Sunday, April 12, 2009
(Please click on hyperlinked title above. This story is 4 pages but easy to follow.)
I took away interesting points from this article. Standardized testing could be substantially inaccurate in the way it reflects students’ academic potential for success. Think about a student who comes from a wealthy family. That child's parents can probably pay to take the SAT and ACT plenty of times, whereas a child whose parents struggle to make ends meet each month could only afford one or two exams. However, I wished the writer gave more detailed facts about what the government was doing to service these disadvantaged students in DC and prepare them for the standardized tests.
The big question: How can government make it the law of the land that a standardized test will measure high school students' potential academic success and determine their entry into college? The reality is, the government does what the government will. The challenge though is this. Anything dealing with the words 'potential' and 'success' are immeasurable, abstract ideas. There is no exact yard stick that measures success other than to use concrete numbers. But the point of this story is to look beyond test scores when assessing a students' potential for success.
The focal point of the story is Neal Lerner, a Wootton High School student who has a 1920 SAT and 30 ACT score. The Lerner’s family is the epitome of a well-to-do American family in DC that has a line of successful children, including a child at Northwestern University. The parents can afford to put their children through private tutoring and extra standardized testing prep courses so that they can apply to prestigious colleges. While the writer closely follows what Learner is doing between his junior and senior year to prepare for college, there are other facts that give this story a meaty and balanced look.
This article uses a balance of sources. The writer looks at the perspective of people who stand in support of closing the admissions gap by substituting standardized testing with Advanced Placement tests and those who are doing well under the current standardized testing.
Interestingly enough, the article is trying to show a correlation between wealth and test scores. The higher your parents’ income bracket, the more likely you’ll be spoiled with the private tutors and receive high scores on your standardized tests.
The reality for disadvantaged students are put best by one of our sources: "The unfortunate reality is that underrepresented students, such as low-income students, often don't have the same access to the educational opportunities, rigorous courses and resources as other students do," said Alana Klein. "Their performance on standardized admissions tests, as well as on other educational assessments, often reflects this."
The writer Miranda Spivack does a good job of getting multiple aspects of this topic put together. Some educators she spoke to said test preparation has a psychological impact on one’s comfort level. For instance, a student whose parents couldn’t pay to receive extra tutoring may suffer from anxiety throughout the exam. Also, if you are the oldest child, you most likely don’t have an experienced person who can help you through the college application process.
Because this article does extensive research on the topic of college admissions, equal representation from high school students across the nation is a must. The author tries to form a creative balance through two dynamic students. While the author interviewed Lerner, a student who had a 3.7 GPA, superior standardized test scores and came from a neighborhood with a median income bracket of $172, 442, she uses a female from a less-affluent family in Wheaton to counter-balance it. The minute details are appropriately saved for the end. For instance, facts such as Wootton High School held a college application weekend and will give students a free SAT prep class are lower down on the inverted pyramid. There are a handful of facts that the writers saves until last as a final comparison between Wootton and Wheaton. That is, many people at Wheaton aren’t thinking about going to college. Some seniors haven’t taken their ACT or SAT by the fall.
The last few paragraphs focus on a student with a unique ethnicity and low socioeconomical background. This time, Julie Casteneda, an American-born student whose father is Salvadoran and mother is Mexican is center stage. Julie’s story is quite the opposite of Neal’s. She comes from a less affluent family, yet she has a 3.5 GPA and will retake the standardized exams because she wasn’t satisfied with her first test results. If we recall, Neal had no trouble signing up for private tutors and only had to take the each standardized test once. It’s ironic that people who can actually afford more tutoring have the money to take more tests, yet they don’t. And people who can’t afford tutoring end up paying money to take more standardized tests to bump up their scores.
For parents, this story is especially interesting because they deal with the rigorous process of enrolling their children into a private tutoring program or test prep class. Thoughts of financial debt are looming. Even if their child gets accepted into an Ivy School, parents will have to weigh out the difference financial aid packages. This year, it’s difficult to see where students will end up going because now the normal number of applications to submit is about 9 or 10. Moreover, it is ultimately up to the students to retake the exams for a higher score, and the parents can only influence their children if they take their college admissions seriously.
One thing I suggest is talking to the office of admissions at a few universities to get their reaction on whether they think standardized testing is a fair way to represent an applicant who comes from a low socioeconomical background considering all the aforementioned obstacles. That should stir some conversation and dialogue.
