EDUCATION REPORTER
Your official newsletter of the Education Writers Association
<<On the Blackboard>>
Waiting For Your Response
In our last newsletter, we told you Betsy Hammond, of the Oregonian, drafted a letter on behalf of EWA to address the proposed changes the U.S. Department of Education wants to make to the Family Educational Rights and Privacy Act (known as FERPA). One of the changes would give college officials more flexibility sharing information about a student’s mental health with each other. But Hammond found some of the new rules would make it harder for reporters to have access to student data and records. We’ve asked reporters to share their experience of being denied requests by school districts using FERPA as a reason because of a letter from the National School Boards Association not only supporting the changes, but calling for strengthening them. Share your best anecdotes on our listserv and we will use them for the next newsletter. Can’t wait to hear what you have to say!
We Want Your Resume...
EWA’s Marc Dadigan is going to graduate school and we are seeking a seminars coordinator to oversee the development of regional training for reporters, including the development of seminars, audio conferences, webinars and other training and support materials for education reporters and writers. If interested, please send a letter of interest, 3 clips, resume and salary needs to Tracee Eason, Administrative Coordinator at Education Writers Association, 2122 P Street N.W. #201, Washington, D.C. 20037. Or fax materials to 202 452 9837.
THE PUBLIC EDITOR SAYS...
Clarity First by Linda Perlstein
“Students enrolled in a $6 billion federal reading program that is at the heart of the No Child Left Behind law are not reading any better than those who don't participate, according to a U.S. government report.”
“A $1 billion-a-year reading program that has been a pillar of the Bush administration's education plan doesn't have much impact on the reading skills of the young students it's supposed to help, a long-awaited federal study shows.”
Well, not exactly.
When a Department of Education study of Reading First was released this month, several stories led by asserting that children’s reading skills did not improve under the program. The ledes above, from two of the nation’s biggest papers, were representative.
But not accurate. The study assessed only the reading comprehension skills of Reading First students (compared to children at schools, in the same districts, that did not receive Reading First money). Reading First funds are aimed at improving the five components of reading instruction laid out by the National Reading Panel: phonics, phonemic awareness, fluency, vocabulary and comprehension. While the study talks about instructional time devoted to various skills increasing, the only one it attempted to measure was comprehension.
Granted, comprehension is the end goal of reading instruction. It is, however, not all that’s being taught in first through third grades, the targeted demographic of this study. In fact, as shown by Dibels tests, many states have shown improvement in their students’ phonemic awareness (phonics and phonemic awareness perhaps being easier to teach than comprehension).
Some, but not all, articles that failed to be clear up high about the report’s sole emphasis on comprehension did so later in the story. Some did not. Either way, the damage was done. When headline writers, opinion writers and joke writers took these stories—especially the ledes—and ran with them, the misleading assertions were multiplied.
“No Child Left Behind reading program is failing,” one headline said. “Study: Bush administration's reading program hasn't helped,” said another. Even Jay Leno took a jab in one of his monologues. “Well, a federal study released today shows that President Bush’s $1 billion a year Reading First program has done nothing to increase the reading skills of young students,” he said. “However, his Oil Company First program—going like gangbusters.”
I’m hardly a Bush administration apologist, and I think Reading First and the curricula it supports have plenty of problems. I don’t mean to understate the significance of the report’s findings, or the importance of reading comprehension. In fact, I have all sorts of theories and story ideas about why and how reading comprehension is lacking in schools—call or e-mail me if you want to hear them.
But that’s not the point here. It would have been easy to be precise about what this report said. Take the two ledes up top. They could have been improved by simple changes: “Students enrolled in a $6 billion federal reading program that is at the heart of the No Child Left Behind law are not understanding what they read any better than those who don't participate...” “A $1 billion-a-year reading program that has been a pillar of the Bush administration's education plan doesn't have much impact on the reading comprehension skills of the young students it's supposed to help...”
A reference to the dry concept of “reading comprehension,” one reporter told me, would have sent readers right to the sports page. But I’ll take boringly precise over misleadingly sweeping any day.
Contact EWA public editor Linda Perlstein for help at lperlstein@ewa.org or 410-539-2464.
New Reports on Charters, Virtual Schools and Pre-K Investment
MUCH ADO ABOUT CHARTERS: Two new reports from the RAND Corporation and from Georgetown University explore charter school’s effect on public education in two of the country’s largest urban school districts: Chicago and D.C. The RAND Corporation has released “Achievement in Chicago Charter Schools”. The report says Chicago charter schools enroll almost 20,000 students today and finds students in grades 1-12 who transfer to them have achievement levels similar to those enrolled in Chicago Public Schools. The report goes on to say charter schools have a racial and ethnic composition that is identical to the public school system and does not increase racial stratification. The report also finds charter high schools have more students to graduate and enter college. The RAND report is a part of a larger multi-state study of charter schools that will be released in the fall.
