Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Brilliant, Bored or Badly-Behaved?: Media Coverage of the Charter School Debate in the United States

by Daisy Rooks & Carolina Bank Muñoz - 2015

Background: In recent years, charter schools have received a great deal of media attention, appearing in documentary films, newspaper articles, magazine profiles, television news programs, and even sitcoms and feature films. The media is not alone in its interest in charter schools; researchers in the public and for-profit arenas have also focused their attention on charter schools in recent years.

Questions: This paper employs qualitative content analysis to answer the following questions: What information have journalists contributed to the charter school debate in the United States? And how might this information have shaped or influenced the debate?

Research Design: To answer these questions, we conducted a qualitative content analysis of print media coverage of the early years of the charter school debate. We analyzed 145 articles about public charter schools and public alternative schools that appeared in the New York Times and Los Angeles Times between 1994 and 2006. We developed two types of coding categories: descriptive and interpretive. The descriptive coding categories captured the following information about each article in our dataset: the publisher, the type of school described and the student population. The interpretive coding categories captured reporters’ descriptions of the students, teachers, resources, and institutional cultures of charter and alternative schools.

Findings: Our analysis uncovered several interesting themes. First, we found that print media depictions of charter and alternative school teachers tended to be more positive than media depictions of teachers in traditional public schools. This was especially true of print media coverage of charter schools that serve low-income students and/or students of color. Our analysis also cast doubt on a core assumption of the charter school debate; that charter schools’ approach to educating their students differs significantly from that of traditional public schools and public alternative schools. In their articles about charter schools that serve middle-income students, reporters described institutional cultures and pedagogical strategies identical to those found in alternative schools with similar student populations. When reporting on alternative schools that serve low-income students and/or students of color, reporters described pedagogical strategies that mirrored those found in charter schools with similar student populations.

Recommendations: Further research is needed to determine whether charter and alternative schools are educating their low- and middle-income students differently. If future research confirms this, we warn that charter and alternative schools could be preparing their low-income students and/or students of color inadequately for higher education and work in professional environments.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Brilliant, Bored or Badly-Behaved?: Media Coverage of the Charter School Debate in the United States
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record Volume 117 Number 8, 2015, p. 1-48
https://www.tcrecord.org ID Number: 18016, Date Accessed: 7/24/2021 1:23:46 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • Daisy Rooks
    University of Montana
    E-mail Author
    DAISY ROOKS is an Assistant Professor of Sociology at the University of Montana. Her research focuses on the career trajectories of union organizers, leadership in union recognition campaigns, labor-environmental coalitions in rural areas, and rural homelessness. She recently completed a book manuscript about activism in the 1990s entitled Venture Activism: Incubating Agents of Change inside American Public Education and Organized Labor.
  • Carolina Bank Muñoz
    Brooklyn College-CUNY
    E-mail Author
    CAROLINA BANK MUÑOZ is an Associate Professor of Sociology at Brooklyn College. Her research focuses on immigration, globalization, labor and work, and race, class and gender. Her book, Transnational Tortillas: Race, Gender and Shop Floor Politics in Mexico and the United States, is the winner of the Terry Book Award. She is currently working on a book manuscript about Wal-Mart in Chile.
Member Center
In Print
This Month's Issue