There's a lot to chew on in this story, but the author did a swell job of cutting the meaty topic into bite-sized pieces.
Tuesday, March 31, 2009
(Place your mouse over hyperlinked headline above. Click to read the original story)
This is definitely a story that jerks at the heart and adds human interest. A first grader is a leukemia patient undergoing treatment, but the least of her worries is missing out on school. Thanks to a home laptop and school Webcam, she can still keep up with her schoolwork and stay connected to what's going on in classroom. This is a chipper, young optimist who, despite her deteriorating health, loves education and her class.The first paragraph most resembles a blind lead. We think that Becky is a regular 7-year-old who plops in front of her computer, but we don't exactly know why she participates in class from home until we get to the 2nd paragraph or the nutgraf. The nutgraf fills the readers in the information that writer withheld until the readers were caught off guard. That's what makes a key eye grabbing story.
The sources that the reporter interviewed cover a variety of angles to make the story whole. For instance, Becky's pediatric oncology director provides the outlook on technology and how it affects children with cancer. We have her mother who is encouraging her daughter by allowing Becky to have these interactive home-based tutoring and learning sessions with the class. Then Becky's teacher describes the reactions of the classmates and how they greet Becky and interact with her via webcam. There are no immediate gaps in this article, and the sources speak on behalf of story and add color to the blocks of descriptive paragraphs.
The reporter did a great job of letting Becky's voice be heard. She is the mainpoint of the story. Everything else revolves around the issue of Becky--even the idea of webcams and participating in school while at home. Most of the quotes from Becky were cute and funny and gave off the impression that a little girl was speaking. The writer really didn't have to do much else to get the readers to envision the first grader's voice speaking through the article.
The writer could've improved on using less block-sized paragraphs and using more colorful quotes. However, there is no repetition between quotes and the transition, so the readers are presented with new information in each paragraph.
I'd say the writer does an excellent job of setting up the story. This was one that I couldn't really find anything more to critique than to say, 'Let's think of a more creative headline.'
Saturday, March 28, 2009
*Place cursor over hyperlinked text above. This leads to the original story.
The nation's unemployment rate is rising rapidly in this unstable economy, but that is not what makes this story newsworthy. Rather, Washington Post writer V. Dion Haynes assumes that the readers know about the economic crisis and that the repercussions include joblessness. Haynes goes ahead and presents new information, creating a dimension of timeliness in this article. The news from this reporter's angle is that government data released yesterday shows D.C.'s unemployment rate rising to nearly 10 percent. More specifically, from January 2009 to the data's last collected date, D.C.'s unemployment rate leaped from 9.2 to 9.8 percent. Notice how in the first paragraph the writer says "nearly 10 percent" instead of "9.8 percent" to make the summary lead more reader friendly.
In paragraph 2, the writer creates an element of interest to tie in with the lead. Oddly enough, D.C. has a higher unemployment rate than the national average, despite the fact that this area has a growing federal workforce, meaning more job opportunities. The writer goes on to explain that D.C. receives added protection from the economic crisis and mentions that a total of 5,000 federal and 3,000 state jobs were created within the past year. Haynes does a good job of explaining this detail for people outside of D.C. who wouldn't quite grasp why it's surprising that the unemployment rate is skyrocketing in D.C. The reporter shows that despite the District's added advantages, people in this area are still losing jobs and uses some statistical evidence to support that point. However, too many figures can dry up a news story. Here Haynes finds a fair balance between numbers and a verbal explanation. The reporter does a good job of choosing only the relevant data and inserts them into the story to give the readers a tangible idea of the facts. Then the writer let's the sources do the rest of the talking.
Friday, March 20, 2009
*Please click on the link above. It is hyperlinked to the original news story.
Changing hands in the presidency is never a fluid transition. Former policymakers rise and fall. However, issues such as war, health care and poverty never go away—neither does dealing with a messy issue such as education reform. President Barack Obama must confront the hot issue of improving student achievement in “failing” schools. By failing schools, the general definition is a school that fails to meet the Adequate Yearly Progress (AYP) or meet state standards on the state-administered standard achievement exams. Many U.S. schools are left in the dust tracks as nations around the globe race to be #1 under the sphere of academia.
