Education Reporter
April 14, 2008
Your official newsletter of the Education Writers Association
<<On the Blackboard>>
9 Days and Counting! We have some great things in store for you at our Chicago meeting. Education advisers to presidential candidates John McCain and Barack Obama will speak at our Saturday luncheon. EWA is still waiting to hear from Hillary Clinton’s campaign. We encourage you attend the 2 Million Minute Dinner Session Thursday night that willfocus onAmerica's standing in science, math and technology. In addition, we’ve added the release of two reports at breakfast sessions on Friday that may provide you with stories if you need to file that day. The first is the release of a Pew Charitable Trusts-College Board report on the impact of studentuse of technologyon their writing. And the Chronicle of Higher Education will report the results of a survey of admission officers examining how they spend their time and how satisfied they are with their jobs. See the whole program here. All sessions will be held at the Wyndham Chicago Hotel, 633 North St. Clair Street. Session topics range from merit pay for teachers to what brain research says about boys and girls and how they learn. Higher ed topics range from college sports to the hidden cost of college to Iraq War veterans returning to college. Hands-on multi-media sessions will take place as well. See you in the Windy City!
DIGGING FOR DATA: A column by EWA Public Editor Linda Perlstein
In a Milwaukee Journal-Sentinel piece Alan Borsuk wrote last fall about the black-white gap in Wisconsin’s NAEP scores—the nation’s largest—the state superintendent said, “I find it very distressing to look at this. There isn’t anything more important [in education].”
Apparently, there are more important things in the Department of Public Instruction’s press releases. In the release’s 10 sentences of quotes attributed to the superintendent, Elizabeth Burmaster, she didn’t mention the racial gap.
State and school system press releases about test scores rarely merit more than a glance—and a skeptical glance at that. Reporters may as well toss them in the recycling bin and go straight to the raw data. Not the data appended to the press release, but the data provided by the test-giving body: the College Board, NAEP, the state, and so on.
In the case of Wisconsin and NAEP, the department’s press release led with the fact that scale scores in reading and math exceeded the national average, and that scores increased statewide in three of four categories. Alan mentioned those positives lower in his story, but his lede had a different focus: “The average reading ability for fourth- and eighth- grade black students in Wisconsin is the lowest of any state, and the reading achievement gap between black students and white students in Wisconsin continues to be the worst in the nation.” He didn’t have to look far in the raw numbers to see this was the case, but he certainly wouldn’t have noticed had he just seen the press release, which said about the matter only, “By racial/ethnic group, achievement gaps for Wisconsin also are apparent.”
Some common tricks to look out for:
* Touting gains based on a small number of students. This happens frequently with demographic subgroups. Andy Gammill of the Indianapolis Star pointed out that in a February press release from the Indiana Department of Education, titled “Indiana continues gains in Advanced Placement results,” the state Department of Education highlighted a 44 percent increase in the number of American Indian students taking the AP, and a 42 percent increase in the number of them scoring 3 or higher. A small bit of research shows that only 22 Indian students had taken an AP test the year before, so that large percentage bump represents only few more kids.
Tara Manthey of the Arkansas Democrat-Gazette spotted this same trick in her state’s most recent AP press release, which led with the news that Hispanics and American Indians “eliminated the performance gap” on the test. The American Indians’ gains were based on such a tiny number of students as to possibly have been statistically insignificant.
* Failing to mention key mitigating factors. While the Arkansas press release’s assertion about Hispanics was not an outright lie, Tara points out, it was at the very least misleading. Hispanics’ apparent closure of the gap was almost entirely attributable to native Spanish speakers taking the Spanish language and literature exams; Hispanics didn’t close the gap in English, the sciences or math.
* Leaving out entire sectors of the population. Press releases often mention only the subjects or demographic groups whose scores improved. The Arkansas AP press released barely mentioned African Americans’ performance, which was quite dismal compared to whites’.
Sometimes officials are daring enough to leave out entire grades. When David Harrison started on the schools beat for the Roanoke Times in 2006, he wondered why an extensive PowerPoint the then-superintendent was showing around—taking credit for a narrowing of the achievement gap based on state test results—didn’t jibe with data provided by the Virginia Department of Education. The state’s analysis showed a less sunny picture for Roanoke.
It turned out the superintendent was basing his boast on a three-year “rolling average” of results that completely omitted fourth, sixth, and seventh grades, which had only been tested one year. It’s not a bad idea to base your analyses on the longest time frame possible, of course. It’s a bad idea, though, to brag about “division-wide achievement,” as the superintendent did, without mentioning what you’ve left out of the equation.
