Tag Archives: The US

How journalists cover mass shootings: Research to consider

By Denise-Marie Ordway

After covering a major tragedy such as a mass shooting, it’s helpful for editors and reporters to review their work. What did they do well? What were their shortcomings and oversights? How did their coverage impact audiences, communities and victims’ families? And just as important: How can the newsroom do a better job next time?

Unfortunately, in the case of mass shootings, some news outlets might have to deal with a next time.

To help guide newsrooms in their conversations about how they cover mass shootings, we’ve gathered a sampling of research that examines news coverage from several angles, including how journalists portray shooters of different races and religious backgrounds. We’ve included two studies that look specifically at how The New York Times covers mass shootings and which factors — for example, the location of a shooting or the perpetrator’s motivation for killing — affect how much time and resources the newspaper dedicates to each event. This collection of research has been updated since it was originally posted in December 2018.

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Media Coverage and Firearm Acquisition in the Aftermath of a Mass Shooting
Porfiri, Maurizio; et al. Nature Human Behavior, 2019.

For this study, researchers examined the relationship between news coverage of mass shootings and firearm purchases in the U.S. They find a “potential causal link” between news articles about gun control policies in the aftermath of a mass shooting and increased gun sales. The researchers also find that firearm acquisition increases nationally as well as in states with the weakest firearm laws. “Many firearm control advocates regard the aftermath of a mass shooting to be a fertile policy window: as people’s attention is captured by these gruesome incidents, more restrictive policies might gain traction among policymakers, and legislatures may become more amenable to change,” write the authors, led by New York University professor Maurizio Porfiri. “However, this increased attention may elicit a parallel reaction, in which people may fear that their access to firearms will be soon restrained and, thus, opt to purchase firearms before this happens.”

The researchers analyzed information on mass shootings that they collected from a database created by the investigative news outlet Mother Jones. They looked at 69 mass shootings that occurred in public locations between 1999 and 2017, excluding any that were connected to gang activity or armed robberies. They also examined media coverage of firearm laws and regulations provided by The New York Times and The Washington Post during that time period. Because there is no national registry or record of gun acquisition in the U.S., Porfiri and his colleagues used federal weapons background check numbers as a proxy for gun acquisition. They examined monthly data on background checks conducted between January 1999 and December 2017.

What they found was that federal weapons background checks spiked after a mass shooting. “The highest number of background checks at the national level (n = 2,171,293) was recorded in December 2012, which follows the Sandy Hook Elementary School shooting,” they write. They also note that news coverage was most concentrated in January 2013, in the aftermath of the Sandy Hook massacre. “The number of background checks increases with the number of mass shootings, and both of these variables increase with relevant media output,” they write.

Can a Non-Muslim Mass Shooter Be a “Terrorist”?: A Comparative Content Analysis of the Las Vegas and Orlando Shootings
Elmasry, Mohamad Hamas; el-Nawawy, Mohammed. Journalism Practice, 2019.

Researchers analyzed news coverage of mass shootings in Las Vegas in 2017 and Orlando in 2016 to determine whether there are differences in the way journalists portrayed the two perpetrators — an American Muslim of Afghani origin and a white, non-Muslim American. They found big differences. Among them: “The Orlando shooting, carried out by a Muslim, was allotted more coverage despite the fact that it produced nine fewer fatalities than the Las Vegas shooting, perpetrated by a white non-Muslim,” the authors write. “The analysis also showed that the examined newspapers were more likely to employ a ‘terrorism’ frame in their coverage of the Orlando shooting than in their coverage of the Las Vegas shooting; link the Orlando mass shooting with the global war on terrorism; and to humanize Stephen Paddock, the white perpetrator of the Las Vegas shooting.”

Mohamad Hamas Elmasry, an assistant professor at the University of North Alabama, and Mohammed el-Nawawy, a professor at the Queens University of Charlotte, looked at how the Los Angeles Times and The New York Times framed the two shootings. They chose these news outlets, they write, “because of their status as elite American newspapers capable of setting the agenda for other American news outlets, and also because they represent the two largest media markets in the United States and the East and West coasts of the country, respectively.” They studied the newspapers’ coverage during the week following each shooting, analyzing a total of 190 news articles and editorials.