This article starts out with an assertive, powerful speech Obama delivered to address the reality of crumbling schools and the lack of teacher quality in the 21st century. This lack of tools and resources hurt the students’ opportunities to become educated for the future and well-adapted to the market economy. That’s what gages readers’ interest—stories about lost hope for our generation. It’s interesting how our generation is stuck in between an economic recession and lack of administrative decisions to stick to a curriculum that works and pick out the cream of the crop teachers to educate the youth. Students can easily call themselves the victims of an innocent battle among the nations to raise the standards of an excellent public education, but that’s not to say students shouldn’t be held responsible for their own growth. The article puts the government and school officials in the position of victimizers. They are the target of blame in this case. This story does make school districts sound as though they aren’t doing much, even though as a whole they’ve come a long way to equip students with the tools they need to raise the students’ level of achievement—not only on to perform better on tests but to reach personal milestones as well.
Something about the lead stands out. Not many news stories begin with a quote. I understand why the writer would use the quotes earlier in the story since the writer is trying to use Obama’s vision as a check list. For instance, Obama said increasing the school day just like in South Korea does nothing for the U.S. students because more hours spent after school doesn’t necessarily ensure improvements. That’s his insight about what doesn’t work in improving a child’s education. The reality is that schools have already tried to expand their school hours, but some students don’t use that time wisely.
The story uses mini titles in each section to describe the multi-dimensional issue of education reform. Each section is clearly labeled and begins with a quote from Obama. If this story could be broken up into a series of news briefs, more like president’s briefs, the readers would have an easy time sifting through the subcategories. It’s convenient for the readers who only have time to quickly scan through the article and read what the president thinks.
This story is too quote heavy. Sure quotes give the readers a synopsis or gist of what the prominent figure said. However, there needs to be a fair balance of transitions to break up the monotony of each quoted phrase or sentence. Even though the writer purposely designed the story so that Obama’s stance would be the pivotal point about which the individual issues in educational reform revolve, it’s not enough reason to beat the readers over the head with just his quotes. I wouldn’t say there was a loss of reader’s interest because the story was structured quote after quote. In fact, this is a more unconventional or layman's style of news writing. I believe this story could’ve used better transitions to tie into each new paragraph.
In order for this story to be objective, the voices of the youth and educators cannot be muffled. That is, there needs to be a balance of sources. There are several key ideas that Obama touched upon, with each section beginning with a quote from his speech, but where are the sources to defend their position? From reading this article, no public school teachers are represented and certainly no students had a say about the changing face of education. This piece would’ve read with more credibility and objectivity if the writer sought out the party most directly affected through changes in the curriculum. For instance, why isn’t it realistic to lift the caps on charter schools since Obama is asking states to lift the caps on the designated number of charter schools? State officials who oversee the funding for charter schools can answer that question. What else can the money for Early Education programs be used for? This requires a response from an educator with an idea on the fiscal spending plan of the government and a little bit of financial background. Even someone who supports works closely with educating young adults, such as a college professor or chancellor, could answer this question and contribute to the objectivity of the story. Why not invest in the education of students in high school and college, who are closer to gaining jobs in the real world, as opposed to toddlers?
There are many unanswered questions in this article, partly because the writer doesn't give the other side a chance to speak. As a news story, the point of posing a question is to get the readers’ attention and provide immediate feedback through the knowledge of expert sources by the end of it all. Gathering information requires rubbing shoulders with multiple sources to create that sphere of objectivity in any news piece.
Saturday, March 14, 2009
*Place cursor over title above. The original story is hyperlinked.
This is the saddest story I've ever read about teachers trying to earn a living in a school full of hostile students who need disciplinary action and academic attention.
The first paragraph uses an anecdotal lead to capture the audience by presenting an action-oriented scene: Woodson high school teacher William Pow writes on the blackboard. As people read that first part of the sentence they may ask, "What is he writing?" or "Why is this action so important?" and then BAM. The audience reads that the teacher turned around and saw a textbook hurtling toward his head. More action. And then the stark reality that a student tried to injure a teacher. Hostility. This is an outstanding way to introduce the content of the story: a series of first-hand accounts teachers give about their experiences working in a classroom where students at any moment may walk up to a teacher and strangle the instructor or shove her into a desk - simply because that kid is having a bad day.
The writer makes it clear why students would engage in malicious behavior by allowing the teachers to be the observers. The instructors come up with fair reasons why students act the way they do. They think that because Woodson High is under reconstruction and all the high school students are temporarily stuck in crowded classrooms at Ronald H. Brown Middle School in Northeast Washington, it's easy for the kids to boil up in anger. Ok, so the teachers emphathize with the students. But they are less than understanding when teachers have to go to the hospital to treat concussions. In the teachers' point of view students are not the scapegoats but are the sources of staff members quitting their jobs at Woodson.
