<<On the Blackboard>>
Get Your Best Clips Ready
EWA is now accepting entries in 19 categories for the 2008 National Awards for Education Reporting. It will recognize for the first time those who do outstanding work in multi-media and will give awards to bloggers. In addition, the magazine category which recognizes outstanding magazine journalists who work in regional, national and local publications -- will accept entries from college alumni magazines. Go here for entry form and rules. Deadline for entries is January 12, 2009 and should be mailed to Chief Judge, National Awards for Education Reporting, EWA 2122 P Street, NW Suite 201, Washington, DC 20037.
Reporting in the Facebook Era
The ethical boundaries of interviewing minors have never been clear, and social networks have made the process even murkier. EWA will hold an audio conference “Interviewing in the Facebook Era” on Thursday, Dec. 4 at 1 p.m. EST. Participants in this open forum will discuss how to communicate with students off- and online -- and when and if they should. Contact Raven Hill, EWA seminars coordinator, to register for the conference.
Higher Ed: Tightening the Belt, Expanding the Reach
This two-day regional higher ed seminar will be held Feb. 27-28 at the San Francisco Chronicle. Topics include: higher education policy in tough economic times, the effects of declining state appropriations on access, the challenges for Asian students as the "model minority," and the success and failure of transfers from community colleges to 4-year institutions. Scholarships, as always, are available to reporters. This seminar is for reporters only and space is limited. Contact Raven Hill for more information.
Why College?
by EWA’s public editor Linda Pearlstein
In Round Two of my campaign to get you to write beyond college costs and admissions, I’m proposing that you think about some fundamental, if hard to answer, questions: Why are students going to college, and what are they getting from it?
There are real story ideas in here, I swear.
Certainly the mantra these days is College for All—the notion a degree is a prerequisite for the workforce of tomorrow (if not today). This philosophy is frequently passed along without question, but I encourage you to look at this critically, and not just in terms of the economic calculations of what a degree is worth. Should we be telling people who want to be bank tellers, nurse’s assistants, building inspectors, opticians—jobs that don’t require degrees—that they can’t be successful without an expensive college education? To what extent does college give you marketable skills, and to what extent does it merely open doors? (Not that opening doors is a small thing.) What do colleges do to engage students who are not academically inclined? Are those attempts at engagement watering down curriculum, lifting up the abilities of students, or both?
A bit has been written about the potential for a national accountability system for our nation’s colleges. That’s unlikely to happen in a big way anytime soon, but campuses are indeed thinking about ways to measure whether students are learning. For example, Niagara University in upstate New York recently told its philosophy professors, of whom my friend Steve Petersen is one, that they needed to assess more. But testing, in a standardized way, whether a college student is succeeding at philosophy is not as easy as testing whether a fifth grader knows how to calculate the area of a trapezoid.
“I'm sympathetic with the idea,” Steve told me. “You want to know where your huge fortune for college is going. But the skills we’re supposed to be teaching are awfully hard to assess.” The department created a logic test, because logic is the part of philosophy easiest to quantify—but that doesn’t cover nearly all of what the students should be, and are, learning.
“How do you assess ‘improved critical thinking’?” Steve asks. And that’s the paradox: Our nation’s schools are supposed to be emphasizing exactly the types of skills—“twenty-first century skills” of critical thinking, interpersonal relationships and so on—that are the most difficult to measure.
On the question of national accountability, while we are at it: Should we assess knowledge, or skills, or both? Is it important that the political science student at Drexel learn the same basket of knowledge as the political science student at UCLA, or graduate with the same skills? Speaking of graduating: Much is being discussed lately on the topic of high school graduation. What about college completion?Take a look at the good piece Mary Beth Marklein of USA Today wrote this week about how little homework college students do. (Mary Beth drew this article from the recent release of the National Survey of Student Engagement, always a treasure trove of story ideas, in my opinion.) I think there could be a great story written from following a group of students for a week. How much of their time is spent academically engaged, versus socially or otherwise engaged? What do they want from their university experience?
