments]
Over 60% of middle and high school students we surveyed from 2021-2024 said they wanted to be social media influencers, or picked their future careers online.
In coordination with the Bureau of Educational and Cultural Affairs at the U.S. Department of State (State), the U.S. Department of Education (ED) is soliciting applications in support of the administration of the Mutual Education and Cultural Exchange program.
The Secretary announces deadline dates for the receipt of documents and other information from applicants and institutions participating in certain Federal student aid programs authorized under Title IV of the Higher Education Act of 1965, as amended (HEA), for the 2026-2027 award year. These programs, administered by the Department of Education (Department), provide financial assistance to students attending eligible postsecondary educational institutions to help them pay their educational costs. The Federal student aid programs (Title IV, HEA programs) covered by this deadline date notice are the Pell Grant, Direct Loan, TEACH Grant, and Campus-Based (FSEOG and FWS) programs. Assistance Listing Numbers: 84.007 FSEOG Program; 84.033 FWS Program; 84.063 Pell Grant Program; 84.268 Direct Loan Program; and 84.379 TEACH Grant Program.
So I failed my entire chemistry class, I’m not missing any credits because I’ll get another science class next year, do I still have to go to the regents test for it? submitted by /u/Outrageous-Gift7819 [link] [comments]
Hello, I’m a 16M, and I am working on creating mental health initiatives at my school. As the junior class vice president and someone who has struggled with mental health, I want to help others. I’m thinking of collaborating with our mental health club to make videos about the signs and symptoms of depression or anxiety, along with some ways to support a friend. I also want to develop a buddy system for students who feel isolated. I plan to have students take leadership roles to assist those who feel left out. This could involve a Google form where students feeling lonely can ask for help, and then they would be matched with a buddy. I’d love to hear if anyone has additional ideas or advice on how I can implement this. submitted by /u/WPJHtx [link] [comments]
submitted by /u/normaldudeitsfine [link] [comments]
submitted by /u/grendelt [link] [comments]
I am 16 years old and my dream is to pursue a higher education, or be able to learn understand and know about difficult subjects, this dream of mine is motivated by the fact that, due to financial struggles, i have not been able to attend school or any sort of educational curriculum ever since primary school, which created a lot of insecurity surrounding my education or critical thinking abilities. i have always thought of myself as pretty dumb or average and ever since i couldn't go to school it made me feel even worst about what im intellectually capable of achieving. i want to be able to do hard things and i want to be able to pursue a higher education and challenge myself, but i believe or i feel that its not possible for me to get to that level with a different learning experience, i dont have any guidance, or a environment that helps point out and correct my personal mistakes, or a environment to discuss subjects with people who have more experience. ……… I plan to take a GED in r
Curiosity vs fear submitted by /u/SubjectBear657 [link] [comments]
Hey everyone! The copy machine is down. We called Susan, and she said it won't be fixed until next week. Anyway, since it's Friday... What were some challenges that you faced recently? Anything that irked you? Maybe a co-worker is getting on your nerve? Class caught on fire because little Billy shoved a crayon into your pencil sharpener? Share all the vents and stories below! submitted by /u/AutoModerator [link] [comments]
submitted by /u/Weird_Pair4899 [link] [comments]
Would love some recommendations submitted by /u/throwRA_problemssss [link] [comments]
I've recently been accepted into a Masters program to study Higher Education and Administration, and I'm wondering if the degree is worth it? I already have a masters in Secondary Education, and have been a secondary teacher for 4 years. I'm ready to transition into a college academic advising, student success, or career advising role. I'm willing to take an available position that might not be related to these just to get my foot in the door, and gain experience needed that will equip me for more desirable roles in the future. I'm just ready to move on from the high school environment, but sincerely passionate about supporting young adults in higher level education. I've read that you don't necessarily need a masters in a particular field to work in higher education, but have also come across hiring managers who say they don't even consider hiring applicants who do not have a MA in Higher Ed. I've been applying for lower level positions at my local colleges/universities but I'm hoping
Hi all, You may or may not have noticed by this point, but as of 1800 EDT, we have enabled GIF replies in the subreddit. If this goes sideways, blame u/tillszy who asked for this in a post . Have at it, you degenerates. submitted by /u/StPauliBoi [link] [comments]
Ive always had a lot of absences except for 2nd to 1st grade, the limit is 100 absences and in 3rd grade i ended up having 216, in 4th 251, in 5th 122 and in 6th grade 99.. in like 4th to fifth grade i had a surgery and was absent for a while though so i had that excused. I usually have 98-99 absences in a school year now, which id say is way better than how it was back then but could still be improved.. i have 6 classes every weekday except for friday thats when i have five classes.. how many absences should i be having? submitted by /u/xXTouhouPenisGod3Xx [link] [comments]
I've been thinking a lot about this lately and wanted some honest perspectives from teachers, students, and parents. AI tools like ChatGPT are everywhere in schools now. Some students use them as a genuine study aid, asking followup questions, checking their understanding, working through problems step by step. But a lot of students seem to be using them to skip the thinking entirely, paste in an assignment prompt and copy whatever comes out. The thing is, struggling with hard material is kind of the point. That productive frustration is where a lot of real learning happens. When AI removes that friction completely, are students actually building any skills, or just getting grades without the growth? I've also seen teachers mention they want to stop relying on AI detection tools because it shifts focus away from actual teaching. That resonates with me. So I'm curious what people here think. Have you seen AI genuinely improve how a student understands something? Or does it mostly functi
In accordance with the Paperwork Reduction Act of 1995, ED is requesting the Office of Management and Budget (OMB) to conduct an emergency review of a revision of a currently approved information collection request (ICR).
