The IRE Resource Center is a major research library containing more than 26,000 investigative stories — both print and broadcast. These stories are searchable online or by contacting the Resource Center directly (573-882-3364 or email@example.com) where a researcher can help you pinpoint what you need. Browse or search the tipsheet section of our library below. Stories are not available for download but can be easily ordered by contacting the Resource Center.
The IRE Resource Center is a major research library containing more than 26,000 investigative stories — both print and broadcast.
These stories are searchable online or by contacting the Resource Center directly (573-882-3364 or firstname.lastname@example.org) where a researcher can help you pinpoint what you need.
Browse or search the tipsheet section of our library below. Stories are not available for download but can be easily ordered by contacting the Resource Center.
Search results for "inner-city students" ...
"F-School Bomb" tells the story of English teacher Erika Selig's attempts to address a serious lack of discipline at Allapattah Middle School where she taught. Through Selig's eyes, readers were able to get a first-hand look into the daunting problems facing children, teachers and administrators inside a title 1 school. From racially charged fights between Hispanic and black students to the pressures of teaching students to pass Florida's standardized tests, Allapattah Middle School exemplified everything that is wrong with inner-city failing schools.
The I-Team investigated Cincinnati School Board decisions related to the relocation of one inner city public school. The story provides insight into how CPS is managing a billion dollars of new school construction. It revealed problems of student safety, economics, Board incompetence and conflicts of interest. The school board deviated from standard property appraisal procedures, overpaid for the school, located it in Cincinnati's most dangerous area and could have renovated a nearby school for far less money.
LA Weekly reports on how an inner-city L.A. high school, Manual Arts, masked its dropout rate by keeping "ghost" students on its enrollment list. The fraud gave the school "a breather from chronic overcrowding" and allowed it to keep its funding. The problem is that the state of California "does not conform to widely accepted standards for counting dropouts honestly and accurately."
Education Week reports on how minority students have taken advantage of their high-schools' partnerships with colleges. A two-story package reveals that the ties between colleges and K-12 schools bring positive influence in the lives of students most of whom are at the same time facing family and economic problems. Most students in these high-schools aspire to get college education, after they graduate. The report features two specific examples of such successful partnerships - between Frederick Douglass Academy in Harlem and Ithaca College in upstate New York, and between Syracuse University and High School for Leadership and Public Service in the so-called Spanish Harlem in Manhattan.
The Nation looks at new court decisions that define public school standards, so as to guard the principles of equity and adequacy. The report reveals that, according to the judges' voluminous opinions, "failing public schools violate state constitutions." The author concludes that "the adequacy argument doesn't always lead to the reform of blatantly inferior rural or inner-city schools" and that "adequacy can mean a lot of things."
The Wall Street Journal, in a two-part series followed five students through the halls of Frank W. Ballou Senior High, a school in Washington, DC's southeast section to find out what it takes for top students to succeed in some of the nation's worst environments, finding that the students often respond thoughtfully and rationally to the mandates of their environment. The paper also followed a different group of minority students through an intensive summer course at an Ivy League University, May 26, Sept. 22, 1994.