The Educated Reporter
“Not many people,” the historian Diane Ravitch writes, “unless they are professionals in education, know how children’s textbooks are written and what kinds of political pressures shape them.” That includes many reporters, too. I was certainly ignorant of the process, until I read Ravitch’s gripping book The Language Police: How Pressure Groups Restrict What Students Learn (Knopf, 2003).No doubt, the most interesting parts of the book deal with political correctness that expunges textbooks and standardized tests of, well, a lot more than you would think. Ravitch starts by sharing her own experience with “bias reviewers,” when she was involved in the creation of an eventually abandoned national test for the National Assessment Governing Board. A passage about a dolphin was rejected because not all students live near the sea; a passage about owls was rejected because Navajo Indians consider the bird a bad omen; a passage about a dotty old lady putting goofy items on her bicycle was rejected because it reflected poorly on old ladies; etc., etc., etc. Speaking of “lady,” the word is banned from McGraw Hill textbooks on the grounds that it is sexist. I consider myself a feminist, but I just don’t see why the publisher insists that baby girls’ items cannot be colored pink (have you entered a Babies “R” Us lately?) and pioneer women can be shown chopping wood but not churning butter. The book goes beyond you’re-kidding-me examples of P.C. to show how textbooks do an injustice to both literature and history. Ravitch shows, too, how the structure of textbook authorship, in which committee after committee has a hand in its creation, inevitably leads to a “bland and inoffensive tone.”
The Language Police is a compelling, engaging read. If only the same could be said for the reading materials in our schools.
Linda is available to help with your education coverage in any way you need. You can reach her at lperlstein@ewa.org or 410-539-2464.
Reports: Revamping Publication Education, Millenials Have High Self Esteem, Life Inside the White House
Revamping the Federal Role in Education
Education may not have gotten much attention during the historic 2008 presidential campaign, but ed think tanks and policy wonks want to make sure issues are at the forefront of President-elect Barack Obama’s administration.
Right after the election, the Wall Street Journal reported with the country facing an economic crisis the new administration is unlikely to overhaul education policies.
With that said, many educators question if President-elect Obama should allocate more money for easing overcrowded classrooms, concentrate on school safety or provide more school choice options for parents. CNN interviewed several education professors for a segment in November who said the Obama administration should concentrate on controlling college costs, make big investments in early childhood education and decide what’s next for the No Child Left Behind legislation. Mike Petrilli, of the Thomas Fordham Foundation says in the CNN interview the federal government needs to make a major investment in public schools if America is going to compete in a global economy. The new schools chief Alberto Carvalho of Miami-Dade County Schools even suggested that th government provide a bailout to public schools.
Policy leaders say all of the above is fair, but believe there are some other issues that must be settled.
The National Academy of Education will release a series of white papers in January to advise the new administration and Congress on current issues. The papers were written by a bipartisan group of academics on everything from standards and accountability to reading and literacy to math and science education.
Diane Ravitch, historian, says who Obama picks as his Secretary of Education is very important and takes on new meaning in light of reform efforts over the past eight years. Newsweek gives a slew of options of potential appointees for the president-elect to choose.
You can read EWA’s board member and education correspondent John Merrow’s Education Advice posing questions to the likes of Margaret Spellings and others about what Obama should do for education.
There are others who are making a case for education.
Andrew Rotherham, co-director of Education Sector made an impassioned commentary on National Public Radio. He also says in a new publication Revamping the Federal Role in Education Human Capital that Congress and the Obama administration should pursue a new way to allocate Title II funding. Erin Dillon, a policy analyst at Ed Sector and former New York Times reporter, says Congress and the new administration can improve the effectiveness of NCLB by expanding inter-district choice making school choice options available to more students.
