<<On the Blackboard>>
GIVE A LITTLE BIT...
EWA has just seven weeks left to meet its match under the Challenge Fund for Journalism. If we raise a total of $112,500 in new dollar gifts from individuals, the Knight, McCormick Tribune, Ford and Ethics and Excellence in Journalism Foundation will match contributions and make a $75,000 grant as a commitment to EWA’s future. Board members and friends have been working hard to raise more than $90,000 to date. But we need your help to make the full match. We will use these funds for reporter scholarships to attend EWA trainings, for the new EWA Public Editor and to pilot podcasting, webinar and online training, so it will benefit you. Time is short so won't you give to EWA today? Click here to learn more about EWA’s Challenge Fund.
THE PUBLIC EDITOR SAYS...
But Would It Work? by Linda Perlstein
To me, the strongest education reporting—the strongest reporting on social issues in general—illuminates the relationship between public policy and real life. Particularly in education, that relationship is often a disconnect, and one worth explaining. (Which is why I made that disconnect a primary theme of my last book.)
After reading Michele McNeil’s solid piece in Education Week on May 14 about Mississippi’s surprising new accountability plan for superintendents, I saw a prime opportunity for journalists to explain how human realities could stand in the way of a policy that might sound good on paper. In “Mississippi to Superintendents: Fix Districts or Lose Jobs,” McNeil explained legislation that the state’s governor signed in May. Under the law, superintendents will be fired if their district, or at least half of their district’s schools, are labeled “underperforming” under the state’s accountability system two years in a row.
The law faces a voting-rights test, McNeil wrote, because two-fifths of the state’s superintendents are elected instead of appointed. Her story focuses heavily on the issues of elected versus appointed superintendents, as well as the logistical considerations of the law. Which leaves lots of room for further exploration of what I see as the key issue: whether such a policy would hurt or help schools and children.
The definition of “underperforming,” in this case, has not been defined. But certainly it will be based primarily on test scores. I wonder if people really understand what it takes to increase scores as dramatically as they probably need to in these districts, and the implausibility of doing so that fast through solid academic reform. Michelle Rhee, the Washington, D.C., chancellor, recently warned as such. “It's not possible to take a chronically failing school and in a few months or a year turn it around,” she said in April. Now try several schools.
Say a superintendent arrived in July just as the most recent batch of scores came out. With a two-year clock ticking, he or she would have to institute personnel and curricular changes immediately, without much study of what’s appropriate, what’s feasible and what works—for that specific district, for those specific schools. Many experts will tell you that the worst reforms are concocted in haste.
Rather than waiting for a policy to take effect and then measuring its worth, as we too often do in journalism, Mississippi and national education journalists, as well as anyone interested in school reform, should ask these questions:
What do superintendents and administrators say about how long it takes to assess what’s not working in a district?
How long does it take to identify problem employees and terminate them, given contractual restrictions?
What kind of steps go into changing curricula? In schools and classrooms, what happens when new curricula and instructional policies are introduced?
How long do experts say it takes for the effects of systemic reform to show up in student test scores, if they do at all?
Yes, there are examples of schools and districts that have dramatically improved their pass rates on state tests, but are there many—or any—that have done so in two years?
It would be great to see these questions addressed in the media before such laws are signed; as much as possible, we should aspire to help readers anticipate the effects of policy change before the policy is a done deal. There are many areas in which to do that these days, especially in regards to the many elements of No Child Left Behind reauthorization.
But even once a law is inked, there’s a lot of legwork that can be done to sort out the relationship between policy and ground-level reality. In the case of the Mississippi law—and possible copycat legislation elsewhere in the country—journalists shouldn’t wait a minute to address its implementation. The clock is ticking, not just for Mississippi’s superintendents, but for us.
Linda Perlstein had baby Milo Henry Miller at 5a.m. on June 11- he was 7lbs., 13 oz. and 21 inches long. She is on maternity leave until September. . To be put in touch with an interim public editor over the summer, contact Mesha Williams at 202-452-9830 or publications@ewa.org or contact them directly.