Elmasry and el-Nawawy explain that their findings suggest the Muslim shooter’s religious and ethnic identities might have prompted more news coverage. The Muslim perpetrator was called a “terrorist” in about 38% of articles about the Orlando shooting. The non-Muslim perpetrator was labeled a “terrorist” in 5% of articles about the Las Vegas shooting. Meanwhile, about 55% of articles focusing on the Orlando massacre described the perpetrator as a “gunman,” compared with more than 80% of articles about the Las Vegas killings.

The researchers warn that differences in how the two shooters were framed could reinforce fears of Islam and Muslims. Also, they write that the “downplaying of white male identity in violent crimes carried out by white men may prevent the public’s learning about the potential threat of white male shooters.”

A Comparative Analysis of Media Coverage of Mass Public Shootings: Examining Rampage, Disgruntled Employee, School, and Lone-Wolf Terrorist Shootings in the United StatesSilva, Jason R.; Capellan, Joel A. Criminal Justice Policy Review, forthcoming.

This paper focuses on differences in how journalists cover different types of mass shootings and whether these differences have changed over time. The authors also pose the question: Are newsrooms intentionally emphasizing certain kinds of mass shootings?

To gain insights, the authors compiled a database of mass shootings that happened in public spaces between 1966 and 2016, placing them into one of four categories: school, disgruntled employee, lone-wolf terrorist and rampage. The researchers — Jason Silva of the John Jay College of Criminal Justice and Joel Capellan of Rowan University — consider a mass public shooting to be “an incident of targeted violence where an offender had killed or attempted to kill four or more victims on a public stage.” A firearm is the primary weapon used in these attacks, which aren’t connected to profit-driven crime such as drug trafficking or gang violence.

Silva and Capellan find that 19% of the 314 shootings identified occurred at schools, including college campuses, and 32% involved disgruntled employees who targeted their current or former place of work. Meanwhile, 13% were “lone-wolf terrorist” shootings in which the perpetrator acted alone, motivated by ideological extremism. The remaining 34%, labeled “rampage” shootings, are those that don’t fall into the other three categories. The authors also examined The New York Times’ print coverage of mass public shootings over the same 50-year period.

What their analyses reveals is that even though school shootings and those perpetrated by lone-wolf terrorists make up a combined 32% of all mass public shootings, they received 75% to 80% of the Times’ total coverage of mass shootings. Conversely, disgruntled employee and rampage shootings make up a combined 68% of all mass public shootings but received 15% to 20% of the news coverage. Silva and Capellan point out that, over time, school and lone-wolf terrorist shootings consistently received a larger number of news articles and words compared with rampage and disgruntled employee shootings. “It is important to note,” the authors write, “that lone-wolf terrorists experienced the highest growth in news coverage between 1966 and 2016. In the 1970s and 1980s, lone-wolf terrorist shootings received an average of 10 to 15 articles, but by the 1990s, news salience increased to 30 articles, and by [the] 2010s, these ideologically motivated shootings received more than 40 articles on average.”

The authors suggest the Times may be purposely giving more attention to school and lone-wolf terrorist shootings. “This study finds the disproportionate amount of coverage given to school and lone-wolf terrorist incidents is not warranted, given their relative threat to public safety,” they write. The emphasis on these two types of mass shootings, Silva and Capellan write, “may serve to (a) potentially distort public anxiety and perceptions of risk and (b) drive into the public policy agenda a range of measures that may be ineffective and even counterproductive in preventing such incidents.” They add that “the relative dearth in coverage of other types of mass shootings (disgruntled employee and rampage violence) threatens to undermine policy and preventive responses.”

Mental Illness, the Media, and the Moral Politics of Mass Violence: The Role of Race in Mass Shootings CoverageDuxbury, Scott W.; Frizzell, Laura C.; Lindsay, Sade L. Journal of Research in Crime and Delinquency, 2018.

Three researchers from Ohio State University examined news coverage of mass shootings to see how journalists portray perpetrators of different races. A key finding: Stories about white or Latino shooters were much more likely to suggest that mental illness was to blame than stories involving black perpetrators.