Georgetown’s Public Policy Initiative puts schools in the nation’s capital in the spotlight with its release of “The Muzzled Dog That Didn’t Bark: Charters and Behavorial Response to D.C. Public Schools.” The report says despite increasing competition from charter schools (more than 19,000 students are enrolled in the city), D.C. public schools “have not responded as expected.” The authors of the report suggest turnover in school leadership and political friction are two reasons more strategic plans aren’t in place. One noteworthy finding by researchers is the ‘disconnect’ between the ‘elites’ and the perspectives held by principals and teachers on what ails DCPS. Researchers conducted interviews with both sides--- “the elites” which consisted of members (past and present) of D.C.’s Board of Education, City Council, consultants and former superintendents who rarely mentioned charter schools as a factor for dwindling enrollment, while school principals and teachers believed student enrollment trends are being affected by charter schools. Since research on the report concluded, its authors acknowledge that actions (including school closings, staff and funding changes) by Mayor Adrian Fenty and new Chancellor Michelle Rhee suggest the “competitive mechanisms of school choice may be enforced more strictly in the future.”
PRE-SCHOOL, BIG SAVINGS: Sending your little one to pre-school pays off in the long run. The RAND Corporation has released a report that examines early childhood education by applying two economic principles: human capital theory and monetary pay offs. Research suggests that public investment in early childhood programs may lower public costs for social services for children as they become adults. The research could transfigure child and human services away from its current system that treats problems after the fact, in favor of a preventative system. Researchers hope the two principles will guide policies for early childhood education. Based on the research using the two principles, business and economic leaders have encouraged more spending on early childhood programs. State governments could benefit in the long-term by not having to shell out so much money. However, RAND researchers say not every early childhood program may boost good returns.
THE CLASSROOM OF THE FUTURE: The biggest trend in education points to more students taking classes online. A new analysis in Education Next says by 2019 about 50 percent of all high school courses will be delivered online. About one million students took an online course in 2007. Data collected suggests parents are supportive of the idea. Sixty-nine percent of parents surveyed say they are willing to allow their children to take a class online for credit. The authors of the report say online courses could help fill in the gaps in public education today. They say courses could help students who do not want to continue their education in a more traditional setting, and students who fail a class repeatedly, and have no remedial option available. The 33 percent of American schools who do not offer Advanced Placement courses and schools who offer a limited number of A.P. courses would benefit as well. The authors of the report say online courses should be implemented in a manner that does not compete with the existing system, but rather serve students who can’t receive courses they desire. Complete findings from the analysis will be released in the fall. In the meantime, check out this Christian Science Monitor story about virtual schools.
PHYSICAL ACTIVITY AND STUDENTS: It’s been widely reported that the childhood obesity rates are off the charts in the U.S. But this is national physical fitness and sports month and reporters may want to explore stories on how school districts are grappling with this problem. Last month, the Tucker Center for Research on Girls and Women in Sports at the University of Minnesota, released its report finding school aged girls are participating in sports in record numbers, but their participation in physical activity outside of organized sports is declining, especially as they move from childhood into adolescence. Girls and sports was a recent feature in this New York Times Magazine article. If you are interested in writing a story about students and weight see this multi-media feature in the Bakersfield Californian. Emily Hagedorn spoke at EWA’s annual meeting in Chicago and her presentations are on our website.
DEAFENING SILENCE: Education seems to be the ‘white elephant’ in this year’s presidential election. U.S. News and World Report writer Dana Hawkins Simons tackles the subject for the magazine. A weakening economy, high gas prices and political theater have all taken precedent over education policies. But some education analysts say it may not be a bad thing that education isn’t being talked about much in light of recent reforms (hint NCLB). If you’re a political junkie and want to know where the candidates stand on issues and who is advising them check out the magazine’s story. And continue to follow what presidential candidates say about education on EWA’s election blog.
AMERICA’S TOP SCHOOLS: Some principals maybe shouting for joy based on their schools’ ranking in Newsweek Magazine’s annual guide of top high schools. Washington Post columnist and EWA member Jay Mathews developed the ranking system based on the number of students taking college-level classes and dividing that by the number of graduating seniors. BASIS Charter School located in Tucson, Ariz. takes the top honor in this year’s rankings.