New Reports: Science, NCLB, Diversity and More
NO NEED FOR CONCERN?
Time and again we’ve all heard the fears about the U.S. losing its global edge in math and science. The latest report released by the RAND Corporation takes a different view finding much of the concerns are unfounded and the U.S. remains number one in the world in science and technology, particularly in investments in R&D and in innovation. The report says foreign students in the U.S., scientists and engineers from other countries are helping the country maintain its edge, while other nations increase spending on research and development. However, a recent change in federal policies on immigrant visas has the potential to reduce the inflow of foreign science and engineering workers, and could cause the U.S. to outsource more research and development to foreign countries. When it comes to increasing interest in native born K-12 students in math and science subjects, the report suggests upgrading the U.S. education system, higher salaries forprofessionalsand changing the funding equation of how much money supports specific research disciplines like physical science.
MORE ON SCIENCE AND MATH
If you are interested in how science and digital learning intersects, then you may want to read the North American Council for Online Learning report. Researchers say there is growing support for online labs that provides students and teachers more time to engage in conceptual learning.
Achieve, Inc. and the Charles A. Dana Center at the University of Texas at Austin have launched a new math web tool to help states and school districts set coursework that is aligned with requirements needed for students to enter college and the workforce. The goal of the web tool is to help math educators streamline courses and connect teaching grade to grade.
DIPLOMA WATCH
With graduation season fresh on the minds of school leaders, Education Week provides a sobering look at the number of students who actually make it to the big ceremony with the release of “Diplomas Count 2008: School to College.” The team at Editorial Projects in Education finds that 1.23 million students or about 30 percent of the class of 2008 will not graduate. In states like Iowa, New Jersey, Pennsylvania, Vermont and Wisconsin, the report finds eight in ten students graduate on time. Six in ten students in D.C., Georgia, Louisiana, Nevada, New Mexico and South Carolina graduate on time. EdWeek analyzed strategies that states use to move students beyond the hump. One of the more popular is the creation of P-16 councils (there are 40 nationwide) that bring together administrators from pre-schools, secondary schools and colleges and representatives from the state, business and civic level. The report examines whether the priorities set forth by the councils make it easier for young people to enter the workforce. Other highlights in this year’s Diplomas Count is a section on graduation rates by U.S. congressional districts and an analysis on how states are getting students ready for college and the labor market.
NCLB 2.0
The chance of Congress updating No Child Left Behind before President Bush leaves office is slim to none. However, the law isn’t fading from the headlines. The Center on Education Policy released a report on how NCLB has changed education in rural school districts. CEP examines student achievement, teacher quality and other issues challenging rural school districts from meeting federal provisions. Rural school districts say the policies and programs they set forth are the reasons for improved student achievement, not mandates from NCLB. However, leaders in those school districts say Reading First programs are an exception. (Ironically, the U.S. Department of Education says Reading First has not significantly improved elementary school students’ ability to understand what they read although there may have been gains in phonemic awareness. See Public Editor Linda Perlstein’s comments). CEP says a lower percentage of rural districts, compared to non-rural districts, report NCLB’s focus on highly qualified teacher requirements had significantly changed their recruitment and retention strategies.
The report isn't the only thing keeping NCLB in the spotlight. A group of education leaders encouraging a ‘broader, bolder approach to education’ has taken NCLB to task for assuming bad schools are the reason for student failure. The need to invest in social services in poor communities is essential to reduce the achievement gap between white and minority students, the group says. The task force, headed by Duke’s Helen Ladd, New York University’s Pedro Noguera and former Boston and San Diego superintendent Tom Payzant and organized by the Economic Policy Institute, has supported its message by running advertisements in the New York Times and Washington Post. Read the Times profile of U.S. Education Secretary Margaret Spellings in her quest to preserve the law. See CEP’s Jack Jennings commentary in the Washington Post on why he believes mandated tutoring isn’t helping students in Virginia and Maryland. Time Magazine reports on a former Bush aide’s regret on the rigidity of NCLB.