Upcoming Reports
The annual release of Measuring Up 2008: The National Report Card on Higher Education from the National Center for Public Policy and Higher Education will come out December 3. The report measures the performance of the nation and all 50 states in five key areas: college preparation, college participation, college affordability, college completion, and benefits to the state. The report will include international comparisons for the U.S. and all 50 states on several indicators. Measuring Up will highlight 10-year trends in higher education performance in the states. Contact Patrick Murray at Pmurray@commworksllc.com or (202) 955-9450 ext. 321 if you would like to attend the press briefing at the National Press Club.
The National Center for Education Statistics (NCES) will release “Highlights from the TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth and Eighth Grade Students in an International Context” December 9. TIMSS compares the mathematics and science achievement of U.S. 4th and 8th grade students with that of other students in other countries. The NCES report also examines trends in U.S. student performance over time, scores of different racial/ethnic groups and the performance of students attending low and high-poverty schools. Journalists seeking embargoed copies of the report should contact Debra Silimeoor Connie Ward. You can also call 202-842-3600 for information.
Tough Choices or Tough Times
Three states will take part in a pilot program that takes a new approach to public education in hopes of keeping America competitive globally. Massachusetts, New Hampshire and Utah are the first states to partner with the New Commission on the Skills of the American Workforce which uses its 2006 report “Tough Choices or Tough Times” as a blueprint. The report called for the total redesign of school systems across the country and the three states will implement various recommendations. Utah leaders are still discussing what strategies will work best for the state. Massachusetts will focus on establishing a statewide Teacher Fellowship Program to recruit teachers from the top third of colleges graduating classes, provide universal pre-kindergarten and launch a statewide discussion on teacher pay and benefits. New Hampshire plans to focus on changing the way students in the state progress through the educational system by implementing a state Board Examination System. New Hampshire leaders hope the system will allow students who are academically prepared as 10th graders to enter college.
Education’s Biggest Celebrity
D.C. schools chancellor Michelle Rhee graces the cover of Time Magazine this week. Rhee has been making headlines in her efforts to reform the troubled school system of the nation’s capital by pushing a plan to reward strong teachers and doing away with tenure. Last month, Rhee was profiled in Atlantic Monthly Magazine. Rhee spoke at EWA’s annual meeting in Chicago.
Self Esteem and the Me Generation
Don’t miss this new study that examines the self-esteem of the millennial generation. Professors Jean M. Twenge, of San Diego State University, and W. Keith Campbell of the University of Georgia, find today’s high school-and college-age students have more confidence than their peers a generation ago. The professors studied changes in young adults’ attitudes from 1975 to 2006. They found the millennial generation achieves higher grades than their peers a generation ago and they are more assertive in pursuing personal goals. Despite high feelings of self-worth, the professors find that today’s young adults feel less competent. You can find the complete findings of the study in this month’s Psychological Science.
Teens Cautious About Entrepreneurship
If you think teens are interested in starting a business today, think again. A new poll released by Junior Achievement finds 60 percent of teens say they are less interested in entrepreneurship. In 2007, that number stood at 67 percent. Junior Achievement says the sagging economy can be blamed for teens’ waning interest in entrepreneurship. The poll finds that teens have a variety of concerns about the economy including the high number of Americans who are facing unemployment, a national recession and a ballooning federal budget deficit.
Life Inside 1600 Pennsylvania Avenue
Students can get a glimpse of what it is like to live inside the White House thanks to a new documentary. C-Span is producing a special for teachers and students airing the week of December 14 examining how life has evolved in the nation’s most famous residence. White House staff and presidential historians are featured in the documentary. First Lady Laura Bush assisted with this project. Classroom materials are available for teachers who are interested in teaching lessons.
Jobs: Staff Editor and Reporter, Journalism Prize and More
The Hechinger Institute on Education and the Media is seeking a staff editor. Applicants should have experience reporting on education issues and worked as an editor for at least two years. You can go here for more information.
