Recap

Miss our “School Days” storytelling event? Catch up on the stories here — and share your own

PHOTO: Erin Kirkland for Chalkbeat Detroit

“I got into a public school. I didn’t matter any more,” high schooler Imani Harris concluded after learning about how Detroit’s schools operate.

That depressing realization was a turning point in Harris’s efforts to push the school system to serve students better, she recounted in the story she told during “School Days,” the event Chalkbeat hosted with The Secret Society of Twisted Storytellers March 17.

The event — held at Detroit’s Charles H. Wright Museum — celebrated Chalkbeat’s launch in Detroit. Storytellers worked with Satori Shakoor, The Secret Society of Twisted Storytellers’ host, to craft tales of despair, hope, inspiration, and indignation over the state of Detroit’s schools.

Check out the full live stream here, or scroll down for edited highlights from each storyteller. And while this event might be over, Chalkbeat’s work helping people in Detroit tell the story of the city’s schools is not. Please get in touch if you have a story to tell.

Asenath Andrews is a Detroit Public Schools graduate and former principal of the now-defunct Catherine Ferguson Academy, which served teen mothers.

(All photos Erin Kirkland for Chalkbeat Detroit)

“Every single girl who graduated from Catherine Ferguson Academy was accepted to a two- or four-year college before she graduated. We traveled all over the country. We did summer school on a college campus. I’m a first-generation college graduate. My 98-year-old mom who is here tonight never missed a graduation. I knew that girls needed to be on campuses because you only have to be on campus a few minutes before you meet somebody who’s dumb as a brick. So you don’t have to be oh-so-smart to go college, you just have to be determined. We went all over the country so that the girls could see.”

At one point, Catherine Ferguson students built a garden and maintained a farm with cows, chickens, a goat, and other animals.

“We planted seeds all over that playground. We grew every kind of vegetable that would grow in Michigan. We even grew sweet potatoes. But what we planted that was more important, we planted the seeds of being in our girls. We planted confidence; we planted strength. We built a barn and if you can build a barn, you’re not gonna take a lick. It’s like ‘I’m my own woman, I can do what I want to do.’ … Do I miss my school? I miss my school every day. But I have girls everywhere. I have artists and musicians and business owners and doctors and nurses and lawyers; one politician, not crooked. All kinds of girls everywhere. Remember that every girl who went to Catherine Ferguson was obligated to leave a trail because Catherine Ferguson was a place.”

Brittany Rogers is an educator who left charter schools for the hope of job security as a Detroit Public Schools teacher — at a time of crisis for the public school system.

“I woke up one morning and realized that charters had all the issues of public schools but somehow they managed to come out as the golden child. We had the same pay. We had the same community of students. Our test scores were not better. Our buildings were not better. In fact, I started to feel like I was missing a few things. I didn’t have a union to fight for a wage increase. I didn’t have pension protection. So, I slept on it and I said, you know what I’m going to do? I’m going to apply to Detroit Public Schools instead where at least, if I’m going to have the same issues, I can have a bit more job security. So I applied. Right before I got accepted there was a series of protests. DPS was talking about not only cutting wages, again, but also increasing class sizes to 43, which, you know, was a bit scary, shall we say. But by that point I had already been in charters and I had those issues before. And again, I figured, at least I can have the same issues with a bit more job security. So, I put on some really warm clothes and I joined the protests, figuring that I should start standing up for the rights of the district I knew I wanted to belong to.”

Erin Einhorn, senior correspondent at Chalkbeat Detroit, shared the tale of her choice to move her family from New York City to Detroit. (Read more of her story here.)

“I was out in West Bloomfield last year, which is where I grew up and I ran into a high school classmate. It was actually someone I went to kindergarten with, so we had spent our childhoods together. I hadn’t seen her in years. So, it was, ‘Oh, hey, how are you?’ We hugged and you know, it was this great kind of reunion. And then she kind of got this sort of puzzled look on her face; and I was there with my daughter, holding her hand. She kind of looks at me; kind of looks at my daughter. She looked really confused and she says, ‘You live in Detroit?’

“I was like, yeah. Then she asks, “So do they have any schools there with like white kids? And I’m like, ‘Well you know, not a lot.’ There’s not many schools in the city of Detroit that enroll a lot of white children. Her question made me really uncomfortable but if I’m being honest, I don’t love the idea of my kid being the only white child in her class. My daughter’s five years old. She starts kindergarten in September. If I send her to school in Detroit, the odds are she’s going to look very different from a lot of her classmates. But I also hate the idea of her being in a classroom with kids who look exactly like her. And I hate that I have to choose. I hate that we all have to choose to either bear this burden of being different or bear this burden of being the same and not getting to live in the real world.”

Chastity Pratt Dawsey, a DPS graduate who is a journalist at Bridge Magazine, shared her story of how one teacher’s encouragement launched her from a life of poverty to becoming the first college graduate in her family.