WHY BOYS FAIL
EWA’s board president Richard Whitmire has a new research/blog called Why Boys Fail.com. You’ll find key reports, studies, articles and posts on the site underscoring the differences in gender achievement.
CLASS of 2008
Student loan stories aren’t the easiest to write. But the folks at New America Foundation have some information that could help recent college grads save money. The group says that starting July 1, members of the Class of 2008 who have taken out ‘variable interest rate federal student loans’ can refinance them at a lower (fixed) interest rate. However, New America Foundation says grads may have a tough time hearing about newer rates because most private lenders have little incentive to publicize information.
MOVING BEYOND STEREOTYPES
Education advocates have teamed up to challenge assumptions about the academic success of Asian students. The College Board, in conjunction with the National Commission on Asian Americans and Pacific Island Research in Education and New York University, have released 'Asian American Pacific Islanders: Fact, Not Fiction, Setting the Record Straight.’ There are almost 17 million Asian American and Pacific Islanders living in the U.S. today with 48 ethnic groups. Many of the groups have different languages and dialects. Despite the diversity, the report finds Asian Americans and Pacific Island students are lumped together and portrayed as the "model minority student"( high achievers who concentrate on math, science and engineering subjects). The goal of the report is to illustrate the range of diversity in student population and to initiate better policies to help students who are struggling academically. The report says one common misconception is Asian American and Pacific Island students are “overrunning” highly selective four-year institutions. The report says Asian American and Pacific Island students are enrolling in community colleges at a faster rate today than at four-year colleges (especially in the South and Midwest). The report concludes unless educators don’t help to dispel myths they run the risk of not being able to engage students.
Read the Los Angeles Times story about moving beyond student stereotypes. You can also read this San Jose Mercury series about the achievement gap among ethnic groups coming out of EWA’s bootcamp.
KIDS COUNT
The Annie E. Casey Foundation released its annual Kids Count Data Book an analysis of children’s well-being in the U.S. The report finds issues concerning child and teen death rates, teen birth rates, high school drop out rates, teens not in school and not working have all improved over the past decade. But the news is not all cheerful. The report says more children are living in families today where parents have no full-time job, live in poverty, live in single parent homes, and have low-birth rates. Check out Casey’s interactive website filled with analysis of state profiles, data and indicator briefs.
EWA NOTES
EWA’s contest recognizes powerful education journalism and other organizations are taking note of the 2007 winners in our National Awards for Education Reporting contest. Casey’s Journalism Center on Children and Families announced winners for its 14th annual contest. The Sarasota Tribune’s Chris Davis, Matthew Doig and Tiffany Lankes won for their series “Broken Trust” examining abusive teachers in the classroom. Scott Reeder of the Small Newspaper Group received an honorable mention for his series “Hidden Violations.” The folks at American Public Media and North Carolina Public Radio also earned an honorable mention for “Put to the Test” exploring the reach of No Child Left Behind on students. Luke Turf of Westword got a nod for “Faith, Hope…and Charity.” The Washington Post took top honors in multi-media for its much-talked about series “Fixing D.C.’s Schools.” Click here to see other 2008 Casey winners.
BOOTCAMP STORIES
Some great stories are coming out of EWA’s Research and Statistics bootcamp. Betsy Hammond and Lisa Grace Lednicer of the Oregonian published their “Small-School Experiment” project. The duo finds despite being flush with cash Oregon’s high school academies have not delivered on their promise to reform public education. Supporters heralded the academies as the savior for students at risk of dropping out of school and believed more personalized attention would make a difference in more students applying to college. Mandy Zatynski of the California Desert Sun published her school suspension story and finds classroom disruption is the leading cause for student dismissal in her district. One in 10 public public school students in Coachella Valley are suspended each year. Zatynski finds middle school suspensions are higher than elementary and high school suspensions. In addition, a principals attitude or philosophy towards school suspensions affect rates.
