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The Journalism Research Fellows Report: What Makes the Public Schools Work? Answers from the 1981 Journalism Research Fellows Who Report on Schools That Are Working In

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The Journalism Research Fellows Report: What Makes the Public Schools Work? Answers from the 1981 Journalism Research Fellows Who Report on Schools That Are Working In DOCUMENT RESUME ED 226 506 EA 015 459 AUTHOR Brundage, Diane, Ed. TITLE The Journalism Research Fellows Report: What Makes the Public Schools Work? Answers from the 1981 Journalism Research Fellows Who Report on Schools That Are Working in: Connecticut, Florida, Montana, Oregon, Texas, Virginia, West Virginia. INSTITUTION Institute for Educational Leadership, Washington, D.C. SPONS AGENCY National Inst. of Education (ED), Washington, DC. PUB DATE 81 GRANT NIE-G-80-0177 NOTE 108p.; Portions of document may not reproduce due to small, blurred, or illegible print of original document. s AVAILABLE FROM Publications Coordinator, The Institute for Educational Leadership, 1001 Connecticut Avenue, N.W., Suite 310, Washington, DC 20036 ($7.50 prepaid). PUB TYPE Collected Works - General (020) Reports - Descriptive (141) EDRS PRICE 4F01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Administrator Role; Affluent Youth; Disadvantaged Youth; Elementary Secondary Education; Gifted; *Institutional Characteristics; Middle Schools; Minority Group Children; Principals; *School Effectiveness; *Teacher Role; Urban Schools ABSTRACT Seven series of newspaper articles on effective elementary and secondary schools are presented. A brief foreword explains the theme of the articles--identifying what makes good schools work. The seven sets of articles include the following: (1) "Middle Schools: How They Change tLe Lives of Students in Montana," by Mea Andrews; (2) "How High Schools Serve Minorities in Texas," by Linda Austin; (3) "How Inner City Schools Work for Minority Children," by John McManus, on Philadelphia (Pennsylvania), New Haven (Connecticut), and Richmond and Portsmouth (Virginia) schools;(4) "From Coal Mines to Gifted Education in West Virginia," by Elizabeth Older; (5) "How Elementary Schools Work for Four Different Minority Groups," by Carol Rubenstein, concerning Asian, Hispanic, Black, and Native American children in Oregon; (6) "Schools That Work in 'Gold Coast' Towns," by Stephanie Sevick, on schools in three affluent Connecticut towns; and (7) "Schools That Serve the Gifted in Flordia," by Patricia Sullivan. Attached is a list of past Fellows in Educational Journalism. (RW) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OFEDUCAT-10;---7. "PERMISSION TO REPRODUCE THIS NATIONAL INSTITUTE OF EDUCATION MATERWL INMICROFICHE ONLY EDUCA TIONAL RESOURCES INFORMATION CENTERIERIC/ HAS EN GRANTED BY Thislloo.tment has been feprodUCCd as recerved from the per,on or ordanda tido ( k.figin.qm,) ,t Moor l narldes have been made to anprose worm!, r on dual Ty P,),,t. of view Of Min1011, stated in this docu TO THE EDUCATIONAL RESOURCES went do rot ne, essanly represent ottn.wl NIE INFORMATION CENTER (ERIC)." preotdo Or ook y Autrnationt Erseardl CI iffrilinuo /pod: WHAT MAKES THE PUBLIC SCHOOLS WORK? Answers from the 1981 Journalism Research Fellows who report on schools that are working in: CONNECTICUT FLORIDA MONTANA OREGON TEXAS VIRGINIA ln WEST VIRGINIA 0 0.11t) Animalism Erstarril Iftenum /port: WHAT MAKES THE PUBLIC SCHOOLS WORK? Answers from the 1981 Journalism Research Fellows who report on schools that areworking in: CONNECTICUT FLORIDA MONTANA OREGON TEXAS VIRGINIA WEST VIRGINIA Diane Brundage, Editor -= The Journalism Research Fellowshlp Is a program of The Institute for Educational Leadership. \ This publication was prepared with funding from the National Institute of Education, U S Education Department under grant number 1\1IE-G-80-0.1 77 The opintonsexpressed inthis pubhcation 'do not necessarily reflect positions or policies of NIE , The views are those of the authors or persons quoted and do not represent positions ot sponsoring newspapers or The Institute for Educational Leadership First Edition 1981 Washington, D C Library of Congress Catalog Card Number 82-081267 Printed in the United States of America AdditionalcopiesofTHE JOURNALISM RESEARCH FELLOWS REPORT may be obtained for $7 50 (prepaid) by contacting Publications Coordinator The Institute for Educational Leadership 1001 Connecticut Avenue, N.W Suite 31 0 Washington, D.C. 25036 CONTENTS Fellows in Educational Journalism: A Description iv Foreword v \ Middle Schools: How They Change !he Lives of Students in Montana 1 M ea Andrews Missoulian How High Schools Serve Minorities in Texas 11 Linda Austin Dallas Times Herald How inner City Schools Work for Minority Children 25 JohnA4cManus The Leger-Star From Coal Mines to Gifted Education in West Virginia 45 Elizabeth