PHOTO: Erin Kirkland for Chalkbeat Detroit
Detroit Public Schools teacher Robert Zoltowski (formerly Stevens) shows former student and current Bridge Magazine reporter Chastity Pratt Dawsey, right, a picture he found of her from when she was his student.

“People ask me all the time, ‘Chastity, why have you been writing about these schools for so long. Fifteen long years. Well, actually it started for me in seventh grade at Farwell Middle School on the city’s East Side. Okay, so, one day, somebody had this bright idea. We’re gonna pass around two sheets of paper. One sheet of paper had all the girls’ names on it. The other sheet of paper had all the boys’ names on it. It was like a beauty contest, right. We had to rate each other from zero to five. So, it’s 1986, seventh-grade girls are wearing those Guess jeans and all them bright colors. Getting their hair done at Vantinus hair salon and wearing those belt buckles with your name on it. (I still want one of those.) Those were the girls who got the fours and the five. I had a played-out jheri curl. I wore my cousin Marla’s hand-me-downs. So all the boys; all the boys in seventh grade, gave me zeroes. I was the only girl who got all zeroes.

So while we’re standing around talking about all my zeroes, little did we know that the math and academic games teacher, Mr. Stevens was listening. Now, Mr. Stevens had taught me that you pronounce your name how it’s supposed to be pronounced: Chas-tity! So, this day, I hear Chastity! I’m already having a bad day and now everybody is looking at me and it feels like there’s a spotlight on me, and the whole wold is looking at me, and it feels like the whole room is throbbing. I’m having a bad day. What? What he said I will never forget. Chastity will be a success at whatever she chooses to do. … At this point in my life I’m only good at two things: looking after kids because I was the big sister and role model to eight, and I was good at school — mostly reading, writing, I had won the Area E Regional Essay Contest. Nobody had ever told me where these two things would get me and they damned sure never told me I was going to be a success. I looked around the room and some of those kids, the ones giving me zeroes even, they were nodding their heads. They were agreeing with Mr. Stevens. They might have thought I was ragtag. But even they thought I was going to be a success. So, right there in the seventh grade at Farwell Middle School I went from being a zero to somebody. I was gonna be a success.’’

Imani Harris, a 17-year-old senior at Renaissance High School, recounted her decision to write open letters to Michigan lawmakers and citizens about problems at her school. 

“I was upset, I was angry, but I didn’t know what to do. I joined a collective called 482 Forward. In this collective, it’s parents, it’s teachers and students and community members who all want to work together and change things and fight for equity in education. When I joined I found my fit. I found that we could fight for something. We began to get into the logistics of things happening, understanding so, this is why this happens, this is who funds this, and all the money for this is going here. You don’t have a teacher because of this. Now, when I figured that out, why things happen, I was perturbed. I was boiling mad to realize that as a student in Detroit if I’m not paying for my education it doesn’t matter to nobody else because at private school when I was paying for my education everything was fine. I got into a public school. I didn’t matter any more. If I had went to a school in West Bloomfield it wouldn’t have happened that way. If I had went to a school anywhere else where students didn’t look like me, it wouldn’t have happened that way. …My story is a story of finding myself in advocacy and realizing, wait a minute, I can make a difference and I don’t have to be 25 to do it. My story to any teenager out here, to any teenager who’s ever going to see any of this, is, we don’t have to be grown to make a difference. This is our education.”

Inside Chalkbeat

I’m Chalkbeat’s new audience engagement editor. Here’s how I think about community and impact.

PHOTO: Sam Hodgson / Voice of San Diego
A throwback to 2014; Catherine Green co-hosting a live podcast recording for Voice of San Diego

Technically my first day at Chalkbeat was January 7, but I hope you’ll forgive the delay in saying hello. Over the last few weeks, I’ve been meeting people left and right, bookmarking community organizations and movers-and-shakers in the seven locations where we operate, and getting up to speed on our audience engagement strategies. Now that I can catch my breath, I wanted to take a moment to share my own perspective on engagement and what I’m hoping to do at Chalkbeat.

A lot has changed since I started working in engagement six years ago, but plenty remains the same. Comment sections are still prone to devolving into petty fighting without rigorous moderation. News organizations are still sorting out which traffic metrics they pay attention to, and which ones define success. The role of “engagement editor” in newsrooms, unlike “City Hall reporter” or “editor in chief,” can still resemble an amorphous blob, containing as much or as little as an outlet cares to hear from its audience.

Chalkbeat lands on the upper end of the spectrum, and its engagement-centric approach is part of what drew me to work here. I first learned about Chalkbeat back in 2013, when I was engagement editor at Voice of San Diego.