COMMUNICATIONS POSITIONS, NCLB FORUM AND MORE
Widmeyer Communications is looking to add several new employees to its team. The group has posted positions for a vice-president of public affairs, senior writer and account manager. If interested, send application materials to jobs@widmeyer.com.
Three positions are open at the Annenberg Institute for School Reform at Brown University. The organization is searching for a Director of Strategic Communications and Technology, Director for Finance and Administration, and Director, Research and Development.
The Regional Educational Laboratory Northeast and Islands has an opening for an Editorial and Production Manager. REL-NEI is a center a part of the Education Development Center, Inc., a non-profit research and development firms. he individual will be responsible for a variety of writing projects including developing and disseminating press releases, discussion papers, brochures, multi-media and much more. Prospective candidates should have experience in project management, excellent writing skills, be familiar with research-based materials and work individually and in groups. If interested, apply here.
How are high achievers performing in the NCLB era? To learn more attend the June 25th forum at the Thomas B. Fordham Institute. Contact Christina Hentges to reserve your spot today at RSVP@edexcellence.net.
The Center on Education Policy will release “Has Student Achievement Increased since 2002?: State Test Score Trends Through 2006-07” on Tuesday, June 24. CEP will discuss the report at the National Press Club.
FROM THE BEAT
A one-man Ivy League
by Yoav Gonen
New York Post
Not many teenagers get the chance to say "no" to Princeton, Yale, Columbia, Dartmouth, Cornell, Penn, Georgetown, Stanford or NYU. But New Utrecht High School valedictorian Lukasz Zbylut refused offers from all of them this year - he's going to Harvard.
'Two Million Minutes' suggests it's time to improve U.S. education
by Mitchell Landsberg
Los Angeles Times
It was over dinner in Bangalore that Bob Compton began to suspect something was deeply amiss in the way America educates its young. Compton, a successful venture capitalist, was meeting with some of the Indian software engineers he employed. He soon found himself engaged in "the most interesting conversations I've ever had." Clips from"Two Million Minutes" were shown during a session about global competition at EWA’s 2008 National Seminar.
A Year in the Lives of New Immigrants
by Macarena Hernández and Gary Jacobson
Dallas Morning News
A big challenge facing North Texas' public schools is immigration — particularly teens from rural Mexico. Most speak scant English, some had interrupted schooling back home and some want to work. Often, they are here illegally. Still, the courts say schools must educate them. Since the Dallas-Fort Worth has become one of America's new arrival capitals, the entire region shares an interest in their success. The News followed about 60 new immigrants and their teachers at Dallas Independent School District's Adamson High last school year, and met with many families, to learn about their challenges at school and home.
Chicago District Focusing On Pathways to College
by Christina A. Samuels
Education Week (subscription required)
Many high school seniors have great plans to attend college after they graduate. All too often, those plans outstrip reality. Some find out that they do not have the academic foundation to be candidates for college. Others are held back by complicated financial-aid applications, difficulties writing an entrance essay, or an over-reliance on one college choice that may ultimately fall through.
Controversy highlights pitfalls to teaching faith
by Jennifer Radcliffe
Houston Chronicle
One of the most sensitive areas in public education, the blurry line between what's allowed and what's not when it comes to religion in schools, can be tricky territory for administrators. Terrified of a misstep, some school districts end up banning Christmas decorations or discouraging students from even mentioning God on campus. In Texas, it cost one principal her job when she allowed the Council on American Islamic Relations to make a half-hour presentation to students in response to an incident.
Peer Review System for Teachers Spreads
by Claudio Sanchez
National Public Radio
The teachers' union in Toledo, Ohio, has spearheaded a controversial policy to purge the school district of incompetent teachers. It's called "peer review" and no school system in the country has been doing it longer than Toledo.
When child is lost to violence, teachers must deal with students' grief and their own
by Carlos Sadovi
Chicago Tribune
Every morning when she opens her attendance book at Holmes Elementary School, Kiesha Shaw-Nobles gazes down at a picture of a handsome 10-year-old wearing a white T-shirt, his jaw set, the corner of his mouth slightly raised in a muted expression of self confidence.
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.