Older Charleston Daily Mail How Elementary Schools Work for Four Different Minority Groups 65 Carol Rubenstein Oregon Journal Schools That Work in "Gold Coast" Towns 79 Stephanie Sevick The Hartford Courant Schools That Serve the Gifted In Florkla 89 Patricia Sullivan Sun-Sentinel Past Fellows in Educational Journalism 104 Our special thanks to Frederick H. Schultz, National Council of Educational Reseech, P. Michael Timpane, Director, National Institute of Education and Tom Tomlinson and Peter Gerber, Senior NIE Associates, who first saw the need for and promise of this practical results-oriented approach to research via educational journalism. FELLOWS IN EDUCATIONAL JOURNALISM: A DESCRIPTION Fhe articles in this report are based upon work done for the1981 Fellows in Educational Journalism Program Since 1976, the Fellowship has offereda select group of educational journalists a two to three-month program designed to strengthenthe educational media by providing additional resources to working reporters and theirnews organizations The Fellowship is a unique opportunity for educational journaliststo go beyond the local news of school board votes and teachers' strikes to undertake a comprehensivestudy of an issue of major significance to the schools and the society they serve. It is an individually tailoredprogram in which journalists select topics of concern to them and their public to explorethrough site visits to relevant programs throughout the countiy, meetings with nationalexperts and authorities, and exposure tocurrent research and background literature.Individual study plansare supplemented by monthly Fellowship seminars that focuson educational issues of interest to the Journalism Fellows and provide time to share and discuss study experiencesIn addition to stories based upon the Fellowship, which are published by the reporters'news organizations, the program publishes a monograph of Fellowship reports and articles Initiated by the Ford Foun dation's Advisor on Communications, Fred W.Friendly (former ly of CBS News), and its Vice President for Education, Harold Howe II (formerU.S Commissioner of Education), the Fellowship is a novel, experiential approach to strengtheningthe educational media By providing journalists with time and resources for study and travel,the Fellowship seeks to. encourage the development of a knowledgeable and effective educationpress, equipped to bring both analytical depth and nation context to localnews coverage; provide experienced journalists with an opportunity to conducta thorough analysis of an issue which will help to clarify and answer some of the questions facing the country'smulti- billion dollar education industry The Fellowship is coordinated by The Institute for Educational Leadership 6 FOREWORD What makes the public schools work? That's thequestionprobably the most important and controversial question facing our nation as increasingnumbers of citizens turn to private schools for their educational needs. To provide some clearand compelling reasons why some public schools work, the 1981 Fellowship in EducationalJournalism Program sponsored by The Institute for Educational Leadership, with supportfrom the National Institute of Education and local news organizations, asked seven of thefinest education reporters across the country to conduct two-and-a-half month studies ofschools which are working in their states. Fueling the confusion about the public schools is thewidely quoted work ofJames Coleman et al that found the private schoolsapparently educating some students more effectively Not as visibte to the public is a burgeoning ac,cumulation of researchindicating that students in some publio schools are achieving unexpected success inthe basic skills and other academic areas However, while these unusually "effective schools" maybe found anywhere, they are seldom locally reported and hence remain largely unknowneither as examples for others to follow or as evidence that public schools can make a diff erence.Herein lies the mission of this year's program, We sought to introduce the evidence andto provide local examples of its meaning though experienced and competitively selectededucation report ers, whose day-to-day job it was to tell their communities about their public schools.This volume contains the journalists' stories published by their news organizations in Texas,Connecticut, Oregon, Virginia, Montana, West Virginia and Florida. The stories describe the coursefollowed by reporters as they set about the task of finding schools that worked. In all cases the reporters determined fortheriWies where they would look and what they would research on say about their experienceThOir search was guided by recent "effective schools" the characteristics of schools wherestudents are achieving beyond expectationsThe journalists learned about this research andother political
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