In accordance with the Paperwork Reduction Act of 1995, the Department is requesting the Office of Management and Budget (OMB) to conduct an emergency review of a revision of an approved information collection request (ICR).
On June 1, 2026, the U.S. Department of Education published a 30-day comment period notice in the Federal Register with FR DOC# 2026- 10917 (91 FR 32396, page 32396-32397) seeking public comment for an information collection entitled, "State Workforce Pell Program Certification." In the abstract section, the notice should be corrected from "[t]his would be an optional form" to "[t]his would be a mandatory form". The PRA Coordinator, Office of the Chief Data Officer, Office of Planning, Evaluation and Policy Development, hereby issues a correction notice as required by the Paperwork Reduction Act of 1995.
The Secretary waives the requirements in the Education Department General Administrative Regulations that generally prohibit project periods exceeding five years and project period extensions involving the obligation of additional Federal funds. The waivers and extensions enable 43 American Indian Vocational Rehabilitation Services (AIVRS) projects under Assistance Listing Number (ALN) 84.250N and one American Indian Vocational Rehabilitation Training and Technical Assistance Center (AIVRTTAC) under ALN 84.250Z to receive funding for an additional period, not beyond September 30, 2027.
While I feel I'm keeping pace with the rate of ongoing development in all things ed tech, I also feel as if it's a non-stop "everyone for themselves" type of scenario regarding all things ed tech. Maybe it's restricted to my own experience but I have not felt that, at any level, there is any scheme, system, or system of organization to help us in education to find a toolkit that works well and was carefully organized. Ed tech encompasses a large number of things that fall within this broad term, which we generally use to refer to anything slightly tech-related that is or can be used in education. It spans everything from LMS's to SIS's, covers content delivery and student proficiency, and assists with lesson planning, PBIS, DL/SPED, and MTSS. It seems as though we are in an era of education in which nearly everything has and continues to change drastically. Sorry, I didn't mean to go on a rant about my own frustration with spending such an exorbenant amount of time on so many things th
Some students might arrive at college with already formed cheating habits, and a mentality that justifies the practice.
Enslaved people were not just enslaved physically, but mentally as well. as widespread laws in the South barred enslaved people from receiving an education.
In accordance with the Paperwork Reduction Act (PRA) of 1995, the Department is proposing an extension without change of a currently approved information collection request (ICR).
In accordance with the Paperwork Reduction Act (PRA) of 1995, the Department is proposing an extension without change of a currently approved information collection request (ICR).
In accordance with the Paperwork Reduction Act (PRA) of 1995, the Department is proposing a revision of a currently approved information collection request (ICR).
AI schools try to tailor learning to match students’ abilities. But they can’t help young people learn who they are.
BackgroundChoosing a medical specialty is a critical career decision that affects both physicians future professional lives and the composition of the healthcare workforce. Specialty preferences are shaped by multiple personal, educational, and socioeconomic factors, yet evidence from senior medical students in southern Iran remains limited. This study aimed to assess willingness to pursue specialty training among medical interns at Hormozgan University of Medical Sciences, identify their preferred specialties, and examine factors associated with their decisions. MethodsThis descriptive-analytical cross-sectional study was conducted in 2023 among medical interns at Hormozgan University of Medical Sciences in Bandar Abbas, Iran. Using a convenience census approach, all eligible interns were invited to participate, and 83 students completed an online questionnaire. The instrument collected demographic, academic, and occupational data, as well as reasons for willingness or unwillingness t
Most previous studies have examined medical postgraduate research training from a single dimension, lacking a full-chain analysis that integrates capability demand, actual possession, obstacles, and output. Consequently, the measurement of capability gaps and the analysis of underlying training model deficiencies remain insufficient. To address this gap, we administered a self-designed multidimensional questionnaire to 86 clinical medicine postgraduates at a medical school, covering research cognition, interest, capability demand and possession, participation pathways, difficulties, and outputs. The aim was to systematically characterize the current situation, identify problems, and propose optimization strategies. Over 90% of participants expressed interest in research, yet only 1.16% self-rated as very knowledgeable. The largest demand-possess gap was for writing and publication (86.05% vs. 16.28%), followed by independent research capability (75.58% vs. 11.63%). A total of 59.30% ci
In accordance with the Paperwork Reduction Act (PRA) of 1995, the Department is proposing a reinstatement without change of a previously approved information collection request (ICR).
In accordance with the Paperwork Reduction Act (PRA) of 1995, the Department is proposing a reinstatement without change of a previously approved information collection request (ICR).
In accordance with the Paperwork Reduction Act (PRA) of 1995, the Department is proposing a reinstatement without change of a previously approved information collection request (ICR).
In accordance with the Paperwork Reduction Act (PRA) of 1995, the Department is proposing a reinstatement without change of a previously approved information collection request (ICR).
This notice provides information to members of the public on submitting written comments for an accrediting agency currently undergoing review for the purpose of recognition by the Secretary of Education.