This story allows a myriad of sources to speak. The main focus of the story is the teachers' experiences in the classroom, but this piece maintains its objectivity because the writer gives Woodson's Principal Darrin Slade and a history teacher Brandi Drummonds the chance to come to the students' defense. Slade gives the rationale that teachers who report receiving abuse from students may be covering up the fact that their jobs are on the line. And actually one of the teachers who talked about his abuses was on a 90-day plan, which requires teachers to work through the shortcomings of the students or face termination. Drummonds said she never experienced kids throwing textbooks at her because she strived to create a controlled and active classroom environment, which she said was key to keeping the students engaged. This gives the readers an idea of a teacher who is composed and authoritative. Also, Drummond humanizes the students at Woodson and proves that although they act out of control, they are just as easily influenced to behave by positive actions that teachers take.
The story takes an interesting spin. It highlights a conflict and human interest by focusing on the hidden abuses teachers face from D.C. students in the classroom setting. This is an atypical or odd piece about education - not the run-of-the-mill "teachers to help students increase ACT scores by 2012" type of story. And the fact that some teachers are defenseless and unable to provide credibility to back their accounts makes it appear as though Woodson staff members are stuck in between a rock and a hard place. Normally teachers remain silent about their abuses because they are afraid of losing their jobs.
This multi-dimensional piece gives a chance for more than one voice to speak. It also allows for some sources to remain anonymous. A number of teachers willingly talked about their abuses, but they wanted to remain anonymous. Now my question is: Does that make these sources any less credible even if they want to keep their identites concealed so they don't risk getting fired? After all, anonymity facilitates information gathering for the journalists. Any journalist could say in their story that they spoke with "so-and-so" who wished to remain anonymous. What if that "so-and-so" never existed? Isn't there always that area of doubt when people read about an anonymous source? Do you believe what that anonymous sources says?
Doesn't that also mean these sources placed an incredible load on the Washington Post education beat reporter's shoulders - trusting that their names will never appear in print? Imagine what it took for the writer to win over that trust - a lot of professionalism and guts to ask uncomfortable questions.
Thursday, March 5, 2009
*Place cursor over the title above. The news story is hyperlinked.
First of all, it's interesting to take a newsworthy topic such as the distribution of the $100 billion stimulus package and magnify this poignant issue of funding less affluent D.C. school districts in the midst of an economic crisis. The impact would be most heavily felt for families that send their children to schools that are swallowed in financial debt. Most likely, administrators of these schools are unable to fire incompetent teachers and reward quality workers, and there are increasing gaps between the academic standards of the state and actual performance of students. The story has an interesting spin, but it seems congested with too much detail slapped together in tightly compacted paragraphs.
The first pargraph is best described as a summary lead that peels back the covers, unveiling the story's multi-faceted content. Yes, there is much to be done with the "unprecedented influx of cash," but I'd say start off the story with a short, simple lead and save the details for the nut graph. I can't help but notice that the first paragraph looks a bit bulky. Even saying it makes readers sound like a lawn mower. The commas make the writing choppy, and the lead resembles one big grocery list of comma overkill. I understand that the writer wanted to give the readers an unbiased view on different issues that the D.C. school systems are grappling with and place equal emphasis on each problem. However, I believe the story can be set up in a way that the readers eventually collect all the pieces as they read and understand that the money is important to a lot of public schools and needs to address a wide range of issues.
This writer does a good job of unveiling the common misconceptions that any school within the proximity of Washington is brimming with the most diligent teachers and "run-of-the-mill" prodigies. That's just not the reality of some D.C. school systems, and Education Secretary Arne Duncan attested to that fact. Actually, Duncan seems to be the only source that the writer attributes. His statements are assertive and bear authority, but the presence of only one source leads readers to question the objectivity of this story. Of course, Duncan may be one of the most knowledgeable sources the writer could find. But ordinary people understand Duncan's agenda, too. One could focus on a family with many school-aged children and get the parents' thoughts on how they'll be able to prepare their kids for college. Also one could talk to teachers and see what they think about administrators firing teachers who are not helping students improve academically and what they feel about tenures as the only buffer between being jobless in a heart beat and hanging by a thread. This writer missed out on many valuable sources. If this could be written as a "how to" piece on maximizing the usage of federal funds, I think everybody would have an opinion. It wouldn't be just a story focused on the education secretary's two-cents. Ordinary people are just as intelligible as authoritative public figures. Give them a chance to speak in this article.