* An emphasis on AP participation without mention of scores. In the Indiana release, the superintendent boasted, “More of our students are making the connection between challenging high school courses and college-readiness.” But whether or not they are college-ready is another matter: The percentage of students scoring 3 or above, generally the minimum threshold for receiving college credit, on at least one test during high school increased only from 9.2 percent of the student population to 9.7 percent. (For minority groups, the percentage scoring 3 or higher actually decreased.)
* Last, but not least, the misleading headline. “Indiana school accountability ratings show improvements,” a state release this month proclaimed. Well, even more so, they showed declines. The headline was talking about the fact that 21 percent of the state’s schools moved into a higher performance category, compared to 17 percent last year. Go further down the page, though, and you see that 23 percent of schools moved into a lower category. (The rest stayed the same.)
There are, of course, many more ways states and school systems slice and dice their data in hopes that rushed reporters don’t dig deeper on deadline. So don’t let them get away with it—always dig deeper.
New Tools and Reports: Changes to FERPA, High School Drop Outs, Teach for America study
POLICY CHANGES: The U.S. Department of Education has proposed changes to the Family Educational Rights and Privacy Act (known as FERPA). And EWA is looking for volunteers to help us study the new rules and see how they affect ed reporters. The department proposed changes because of technology advances and provisions set forth by the Patriot Act. Higher ed reporters maybe interested to know new rules will allow colleges more flexibility to release information regarding student health to parents (without student consent). In addition, college administrators will have a simpler time sharing information with each other if they believe the health and safety of a student, or others may be in jeopardy. Legal experts argue the law already provides enough leeway. Check out these articles in EdWeek and the Chronicle of Higher Education about changes. If you have something to say then the department wants to hear from you. Public comments will be accepted until May 8.
The U.S. Department of Education seems to be in the mood for change. Margaret Spellings, U.S. Secretary of Education announced earlier this month that plans are underway to require all states to use the same formula counting how many students graduate from high school on time and how many drop out. Read this New York Times article about plans.
NEW TEACHING METHODS: The Carnegie Foundation for Advancement of Teaching has released a report calling for a new approach to undergraduate teaching. The report says more has to be done to bridge liberal arts education and professional training in order for students to reap benefits.
A NATION AT RISK RETROSPECTIVE: It’s been 25 years since a federally appointed commission released A Nation at Risk, a report that labeled American schools as failing. Since its release, there’s been almost non-stop changes in federal policies and initiatives to reform public schools to increase America’s global competitiveness. Cato Unbound, a publication of the free market think tank, is commemorating the report’s anniversary by having a series of scholars discuss its effects on education. Richard Rothstein, of the Economic Policy Institute, lead essayist, argues the report misidentified what ails the nation’s schools and has done more harm than good. Sol Stern, of the Manhattan Institute, challenges Rothstein’s assertions saying the authors of A Nation at Risk had strong evidence supporting America’s academic decline.
GROWING CRISIS: One student drops out of a public school every 26 seconds. America’s Promise Alliance wants to reverse the trend. The group is sponsoring dropout prevention summits to raise awareness, encourage collaboration and facilitate action in states and communities that want to improve their graduation rates. The group released a report finding the dropout rate is widening between students who attend schools in large cities compared to suburban schools.
HAS IT HELPED? The Urban Institute has released a study examining the effectiveness of the Teach for America program on high school student performance. The report says TFA is addressing the need of schools in high poverty districts. The Institute also examines the criticisms leveled at TFA, specifically if its teachers are more effective in the classroom than ones coming to the profession from education schools. The institute finds teachers in the program (as measured by student test performance) are more effective than traditional teachers, particularly in math and science courses.
EDUCATION 101: If you are new to the ed beat then the Hechinger Institute has developed a web tool for you. And don’t forget to check out EWA’s resources too!
Looking for a Feature Story? When Pope Benedict XVI visits the U.S. this week education reporters may want to explore feature stories about Catholic schools. The National Catholic Educational Association has issued an invitation to Catholic elementary and high school students, children in parish religious education programs, college students and seminarians to volunteer in honor of the Pope’s visit. Each student can choose to spend time visiting nursing homes, participating in canned food drives, writing letters to members of the armed forces or shut-ins, raising money for a charity, or cleaning up a local park.
Also read this report by the Thomas B. Fordham Foundation, “Who Will Save America’s Urban Catholic Schools?”The foundation includes a survey of attitudes of U.S. Catholics and public toward schools based in the inner city and examines the perspective of the institutions in large cities.EWA will discuss the declining student populations at Catholic schools at urban districts, as well as how to cover Catholic schools, at our annual meeting. The session includes president Karen Ristau of the National Catholic Education Association and Ed Siderewicz of Chicago's San Miguel Schools.