The Arkansas Democrat-Gazette is seeking an education reporter. The reporter will join a two-person team in the Little Rock newsroom to cover three local school districts, pre-k issues and higher ed. If interested, send a letter, resume and work samples to Danny Shameer, State Editor, Arkansas Democrat-Gazette, PO Box 2221, Little Rock, AR 72203. Or email materials tomailto:%20dshameer@arkansasonline.com.
IRE is offering two minority fellowships available to attend its six-day bootcamp.
From the Beat
More Than Just 'Quirky'
by Jeneen Interlandi
Newsweek Magazine
Liane Willey watched from behind a two-way mirror as doctors at the University of Kansas performed a series of psychological tests on her 5-year-old daughter. Doctors had continually assured the young mother that her daughter was normal, if a bit quirky. But with each passing year, 'quirky' had become less apt a description. Because they may have different symptoms than boys do, some girls with Asperger's syndrome don't get diagnosed.
Once-mighty SAT losing its clout
by Peter Schworm
The Boston Globe
Finora Franck didn't study for her first go-round with the SAT, and it showed. Now the senior at Boston Latin School is keeping her flashcards close at hand, hoping the algebra and geometry formulas will stick this time. Increasingly, colleges are coming over to Franck's point of view. The SAT (formerly known as the Scholastic Aptitude Test and Scholastic Assessment Test), that longtime teenage bugaboo and pillar of the college admissions process, is under heavy assault on several fronts.
Graduating ASAP, if Not on State Timeline
by Theresa Vargas
Washington Post
An hour and a half after his night shift ended at the grocery store, Jefferson Lara is sitting in art class, sketching warriors. Lara's education has never been neatly laid out in class schedules that flow into extracurricular activities. It mattered little to him that he wouldn't graduate with his peers in June -- he still would get his diploma. As the nation moves toward adopting a common graduation rate formula based on the number of students who obtain a diploma in four years, there are students such as Lara who will appear to have been failed by their school systems. They will not be counted as graduating on time. But what should be taken into account, educators say, is that many are succeeding -- just not on the traditional timeline.
Should schools tackle poverty?
by Alexander Russo
Scholastic.com
Don’t be surprised if you hear a lot more from teachers and board members about “out of school” social issues and programs this year. Chatter about more daring and wider-ranging approaches to school improvement is all the rage right now, as part of a longer-term pushback against accountability-based reform like NCLB.
Special report: The dangers of adolescents playing football with concussions
by Tom Wyrwich
The Seattle Times
Ben Zipp's memories return in flashes. He lives with headaches that never go away and a fog in his mind that makes studying nearly impossible. And he lives with questions of what he could have done to avoid it. Concussions in high-school football, like Zipp's, are nothing unusual. Studies estimate that as many as 47 percent of high-school football players have suffered a concussion, and 35 percent have suffered at least two.
Please send your best stories and member news to Mesha Williams at
publications@ewa.org.
**About us**
The Education Writers Association is the national professional organization of education reporters dedicated to improving education reporting to the public. Contact us by email at ewa@ewa.org, by phone at (202) 452-9830, by fax at (202) 452-9837 or by mail at 2122 P Street NW, Suite 201, Washington, DC, 20037.Our officers include: Richard Whitmire of USA Today, president; Kent Fischer, education reporter at the Dallas Morning News, vice president/actives; Marie Groark, senior policy officer and spokeswoman for the Bill & Melinda Gates Foundation, vice president/associates; Kathy Baron, morning host/education reporter at northern California's KQED-FM (on leave), secretary; Linda Lenz, publisher of Catalyst, immediate past president. Our board members include Dale Mezzacappa, former reporter for the Philadelphia Inquirer and now a Philadelphia-based freelance writer, Tanya Schevitz, higher education reporter for the San Francisco Chronicle; John Merrow of Learning Matters Inc.; Rodney Ferguson, executive vice president of Lipman Hearne Inc. Find contact information at our Web site, http://www.ewa.org.