One advice I would emphatically point out is that there needs to be more than one voice in this story. Yes, the focal point of the story is Duncan's agenda, but this writer is missing the bigger picture. The economic crisis is taking a toll on people across the nation. School districts are begging for the government to sprinkle some money into their piggy banks and educational funds. Educators all across the nation want the best possible education for the students so they get better jobs and stay optimistic about the future.
Other than that, Duncan brings up interesting ways to utilize the financial aid such as opening school doors for 14 hours. Having longer school days is beneficial for students who need help after school and require more time spent learning outside of the classroom setting. Also, Duncan makes the issue of funding public schools a big deal because the U.S. needs to be ready to compete with the world. That gives this story some added glamor, and readers get the impression that America has an obligation to strive for academic excellence. Personally, I think America has been trying to redeem herself ever since Sputnik and the "space race" against Russia. That may be stretching the story a bit because this is about trying to maximize opportunities for school children-- not establishing training grounds for another Cold War.
Tuesday, February 24, 2009
*Place cursor over the title above. The story is hyperlinked.
This story focuses in on Maryland Gov. Martin O'Malley's efforts to propel the state's public education system forward during the economic crisis. It's a newsworthy topic since President Barack Obama dished out the block grants with the signing of the stimulus package. The writer maintains an interesting angle on this piece by shedding light on the fact that Gov. O'Malley is placing education as one of his top priorities. He urges the State Board of Education to invest in career and technical education programs for students and track their performance from pre-kindergarten throughout college. Moreover, the governor is restlessly pushing to break new grounds in education despite the fact that Maryland is the nation's #1 leader in the public education system . The governor has met with the State Board of Education to draw out plans that will best utilize the federal grant program. O'Malley said such college readiness programs will help students become competitive in this global economy, which is a good point to emphasize in this article because it's certainly a timely topic during the economic downturn.
The public is drawn to stories that give accolades to politicians who care about students' education. This article does a good job of feeding the public news they want to hear; our politician is genuinely concerned about our education. At the same time, this article gives the topic of funding public education a sugar-coated effect and slightly biased angle. Nowhere in the article did I come across sources that believed the funding could be given elsewhere (i.e. granting money to less affluent and struggling public schools that have yet to meet AYP under No Child Left Behind, or solving the problem of low retention rates of faculty and staff and/or program cuts in light of the economic crisis). There's no voice behind the other side to answer these questions. Such schools and job shortages may not exist as vastly in Maryland compared to other states, but there should still be mention that some public schools continue to lag behind to keep the story balanced.
As much as any politican wants what is best for its constituents, there are always underlying reasons for launching reforms in public education. By reading this article it's clear that the governor wants to take advantage of the federal grant that has created new channels for the state officials to explore. However, the story begins talking about the politician's efforts without mentioning the availability of grants until the 7th paragraph. This information should be moved higher up in the story. It's important to know exactly how O'Malley is coming up with the money to implement his plans because every dollar matters to your every day taxpayer. Also, the block grants need to be expended wisely, and this story conveys that message clearly through good usage of quotes. There weren't many sources represented in this article because most quotes came from the governor. For that reason, the coverage seems one-sided.
The writer does balance the story by interviewing sources who are more directly involved in implementing these changes, namely members of the Board of Education. The story would've been more balanced if the writer talked to a gamut of sources ranging from state officials to students who will be affected. Teachers or students could've given their perspective on O'Malley's plans or the public education system in Maryland, adding a local interest. The quote by Board member Rosa M. Garcia touches upon a sensitive topic. The question regarding how Maryland will close the gap between whites and minority students is up in the air. That quote in itself seems to be the only counter-balance in this entire article. For the most part, the article does go in depth about the governor's plans and it seem to be fleshed out. However, there may be facts or perspectives that were left out of this story. Garcia's quote hints at the unsettled possibility that Maryland's public system isn't as impeccable as the nation thinks.
 http://www.washingtonpost.com/wp-dyn/content/article/2009/01/07/AR2009010702347.html (Note: This website is not the original story but merely a source attributed within the content of the story. Please click on the title on top to find the original news story)