What immediately stood out: Chalkbeat’s MORI system, which remains the most thoughtful approach I’ve seen for measuring impact in the communities a news outlet covers. This isn’t the case everywhere, but to me, and most importantly to Chalkbeat, engagement and impact are intertwined; journalists’ work doesn’t yield impact if readers aren’t part of the conversation. While growing our audience is important (have you told a friend about Chalkbeat yet? We’d appreciate the help!), and will be a significant part of my job, our bureaus are motivated by doing work that matters, that informs debate and spurs action that results in better schools — not necessarily work that will go viral.

Since then, Chalkbeat has grown to seven bureaus with national coverage on top of that, and there are plans to expand to even more cities around the country in the future. Though my career path had carried me away from mission-driven nonprofit newsrooms, I found myself checking back in on Chalkbeat.

I spent 2018 as a senior editor at The New Republic, focused on engagement; before that, I was assignment editor and managing editor for the website of The Atlantic. I’d spent three years at legacy institutions, and though I’d known going into those experiences that the audiences would be bigger, and the metaphorical walls surrounding the newsrooms higher, than they had been in the nonprofit world, I don’t think I appreciated how different the mindsets around engagement — and impact — would be.

In the last few weeks, I’ve heard about several Chalkbeat stories that came directly from community engagement. One in particular stands out in my mind: the story of Javion, a 16-year-old in Chicago’s public school system who reads at a second-grade level. Our reporter Adeshina Emmanuel learned about Javion’s difficulties during last year’s listening tour, a series of in-person events where Chalkbeat staff aimed to empower people in the community to share their own stories.

Here was the engagement I cared about, where journalists sought to report with and for communities, not just “on” them; here was the commitment to driving impact by working with our readers, aiming for results above and beyond a CNN chyron name-dropping our cover story or Donald Trump tweet-ranting against our work. Here was journalism as public service.

So what will I be doing at Chalkbeat? I’ll be making it easier for us to reach more people in our communities, in person and online. I’ll be fine-tuning our social media practices, establishing and maintaining partnerships with other media outlets and community organizations, and helping our bureaus pull off events that amplify diverse voices. Generally, I’ll be managing how we talk to and hear from our audience — which includes you.

As I get started, I’d love to hear from you. What do you want to see more of from Chalkbeat? What are you hoping to get out of the newsletters? If you live near one of our bureau locations (especially Indianapolis, where I’m currently based), I’d love your suggestions for potential partners: Who’s doing good work in your city to improve education and build a stronger sense of community? Let’s chat: cgreen@chalkbeat.org

growth plans

Now hiring: Chalkbeat Newark is set to expand

PHOTO: Bene Cipolla/Chalkbeat
A Chalkbeat Newark focus group in 2018. The nonprofit news organization will add a new reporter in June.

Chalkbeat Newark has some breaking news of our own to report: We’re expanding.

Less than a year after Chalkbeat opened a new bureau dedicated to New Jersey’s largest school system, we’re adding another reporter in June. We’re expanding through Report for America, an innovative program that places beginning journalists in communities that need — and deserve — more on-the-ground reporting, and we especially welcome applicants from Newark.

“We are thrilled to have support to add more reporting capacity to our team in Newark,” said Elizabeth Green, Chalkbeat’s co-founder, CEO, and editor-in-chief. The bureau is the organization’s seventh; Chalkbeat also has reporters in Chicago, Colorado, Detroit, Indiana, New York, and Tennessee, and is continuing to grow.

“We launched coverage in Newark at the request of a diverse group of community members,” Green continued. “Since then, more and more members of the community have told us they value the work we are doing: holding officials accountable, keeping the conversation honest, and shedding light on the consequences of major decisions that affect public education.”

The new reporter will bolster Chalkbeat’s coverage at a pivotal moment for Newark, as the district completes its transition from decades of state oversight back to local control, and as a new superintendent begins to make his mark on the 36,000-student school system.

The reporter will be partly funded by Report for America, a nonprofit organization dedicated to strengthening local news coverage. The group, which is modeled on Americorps, is helping this year to place 60 journalists in newsrooms across the country — from Puerto Rico to Wisconsin to California and now New Jersey. Report for America will split the cost of the journalist with Chalkbeat and local donors.

Report for America was founded by two media veterans, Steven Waldman and Charles Sennott, who worried that the downsizing of newsrooms across the country threatens democracy. The nonprofit organization receives funding from a number of donors, including the Ford Foundation, Facebook, and Google.

Newsrooms that host Report for America-funded journalists have complete control over their work; donors play no part in the editorial process.

“Like all support to Chalkbeat, this gift comes with no strings attached,” Green said. “Our ultimate responsibility is always to tell the truth.”

Journalists interested in covering Newark schools (or any of the other RFA-sponsored roles) have until Feb. 8 to apply for the position. Along with their normal reporting duties, Report for America hires must also participate in a community-service project, such as mentoring student journalists.

We especially welcome Newark-based reporters to apply. If you know someone who’s right for the job, please encourage them to submit their information.