“The odds that White shooters will receive the mental illness frame are roughly 19 times greater than the odds for Black shooters,” Scott Duxbury and his colleagues write. “The odds that a Latino shooter will receive the mental illness frame are roughly 12 times greater when compared to Blacks.”

The researchers analyzed news articles written about mass shootings between January 1, 2013 and December 31, 2015. They used News Bank and Lexis Nexis to conduct a national search for articles that mention or allude to the race of the perpetrator and the motive or an explanation for the killings. The researchers only examined shootings with four or more victims, excluding the perpetrator.

The research team also discovered that when journalists reported or insinuated that a white shooter was mentally ill, they tended to “establish the offender as a good person suffering from extreme life circumstances.” This happened only sometimes when the shooter was Latino and almost never when the shooter was black.

“Blacks in the mental illness subsample never receive testament to their good character nor do the media ever claim that the shooting was out of character,” the authors explain. “Further … the media only frame White shooters as coming from a good environment.”

When journalists reported a mass shooting was gang related, perpetrators generally were people of color. In these stories, the researchers found that journalists usually referenced the shooters’ criminal histories and portrayed them as public menaces. For example, when people made statements about the shooters, journalists quoted them as saying such things as, “Everyone is relieved that this individual is off the street” and “He is part of some kind of new generation that is absolutely heartless.”

Covering Mass Murder: An Experimental Examination of the Effect of News Focus — Killer, Victim, or Hero — on Reader InterestLevin, Jack; Wiest, Julie B. American Behavioral Scientist, 2018.

Jack Levin, a professor emeritus at Northeastern University, and Julie B. Wiest, a sociologist at West Chester University, conducted an electronic survey of 212 adults, aged 35 to 44 years, to gauge their interest in reading different kinds of news coverage of a school shooting. They found that people were much more interested in reading a story that focused on the actions of a courageous bystander than those focusing on the shooter or his victims.

For the study, Levin and Wiest presented survey participants with different versions of the same news story. In all three versions, the photos, font sizes, layout, main headline and pull-out quote were identical. But one story focused on the killer. One focused on a victim. And one story focused on a “hero student who stopped the attack.”

Nearly 73% of participants chose to read the hero story after the first paragraph. Meanwhile, 55.7% chose to read the story that focused on the killer beyond the first paragraph. Of those assigned to read the article that focused on the victim, 52.2% opted to read past the first paragraph.

“Subjects’ greater interest in the hero-focused story may be interpreted as an information-seeking behavior, as it presumably would provide information about how to stop a mass murderer and avoid future victimization,” the authors write. “Although all stories suggested a certain threat, those that focused on the killer and victim offered uncertain solutions … which may explain why they were less interesting to subjects.”

The researchers note that coverage focusing on courageous bystanders could prompt positive copycat behavior. “If the copycat phenomenon applies to increasing the prevalence of mass killers, why would it not also apply to increasing the prevalence of heroes who take an active role in ending a mass murder?” they write.

The researchers also found that people who reported feeling anxious or afraid that they or someone they love could become victims of a mass murder were more interested in reading stories about mass shootings than individuals who said they felt little or no fear.

Levin and Wiest write that their findings provide lessons for journalists.

“Although there is some evidence that sensational and shocking coverage of crime events may increase news consumption (likely by way of inducing fear), news outlets that employ such tactics may not be giving consumers what they want,” they write. “It seems clear that news consumers seek crime stories that reduce uncertainty, offer practical solutions, and include relevant contextual information that suggests the possibility of an effective response to violence.”

Covering Mass Shootings: Journalists’ Perceptions of Coverage and Factors Influencing AttitudesDahmen, Nicole Smith; Abdenour, Jesse; McIntyre, Karen; Noga-Styron, Krystal E. Journalism Practice, 2018.

This study, led by faculty at the University of Oregon’s School of Journalism and Communication, examines journalists’ attitudes about news coverage of mass shootings in the U.S. Among the main takeaways: Journalists, by a small margin, agreed that coverage is “sensational” and most agreed that the way newsrooms cover these events “is an ethical issue.” Meanwhile, journalists generally did not acknowledge a connection between mass shooting coverage and copycat shooters — a connection found in previous research.