Covering School Fights
In recent weeks, school brawls, melees and other acts of violence have grabbed headlines. (You can read of incidents and reports on school violence in Baltimore, Los Angeles and Philadelphia). Time and again, reporters are always in the need of sources when news breaks. Here are some resources to help you if you find yourself reporting on stories like these.
National School Safety and Security
National School Safety Center
Centers for Disease and Control Prevention
Teaching Tolerance, operated by the Southern Poverty Law Center
School Safety, operated by the National Education Association
Office of Postsecondary Education, database on college campus crime
Association for Conflict Resolution
Virginia School Youth Violence Project
Pace Center’s Kids Against Bullying
Also, remember these tips other reporters have given on past EWA listserv about trying to find students to interview on deadline.
* Get as many cell phone numbers when you are working on feature stories.
* Collect numbers if you are invited to a class to speak, (pass around a sign-up sheet) or as you interview students for other, non-controversial stories.
* Call the children of PTA parents.
* Interview star athletes (because they have experience speaking to the media).
* Ask for help from reporters in your newsroom sports department (they have Rolodexes filled with numbers of student athletes).
* See if parents will order a student directory for you if schools publish them.
* Talk to students at any public event after school hours.
* Get acquainted with teachers who lead student groups like the student government association and student newspaper (they keep in touch with students regularly).
* MySpace.com.
* Interview your co-workers' children.
* Get familiar with hang out places close to school (like a McDonald's or gas station -- some reporters have gotten permission to interview students at the mall).
* Ask community pastors and leaders of organizations like the Boys and Girls Club for help in finding students
*Most importantly share your contacts with other reporters in the newsroom for future reference.
EWA Notes
EWA board member John Merrow’s recent op-ed in the Wall Street Journal has gotten a lot of attention lately about classroom teaching and its link to student performance.Do you share his opinion?
Mary Stanik of the Publication Education Network is leaving the organization effective May 23. She plans to pursue free-lance opportunities. Good luck!
New Reporter Positions, Online Awards Competition
The Online News Association is sponsoring its ninth annual competition honoring the best in digital journalism. If you think you’ve got an outstanding multi-media package then make your submission by May 31. Winners will be announced in September.
The National Council on Teacher Quality is accepting proposals for its research competition Help or Hindrance? What is the impact of teacher rules, roles, and rights on teacher quality? Finalists will be selected to present their proposals in D.C. Prizes of $15,000 and $5,000 will be awarded to the top two papers. Deadline is May 30.
The Philadelphia Public School Notebook is looking for a new managing editor. To apply, email resume and a letter of interest to Phil Goldsmith, at goldsmith@goldsmithkahn.com.
Are you new to the ed beat and need help covering topics, such as teacher quality and high school reform? Sign up for the Hechinger Institute’s seminar for new reporters. Deadline is June 2. Don’t forget EWA has posted some presentations from its annual meeting in Chicago about getting started on the beat too!
If you are an experienced reporter, and wouldn’t mind moving to a cooler climate, then send your resume to the Star Tribune Newspaper in Minneapolis. The paper is looking for a reporter to covera 41,000-student district and statewide trends. If interested, send clips, resume and letter explaining why you are the right person for the job to Brenda Rotherham, news recruiting manager, 425 Portland Ave., Minneapolis MN 55488. 800-829-8742, ext. 4422. Or email information to
brotherham@startribune.com. Application deadline is June 13.
<<From the Beat>>
Are gifted students getting left out?
Carla Rivera
Los Angeles Times
If you reviewed Dalton Sargent's report cards, you'd know only half his story. The 15-year-old Altadena junior has lousy grades in many subjects. He has blown off assignments and been dissatisfied with many of his teachers. It would be accurate to call him a problematic student. But he is also gifted.
Demand for teachers sparks hiring war in Dallas-Fort Worth
Kathy A. Goolsby and Katherine Leal Unmuth
The Dallas Morning News
Teachers who complain about being underpaid may need to find another beef. How does $50,000 a year for a newly minted teacher sound? A lack of qualified instructors in some critical subject areas has set off a hiring war in North Texas. School districts are raising teacher salaries, awarding signing bonuses and offering annual stipends to lure hard-to-find teachers.
Students Fail — and Professor Loses Job
Scott Jaschik
Inside Higher Ed
Who is to blame when students fail? If many students fail — a majority even — does that demonstrate faculty incompetence, or could it point to a problem with standards?
Mississippi to Superintendents: Fix Districts or Lose Jobs
Michele McNeil
Education Week
Mississippi is sending a strong message to its superintendents: Fix your low-performing school districts within a two-year period, or you’re out.
