introducing ourselves

Hi, we’re Chalkbeat. Here’s our commitment to you as we tell the story of Detroit’s schools

Dear Detroit,

A little over a year ago, an old colleague, Erin Einhorn, reached out with a proposal: Might Chalkbeat consider covering schools in her home, Detroit?

Since then, as we tested out the idea with Erin, we met Monique Johnson and her son Shownn, 13, of Brightmoor, who were commuting six hours every day just to get Shownn to and from a school they trust. We met Yolanda King, a Detroit Public Schools teacher whose faith in the district was so strained that she vowed never to send her own child to DPS — but who is now doing exactly that, driving her 4-year-old son in from the suburbs to attend a new public school she believes in. We met Nir Saar, a determined principal leading a school on the rise that nevertheless faces an uncertain future as state officials move to shut down long-struggling schools.

We also reached out to Detroiters, asking whether this was the kind of news coverage you wanted more of. You answered with a resounding yes, signing up for our newsletter, reading and sharing our stories widely, and even donating to our nonprofit newsroom to help us keep the stories coming.

Today, we answer you by officially putting down roots in Detroit. Effective right now, Chalkbeat is up and running in Detroit — led by Erin and our new colleague Julie Topping, a longtime Detroiter who most recently served as senior director of content strategy at the Detroit Free Press.

We can’t wait to get started. But before we do, let me tell you a little more about Chalkbeat. Because as we go forward, we’ll be asking you to share your stories with us. So we might as well start by sharing our own.

Meet Chalkbeat

Chalkbeat has two birthdays. The first is in 2008, when our cofounders — me, Elizabeth Green (hi!), and Alan Gottlieb — created two very small, very scrappy newsrooms to cover schools in our own communities of New York City and Denver, Colorado. We didn’t know each other yet, but we shared the same belief: That our local schools mattered, and that fair, honest journalism could help everyone who cared about schools come together to strengthen them. Because getting better starts with understanding what is happening, and that is not a simple task.

Over the next several years, we built a new kind of news organization. Like traditional reporters, we did not push for any agenda on how to promote schools. We just told the full and complete story of what was happening — good, bad, and ugly. And we tried to do that at the moments when people most needed good information to make important decisions: the school board votes, the budget debates, the major policy twists and turns.

Even as we pursued old-fashioned truth telling, we also did a few things differently. For one, we focused our reporting exclusively on a single story — the story of public education, particularly public education in the low-income communities where schools matter most. We also invested the bulk of our resources into local reporting. The story of education, after all, is local. Yet at just the time public education has undergone significant change in our country, local TV, radio, and newspapers have sadly seen significant cutbacks that made it even harder for communities to follow what is happening.

Finally, instead of pursuing a commercial model where newsgathering is supported exclusively by advertising and subscriptions, we opened as a 501(c)3 nonprofit, mixing traditional ad revenue with reader donations and major grants. We did this because we knew from our own experience working at commercial newspapers that coverage of low-income communities is the first to go when for-profit models have to cut costs. To support reporting about those with the most to gain or lose as public education evolved, we needed to create a new business model.

With every grant maker, from $5 donors to $500,000 ones, we entered a sacred agreement: They would not attempt to influence our coverage, and we would base our truth-telling on nothing but that, the truth.

Thankfully, a growing community of donors has fully honored their side of the bargain. And with their help, in the winter of 2014 we marked that second birthday I mentioned by joining the Denver and New York newsrooms together under one 501(c)3, taking the name Chalkbeat, and expanding to two new communities — Memphis, Tennessee, and Marion County, Indiana.

The result: We’ve reported thousands of stories, reaching hundreds of thousands of people each month. And those stories have brought people together. Armed with a common understanding of what’s happening on the ground in school and communities, as well as in the halls of power, Chalkbeat readers have turned knowledge into action, doing what they can to make schools better.

Because of our reporting, lawmakers in Indiana learned about the growing disconnect between the number of students who come to school not speaking English and services to support them. And in response, they doubled funding for English language learner services. Because of our reporting, parents in Memphis learned about plans to close their schools and why officials thought that was necessary, and they mobilized to learn more and take action. Because of our reporting, New York educators learned about a policy that would weaken high school graduation standards — and the state Board of Regents responded by studying it. Because of our reporting, Denver school board members learned about serious challenges facing principals that were affecting families, and they took steps to make sure principals had better support.

Along the way, our work has always been a community effort. Our readers help steer the questions we ask, the people we reach out to, and the donations that help us keep our work going. We can’t do any of this without you, and we wouldn’t want it any other way.

Which brings me back to stories. As I said upfront, in the weeks ahead, we’ll be asking you to tell your stories of navigating Detroit’s public schools. I’ve kicked us off by telling you about Chalkbeat. And today, the two leaders of our Detroit team, Julie Topping and Erin Einhorn, tell their stories. I hope you’ll read their bravely honest personal essays, published today in honor of our launch.