“Most journalists were in favor of perpetrator coverage and did not believe it glamorized suspected perpetrators,” the authors write. “Most news workers likely do not want to believe that their work contributes to further carnage and suffering, despite evidence showing that fame-seeking mass shooters and a contagion effect do, in fact, exist.”

The researchers surveyed 1,318 journalists from newspapers with a circulation of 10,000 or more, asking them how strongly they agree or disagree with certain statements. About half of the people who participated were reporters while almost 26% were editors, 14.5% were photographers or videographers and 2.4% were columnists. Most — 60% — were men and 89.4% were white.

Nicole Dahmen and her colleagues find that age is a powerful predictor of how journalists feel about mass shooting coverage. “Older journalists held a more favorable opinion of the state of mass shooting coverage, more strongly supported coverage of perpetrators, and were less receptive to the idea that mass shooting coverage is an ethical issue,” they write.

They also discovered that editors had a more positive view of coverage than reporters and photographers and that white journalists had a much higher opinion of it than journalists of other races. “Non-white respondents were more likely to be critical of mass shooting coverage,” the researchers write.

Mass Shootings and the Media: Why All Events Are Not Created EqualSchildkraut, Jaclyn; Elsass, H. Jaymi; Meredith, Kimberly. Journal of Crime and Justice, 2017.

For this study, researchers analyzed one large national newspaper’s coverage of mass shootings to see how factors such as victim counts, the location of a shooting and the shooter’s race affect the newsworthiness of each event. Here’s the gist of what they learned: “Race/ethnicity and victim counts are the most salient predictor of whether or not a shooting was covered, with perpetrators of Asian and other descent and those events with higher victim counts generating more prominent coverage (measured as higher article and word counts), whereas incidents occurring in locations other than schools yielded less coverage,”they write.

The research team, led by Jaclyn Schildkraut of State University of New York at Oswego, examined The New York Times’ coverage of 90 mass shootings between 2000 and 2012. The team only included mass shootings in which victims and locations were targeted at random or “for their symbolic value.” Researchers excluded shootings connected to gang violence and militant or terrorist activities.

The team found considerable variation in coverage. For nearly 78% of shootings, coverage was limited to fewer than five articles. Half the shootings received fewer than 1,500 words. Almost 60% of all the articles the Times printed about mass shootings during this period focused on five incidents: the attempted assassination of  Congresswoman Gabrielle Giffords in 2011 and shootings at Virginia Tech in 2007, the Fort Hood military base in 2009, Sandy Hook Elementary School in 2012 and a Century 16 movie theater in Aurora, Colorado in 2012.

Schildkraut and her colleagues found that when the shooter was Asian or from “other” racial groups — a category that includes Middle Eastern, Indian, Native American and multiracial people — the Times published more and longer stories about the incident than when the shooter was white. The analysis also revealed that shootings occurring in the Northeast garnered more attention than those in the South, which, historically, has tended to be more violent.

The Media’s Coverage of Mass Public Shootings in America: Fifty Years of Newsworthiness
Silva, Jason R.; Capellan, Joel A. International Journal of Comparative and Applied Criminal Justice, 2018.

This study also looks at variation in The New York Times’ coverage of mass shootings, but over a longer period — 50 years. Jason Silva of the John Jay College of Criminal Justice and Joel Capellan of Rowan University analyzed 3,510 articles written about 314 mass shootings that occurred in the U.S. between 1966 and 2016. For the purposes of their research, they defined a mass shooting as “an incident of targeted violence where an offender has killed or attempted to kill four or more victims on a public stage.” Gang-related shootings were excluded.

Silva and Capellan also found a lot of variation in the Times’ coverage. Three quarters of the shootings drew little coverage – fewer than four articles and fewer than 4,028 words each. Meanwhile, 68% of all articles the newspaper wrote about mass shootings during those five decades focused on 15 incidents, starting with the University of Texas tower shooting in 1966. The Columbine High School shooting in 1999 received the most coverage of any of the shootings, followed by the Sandy Hook shooting in 2012. The Times published a total of 503 articles about the Columbine massacre and 248 on Sandy Hook.