EWA NOTES
Contest Fever: Some 2007 EWA contest winners are being recognized for their reporting again. The New York Daily News’ Erin Einhorn, Wall Street Journal’s Elizabeth Bernstein, and Susan Berfield and Anne Tergesen of BusinessWeek are finalists in the Society of Professional Journalists Deadline Club Awards of the New York City chapter. Winners will be announced in a ceremony May 15.
BOOTCAMP STORIES: Some great stories are coming out of EWA’s Research and Statistics bootcamp. Sharon Noguchi and Ken McLaughlin of the San Jose Mercury News published their “Achievement Gap Series.” In addition to stories, the education team created a database to help students and families in a five county area learn about the academic difference between ethnic groups. Please keep EWA up to date on the bootcamp stories you publish.
Jobs, Upcoming Events and Opportunities: Maynard Fellowship, Teacher Voice Forum
If you are an education editor, then the Des Moines Register wants you. The newspaper is seeking an editor to lead local and statewide coverage. The editor should be prepared to assist reporters with breaking and investigative news spotlighting issues affecting tiny tots to college students. If you are interested send resume and salary requirements to Human Resources, The Des Moines Register, 715 Locust, Des Moines, Iowa 50309. Or fax your information to (515) 286-2526. Email your resume to cmortlan@dmreg.com.
The Cato Institute will sponsor Markets vs. Standards: Debating the Future of American Education a policy forum April 16. Ben Wildavsky, of the Ewing Marion Kauffman Foundation and former U.S. News and World Report education editor, will moderate the event. Panelists will debate the policies and reform efforts that emerged from A Nation at Risk.
Need a break from your newsroom? Then apply for a fellowship at the Maynard Institute for Journalism Education. Eight fellowships are available for copy editors at U.S. newspapers with circulations of 50,000 and below. The program is ideal for copy editors who want more training, reporters who want to move to the copy desk, journalists who work on websites and design and graphics editors who want copy-editing training. The fellowships will cover $6,000 for tuition, room and meals. The editing program runs from June 1- July 12 at the Reynolds School of Journalism at the University of Nevada, Reno.
The Education Sector will sponsor Teacher Voice: How Teachers See the Teacher Quality Debate May 7. The event will be held at the Capital Hilton starting at 9a.m.
FROM THE BEAT
So Much for the Information Age
Ted Gup, Guest Commentary
The Chronicle of Higher Education
I teach a seminar called "Secrecy: Forbidden Knowledge." I recently asked my class of 16 freshmen and sophomores, many of whom had graduated in the top 10 percent of their high-school classes and had dazzling SAT scores, how many had heard the word "rendition." Not one hand went up.
Higher learning's higher competition
Liz Bowie
The Baltimore Sun
In college admissions it is the year of unprecedented uncertainty.
Akua Abrah, a talented senior at Annapolis High School, tried to guess how many top schools she would need to apply to in order to get in somewhere she really wanted to go. She chose 10. Admissions deans such as John Latting at the Johns Hopkins University walked a tightrope as they tried to estimate how many students to accept to fill their freshman classes. What was the probability that students such as Abrah, who might be accepted by competitors, would choose Hopkins?
Behavioral Study on Students Stirs Debate
Michael Alison Chandler
The Washington Post
For public schools in the No Child Left Behind era, it has become routine to analyze test scores and other academic indicators by race and ethnicity. But the Fairfax County School Board, to promote character education, has discovered the pitfalls of applying the same analytical techniques to measures of student behavior, especially when the findings imply disparities in behavior among racial, ethnic and other groups.
Exam cheating goes high tech, but its causes are nothing new
Carla Rivera
Los Angeles Times
When six Harvard Westlake students were expelled last month for stealing midterm exams at the academically rigorous school, the incident highlighted an old problem facing educators: cheating.
So Much for No Child Left Behind
Margaret Downing
Houston Press
A few years ago, I signed on as a volunteer tutor at my local elementary. I was matched with a student — I'll call him Eddie — who was failing miserably at both the math and English portions of the TAAS (Texas Assessment of Academic Skills), a statewide minimal skills test that was the precursor to today's TAKS (Texas Assessment of Knowledge and Skills).
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; Kathy Baron, morning host/education reporter at northern California's KQED-FM (on leave), vice president/actives; Rodney Ferguson, executive vice president of Lipman Hearne Inc., vice president/associates; Kent Fischer, education reporter at the Dallas Morning News, 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; Marie Groark, senior policy officer and spokeswoman for the Bill & Melinda Gates Foundation; Tanya Schevitz, higher education reporter for the San Francisco Chronicle; and John Merrow of Learning Matters Inc. Find contact information at our Web site, http://www.ewa.org.