Our commitment to Detroit

The last thing I want to share is the most important, and that’s the commitment we make to you, our new Detroit readers, going forward. The commitments are rooted in Chalkbeat’s core values — the kind of corporate mumbo jumbo many of us skeptical reporters quietly rolled our eyes at before we started Chalkbeat, but which we now see are vital to rooting any enterprise in what matters most.

We share these commitments with you today as we get started because we want to hold ourselves accountable to them. We also share them because we want you, our readers, the people who care most about the future of education in Detroit, to hold us accountable to them.

Here are our commitments:

  • We will focus on the story we care most about, the education of low-income students and families who stand the most to gain from better schools.
  • We will stay vigorously independent, taking no predetermined position on how to achieve better schools, and never letting anything but the truth influence our coverage.
  • We will put down roots and work with our readers, as well as for them. With the help of our community, we will stay in Detroit for as long as we can sustain our work — a long, long time, I hope.
  • We will seek impact, always working to get the full truth to the maximum number of people at the moments of greatest consequence.
  • We will make our newsrooms open to and representative of the diverse communities we cover.
  • And we will invest in our team, because to build a lasting community institution, we need to make sure we are all always learning and growing.

That point about openness — we mean it. We want to hear from you. Please reach out with story ideas, feedback, and questions. Sign up for our newsletter, if you haven’t already. And stay tuned for details soon about an exciting event we’re holding this winter to introduce ourselves in person. We’re looking forward to getting to know you better.

With gratitude,

Elizabeth

Inside Chalkbeat

Meet the talented people who will help us push Chalkbeat into the future

As the new school year kicks off, we’re both looking forward and looking back.

This has been a significant year for us. We covered important stories, broke big news, and launched coverage in two new cities, Newark and Chicago. We also expanded our team. We’re now one of the country’s largest nonprofit newsrooms, and certainly one of the largest telling local stories — at a time when local coverage is shrinking across the country.

In the year ahead, we will continue to tell the story of education in America by investigating both local realities and the national trends that shape them. We kicked things off this summer with a listening tour (stay tuned for more of what we heard at those events). We’re also taking some big steps toward strengthening the other parts of our work. We’re going to further diversify our revenue so we can guarantee the very best and always entirely independent coverage of public schools for a long time to come. We’re going to invest in technology and design, to help us reach and engage more readers. And we’re going to chart a clear path for the significant growth we need to take on to step up to the challenges of the times.

To do that, we’ve brought on a new cohort of leaders in the news business. I am so thrilled to introduce Maria Archangelo, our new senior director of partnerships, who will lead the charge in diversifying and growing our revenue; Becca Aaronson, our new director of product, who will guide strategic investment in our core technology and internal capabilities; and Alison Go, who is working with us to design Chalkbeat’s growth plan.

We are also expanding our national team with the addition of Francisco Vara-Orta as a national reporter and data specialist for Chalkbeat. Francisco’s skills will give Chalkbeat the ability to more closely cover several organizations working to influence schools nationwide and enable us to better use data to find and tell stories in all of Chalkbeat’s bureaus.

 

Maria Archangelo

Photo: Alan Petersime

Maria comes to Chalkbeat after working as publisher and executive director of the Philadelphia Public School Notebook, a 24-year-old nonprofit education news organization. Most of her 30-year career has been spent in traditional media. She worked as a reporter at the Baltimore Sun and an editor at the Sun’s community newspapers, and was editor of the daily newspaper in the capital of Vermont. Dismayed by the changes in the industry, Maria decided to devote herself to growing revenue for journalism and joined the business side. From 2006 to 2012 she served as publisher of the award-winning Stowe Reporter in Stowe, VT. She also helped lead an innovative international community magazine project and took a (brief) side trip into communications and marketing. She graduated from Temple University with bachelor of arts in journalism.

Becca Aaronson

Photo Alan Petersime

Before Chalkbeat, Becca spent nearly eight years at fellow nonprofit news organization The Texas Tribune, where she was their first-ever product manager. She was responsible for creating and managing the Tribune’s product roadmap, leading their website redesign, conducting user research, and ensuring that technology products aligned with audience and brand strategy. Over the course of her Tribune tenure, she wore many hats, including softball coach of The Runoffs. She co-founded the Tribune’s data visuals team, where she designed, built, and managed several award-winning investigative projects. And while covering health care from 2012 to 2014, she gained 5,000 Twitter followers on the day she live-tweeted the Wendy Davis abortion filibuster. Becca has a bachelor’s degree in cultural theory from Scripps College in Claremont, Calif.

Alison Go

Alison is working on growth initiatives across various teams at Chalkbeat. Previously, she was a product manager at Facebook, Amazon (Audible), and Rent the Runway, and in a former life, she was a journalist at U.S. News & World Report (covering higher ed!), the Boston Globe, and the San Jose Mercury News. Alison received her MBA from Wharton and undergrad degree from the University of Michigan.