Some of the other big takeaways: Massacres at schools, government buildings and religious institutions got more coverage than those occurring at businesses. Shooters of Middle Eastern descent received more coverage than shooters of other races. For example, the Times covered 90% of shootings involving a Middle Eastern perpetrator, 74.3% of shootings with a white perpetrator and 60% of shootings with a Latino perpetrator. Shootings motivated by ideological extremism were much more likely to be covered than those that were not.

“Eight of the top 15 cases were ideologically motivated,” Silva and Capellan write. “The finding that Middle Eastern perpetrators are more newsworthy also suggests the overrepresentation of jihad-inspired mass public shootings in media coverage of the phenomenon.”

Covering whistleblowers; 6 tips for journalists: The USA

By Denise-Marie Ordway

House Speaker Nancy Pelosi last week announced a formal impeachment inquiry of President Donald Trump after a whistleblower accused Trump of using his position to pressure the Ukraine to investigate former Vice President Joe Biden, a top 2020 Democratic presidential contender. On Sept. 26, the House released a redacted copy of the complaint the whistleblower filed in August with members of Congress.

Throughout history, whistleblowers have played an important role in bringing corruption, fraud, waste and other improprieties to light worldwide. But journalists face serious challenges in doing this kind of reporting, especially when it involves world leaders and the federal intelligence community.

To help newsrooms fine-tune their strategies for covering this scandal — and whistleblowing complaints that are sure to come forward, both locally and nationally, in the future — we asked for advice from veteran journalists, journalism faculty and scholars who study whistleblowing behavior. We also turned to advocacy organizations that work to protect and defend whistleblowers.

Here are six tips we put together, based on their collective insights.

  1. Before revealing details about a whistleblower’s identity, consider whether the value of reporting that information outweighs the harm the whistleblower and others might face.

“I’m not a fan of identifying whistleblowers. These are people for the most part who are trying to do the right thing, but are afraid or concerned about their careers or worse,” says Matthew Carroll, a journalism professor at Northeastern University who won a Pulitzer Prize and a Goldsmith Prize for Investigative Reporting in 2003 as part of a team at The Boston Globe that wrote about sexual abuse among Catholic priests.

Carroll pointed to a statement Trump made last week, suggesting the whistleblower is “almost a spy,” as a reason why the whistleblower who came forward about Trump’s phone call with the Ukrainian president “definitely should be concerned.”

“Trump stated the whistleblower is ‘almost a spy,’ and referenced how spies were handled in the past,” Carroll says. “It’s not entirely clear what he means, but in the past spies have been executed or given long prison sentences. That gives an indication of the type of threat this whistleblower faces. If this person is identified, the person will almost certainly be fired on one pretext or another.”

Xuhong Su, an associate professor at the University of South Carolina who researches why there are so few whistleblowers in corrupt settings, stresses that anonymity “is of paramount importance for both protecting whistleblowers, but also in the long run, to incentivize more acting whistleblowers along the road.” Su criticizes The New York Times’ recent decision to publish details about the identity of the whistle-blower whose accusations against Trump prompted Democrats to pursue an impeachment inquiry.

  1. Don’t focus on why whistleblowers come forward.

Vladimir Radomirovic, editor-in-chief of Pistaljka, an online investigative outlet that reports on corruption in Serbia, says his newsroom focuses on what whistleblowers disclose — not their motives. “For us, it is the information they provide that is key,” he says. “We judge the documents, not the whistleblower.”

Radomirovic has worked with hundreds of whistleblowers since founding the news outlet in 2010.

“More often than not, it is exactly the motives of a whistleblower that are being investigated by their employer, the government, or the press, and not the wrongdoing they reported,” he explains. “Journalists should be aware of this and avoid targeting whistleblowers.”

  1. Understand the differences between whistleblowers and “leakers.”

A few years ago, the Society of Professional Journalists worked with the Government Accountability Project, a whistleblower protection and advocacy organization, to create a guide to educate journalists about whistleblowers. The 36-page guide outlines the differences between a whistleblower and a so-called “leaker” – two terms that, according to the guide, “are often used interchangeably as a way of discrediting the source of potentially-damning information.”

In the U.S., whistleblowers generally are protected by law from retaliation, but sometimes risk their careers and safety to share what they know.

