Blog: The Educated Reporter
Nationally, politicians and others frequently tout Hartford, Connecticut, and its magnet schools as a model of school integration. But in reality, the city has a system of haves and have nots, as Vanessa de la Torre and Matthew Kauffman, reporters at The Hartford Courant, revealed in their 2017 series, “Hartford Schools: More Separate, Still Unequal.”
The rapid improvement over the past decade in Washington, D.C.’s district-run schools — as measured by rising test scores and graduation rates — has drawn national notice.
But officials with the District of Columbia Public Schools remain concerned that too many students still slip through the cracks, with 31 percent failing to graduate high school on time, based on the most recent DCPS data.
Many education journalists are savvy enough to use social media as a way to attract readers to their stories. But if that is all they are doing with social media, they are not harnessing its full potential.
“Especially in our beat, it can be a really valuable — if potentially risky and dangerous tool — both for connecting with hard-to-reach sources and for generating story angles and ideas,” said Sarah Carr, who runs The Teacher Project, a fellowship program at Columbia University’s Graduate School of Journalism.
Cory Turner discusses the NPR education team’s deep dive into school vouchers, with a focus on Indiana, home to the largest voucher program in the nation. Among NPR’s findings: less than 1 percent of participating students transferred out of public schools that had been labeled by the state as low performers, and many students using vouchers were already attending private schools. With school choice as a centerpiece to President Trump’s education policy agenda, what does the evidence show when it comes to academic outcomes for students using vouchers?
Plans to expand school choice from President Donald Trump may be generating a lot of attention — but they should be taken with a dose of political reality, and not obscure other key issues.
That was one of the main messages from a panel of K-12 advocates discussing the changing politics of education, part of the annual conference of the Education Writers Association in Washington, D.C., this week.
When U.S. Secretary of Education Betsy DeVos declined EWA’s invitation to speak at its 70th National Seminar, it prompted coverage from The Associated Press, The Washington Post, and the Los Angeles Times, among others, in part because of her already limited press availability in the nearly four months since she was appointed to the cabinet post.
Emma Brown of The Washington Post discusses President Trump’s budget proposal for education, with fresh analysis of the priorities and politics behind the line items. She also explains the prospects in the GOP-led Congress for the Trump plan. Overall, the president’s budget envisions deep cuts to the U.S. Department of Education budget, even as he wants to step up federal aid for school choice. Which education programs are up for major cuts or outright elimination and why? How do some of the largest programs, like Title I aid for disadvantaged students and Pell grants, fare?
The Los Angeles school board is about to undergo a political sea change, as two candidates backed by charter school advocates won victories in a bruising runoff election that shifts the panel’s balance of power.
The Los Angeles Times describes the outcome as “a watershed moment with huge implications” for education in the nation’s second-largest city.
To commemorate the 63rd anniversary of the U.S. Supreme Court ruling on school segregation, here’s another look at my 2014 Q&A. with Justin Reid, then associate director of the Moton Museum.
Scott Jaschik of Inside Higher Ed discusses a proposal by a coalition of elite private schools to abolish the traditional letter-grade high school transcript. Instead, the coalition touts a new approach that it argues would give colleges a more in-depth look at what applicants know and are able to do.
Lauren Camera of U.S. News & World Report discusses a little-noticed, and potentially troubling, trend: Dozens of cities nationwide have broken off from their counties to create new school districts, increasing student segregation by race, ethnicity, and family income. What are the implications of a recent U.S. district court ruling in Alabama that allowed such a move?