Francisco Vara-Orta

Francisco joins Chalkbeat in September as a national reporter and data specialist. He was previously at Education Week, where he covered philanthropy and parent engagement and managed data projects, and an open records researcher at Investigative Reporters and Editors. Before that, he reported for the San Antonio Express-News, Houston Chronicle, and the Austin Business Journal, among other news organizations. He holds a bachelor’s degree from St. Mary’s University in his hometown of San Antonio, and earned a master’s degree in data and investigative journalism from Mizzou as a Thurgood Marshall Fellow. Follow him @fvaraorta.

survey says

More bullying reported at New York City schools, study shows

PHOTO: Anthony Lanzilote

More New York City students say there is bullying in their schools, a report released Monday showed. The findings also revealed that many schools reporting the greatest number of violent incidents on campus have no social workers on staff.

The report was commissioned by New York City Comptroller Scott Stringer.

Stringer also released an audit of how school safety matters are recorded, and concluded that the education department should provide more oversight and streamline incident reporting rules.

“The audit found clear breakdowns in communication in the reporting and tracking of incidents and actions taken,” according to a press release from Stringer’s office.

The education department disputed some of the comptroller’s findings, and in a written statement, spokeswoman Miranda Barbot wrote: “We have detailed protocols in place to ensure allegations of bullying are immediately reported, investigated and addressed, and are investing in both anti-bullying initiatives and mental health supports.”

But the pair of reports raises scrutiny of Mayor Bill de Blasio’s school discipline reforms, which favor  “restorative” practices that emphasize mediation over punishment, and make it harder to suspend students.

Advocates of the de Blasio reforms say the shift is necessary because black and Hispanic students are more likely to be arrested or disciplined at school. Research has shown such disciplinary action can lead to higher dropout rates. Critics of the reforms, meanwhile, say the changes have created more chaotic schools.

The findings are also likely to add to a chorus of parents and elected officials who say more emotional supports are needed for the city’s most vulnerable students. Students who experience a mental health crisis during the school day may be handcuffed and shuttled to hospitals. The city’s latest budget, which was approved last week, includes an additional $2 million to hire social workers and guidance counselors in schools that currently don’t have any.

Here are some highlights from the reports.

More students report there is bullying in their schools — but the data comes with a catch.

Last year, the education department’s annual survey showed that 82 percent of students said their peers “harass, bully, or intimidate others in school.” That’s up year over year, and up significantly from 65 percent of students in 2012, which was the lowest rate recorded since at least 2010. (De Blasio’s discipline reforms started to take effect around 2015.)

A note about these numbers: Prior to 2017, the survey asked whether students harass, bully or intimidate other students none, some, most, or all of the time. The most recent survey responses were slightly different: none of the time, rarely, some of the time, or most of the time — a change that may have artificially inflated the bullying numbers.

That’s enough to render the survey data unreliable said Max Eden, a researcher who has studied school climate for the conservative-leaning Manhattan Institute — a critic of the mayor’s discipline reforms. Still, taken with other findings, it’s reasonable to think that bullying is on the rise at city schools, he said.

Among the other evidence: A first-of-its-kind report, released this month under a new city law, that showed substantiated bullying incidents are on track to increase this year.

Schools that log the most violent incidents often lack mental health supports.

Guidance counselors and social workers are key when it comes to creating safe schools because they can help address the root cause of violent or troublesome behavior, advocates who want more mental health supports say.

But many of the city’s neediest schools go without that help.

Of the schools reporting the most violent incidents on campus, 36 percent lack a full-time social worker, the comptroller found. On campuses where there are social workers, caseloads are a staggering 700 to one. That far exceeds the recommended ratio from the National Association of Social Workers of 250 general education students per social worker — and it’s higher than the citywide average of 612 students per social worker, according to the comptroller.

The comptroller’ compares that to the ratio of New York Police Department school safety agents who are placed in schools: There is one safety agent per 228 students, according to the report.

“Our city is failing to meet the social and emotional needs of our students,” Councilman Mark Treyger, of Brooklyn, who has pushed the city to report more up-to-date bullying data and to hire more school counselors, said in an emailed statement.

Schools may be underreporting violent incidents, something the education department disputes.

In a separate audit, the comptroller compared logs kept by school safety agents to incident reports filed by school leaders. In 21 percent of cases, incidents that were noted by safety agents were not reflected in the school reports.

The school data, in turn, are used to report incidents to the state for its Violent and Disruptive Incident Report, or VADIR. The discrepancy could raise questions about the already-controversial reporting system. (VADIR has been criticized for classifying schoolyard incidents as serious offenses, and the state has tweaked its definitions in response to those kinds of concerns.)

This finding also comes with some caveats. The comptroller looked at only 10 schools — a tiny sample of the city’s portfolio of about 1,800. And the education department took issue with the methodology.

In its response to the audit, education department officials said that the police data doesn’t align with the state’s reporting categories, and that the information may not be comparable because of student privacy concerns and recordkeeping issues on campuses where multiple schools share a building.