“Leakers release information about the inner workings of the government agency or corporation they work for, often for political gain, to curry favor, or to test policies,” the guide explains. “Whistleblowers are workers who release information that shows serious wrongdoing, mismanagement, waste or other abuses of public trust.”

  1. Have a strategy for secure communication.

Reporters who use digital tools to communicate with and receive data and documents from sources must take steps to defend their online activities from security threats such as hacking, surveillance and phishing attacks. The Committee to Protect Journalists offers detailed guidance on this topic in its new “Digital Safety Kit.”

Two ways to provide security for whistleblowers: Use messaging apps such as Signal and WhatsApp, which offer end-to-end encryption, and use software that encrypts email.

  1. Familiarize yourself with the whistleblower protection laws that apply to the whistleblower you’re reporting on.

Read up on and ask a legal expert to explain whistleblower protection laws, which vary. “From the False Claims Act to the Dodd-Frank Act, an extensive legal framework surrounds whistleblower protection in the United States,” explains the National Whistleblower Center in a new tip sheet it has created for journalists. “Whistleblower rights depend on the procedures set forth in over 50 different federal laws and countless state laws.”

The National Whistleblower Center, founded by three whistleblower attorneys, points out that a different set of rules govern federal intelligence employees.

“The Whistleblower Protection Act protects public employees’ rights to speak out about misconduct,” it notes in its tip sheet. “For those who work in the intelligence community, where the information is usually sensitive or secret, their rights are more limited. They can blow the whistle up the chain of command and to an agency’s inspector general, but they are rarely permitted to go beyond that.”

  1. Know where to go for help understanding whistleblowing issues.

Numerous organizations across the U.S. and world provide resources and support to whistleblowers and journalists who work with them. We’ve already mentioned several. Here are some others:

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5 tips for reporting on ‘free college’ and ‘college promise’ programs: The United States, US

free community college promise tuition

Chattanooga State Community College (Lawrence G. Miller/Flickr)FacebookTwitterLinkedInRedditEmail

By Denise-Marie Ordway

“Free college” has become a key talking point among Democratic presidential hopefuls who believe eliminating tuition at public colleges and universities will help curb student debt and encourage more Americans to earn degrees.

U.S. Sen. Elizabeth Warren and U.S. Sen. Bernie Sanders, two front-runners in the 2020 Democratic primary, have proposed making undergraduate tuition free at public two- and four-year institutions. Another top contender, Vice President Joe Biden, supports offering two years of free tuition at community colleges.

Meanwhile, some states already are moving forward with their own initiatives. The governor of New Mexico recently announced a plan to stop charging residents tuition at all 29 of its public colleges and universities. Earlier this year, legislators in more than 20 states filed “free college” bills, many of which aimed to cover tuition at public colleges and, in some cases, some other education-related expenses. In 2015, Tennessee became the first to offer free tuition at community colleges and technical schools statewide with its Tennessee Promise program, which also covers mandatory fees such as the technology fee and student activity fee.

This is a complex topic, so we asked one of the country’s foremost scholars on college access and affordability for advice on how journalists can improve their coverage of this issue. Laura W. Perna, an education professor who’s also the executive director of the University of Pennsylvania’s Alliance for Higher Education and Democracy (AHEAD), shared a variety of recommendations and insights.

We’ve combined them into these five tips:

  1. Probe the details of “free college,” “tuition-free” and “college promise” programs.

Education leaders, lawmakers and others sometimes use these three terms interchangeably to describe programs launched in recent years to encourage more people to go to college by paying some of their college expenses. When reporting on one of these programs, Perna says it’s crucial for journalists to explain exactly which expenses the program covers, who qualifies, which higher education institutions are included and what rules students must follow to maintain that funding from year to year.

“There are many seemingly similar programs being talked about, but there are important nuances to be paying attention to,” she says. “Some programs have the same names and different characteristics and some have different names but similar characteristics.”

Sometimes, “free college” programs only offer free tuition — a relatively small slice of the total price of attending a college, university or technical school in the U.S. While “tuition-free” initiatives cover tuition, they may exclude the various required fees that appear on tuition bills. “College promise” programs may also have a geographic component, meaning they limit eligibility to students who live in a certain location or attend a specific school or group of schools.

  1. Point out who benefits — and who does not.

Many of these programs only cover the amount of tuition left over after a student’s grants, scholarships and other federal and state aid money are applied. This is called a “last dollar” approach, and is most beneficial to students who don’t qualify for other financial assistance. Low-income students generally don’t benefit from “last dollar” programs because these students usually receive need-based financial aid, including federal Pell grants.

“Low-income students might not get any new money from these programs,” Perna says. She notes that low-income students benefit most from programs that cover the full cost of tuition regardless of other aid received. This approach, referred to as “first dollar,” allows low-income students to use their other federal and state grant aid for other education-related expenses such as books, food and housing.

Perna also suggests journalists pay attention to who these programs exclude. They often require students to enroll full-time or begin taking courses during the fall semester after high school graduation.

  1. Explain funding sources and how funding will be maintained over time.

Perna urges journalists to report on how these programs are funded and how organizers plan to maintain funding over time — especially if the number of students using the program increases over time. “Different programs have different sources of funding,” she says. “The Oregon Promise [program] is funded by state appropriations, which is less stable than Tennessee Promise, which has a dedicated state source. At the local level, some programs are funded through local appropriations and some are funded through private philanthropy. Different sources have different pros and cons associated with them.”

  1. Investigate these important questions:
  • How are these programs being marketed and how are students, families and academic advisers interpreting the messaging of ads and other promotional materials? Do students know about the program and believe that they can benefit from it? Is it clear what costs are covered, how they money is distributed, who qualifies and what students must do to maintain their funding?
  • What are colleges and universities doing to support a potential influx of students — to make sure they can handle the academic workload, meet the requirements to retain the tuition benefit and complete the credits necessary to earn a degree? What are community colleges doing to support students who want to transfer to a four-year institution to earn a bachelor’s degree? “It’s important that, as programs are implemented, we also pay attention to the extent to which students are academically ready,” Perna says. “Certainly money matters for college going, but academic preparation and other factors do as well. If they [students] are not ready to take college classes … that’s something that can derail their efforts to earn a degree.”
  • Are high-performing students — those who graduated at the top of their high school class, for instance — choosing community colleges over four-year institutions when they get free tuition at community colleges? If so, how are campus administrators responding, considering research has found that “undermatching” — when high-achieving students enroll in less selective institutions — is associated with lower odds of graduating and lower career earnings? Also, what are the implications for schools where students cannot get free tuition? Are local private colleges or public institutions in neighboring states losing students?
  • If community colleges enroll larger numbers of high-performing students, how might that affect lower-performing students? “I wonder about how the enrollment of more full-time, high-achieving students may shift the focus at community colleges to these students, and away from their other students – including part-time, older students,” Perna says.
  1. Familiarize yourself with the academic research on the topic.

Perna urges journalists to read and stay current on research examining programs that cover student tuition. The following scholars, she says, have expertise in this topic: Michelle Miller-Adams, a senior researcher at the Upjohn Institute for Employment Research; Brad J. Hershbein, an economist who is director of information and communications services at the Upjohn Institute; Jennifer Iriti, a research scientist at the University of Pittsburgh’s Learning Research and Development Center; and Lindsay Page, an associate professor of psychology in education at the University of Pittsburgh School of Education and a research scientist at Pitt’s Learning Research and Development Center.

The California College Promise Project and the College Promise Campaign are other sources of relevant resources, she says.

Perna also recommends checking out the online searchable database of college promise programs that her team at the University of Pennsylvania created. They are continually updating the database, which journalists can use to study and compare  various college promise programs.

Reporters also should be on the lookout for a new volume of research focusing on free college, tuition-free and college promise programs that the American Educational Research Association plans to release in November.

9 tips for getting people to share or republish your content: Insights from Joel Abrams

By Denise-Marie Ordway

Journalism organizations of all sorts and sizes are eager to grow their digital reach, bolster their brands, increase the impact of their work and, in many cases, generate new sources of revenue. One of the most effective ways to reach those goals is by getting others to help distribute your work — by sharing it on social media, for example. If you publish under a Creative Commons license (like Journalist’s Resource does, by the way) you probably also want other organizations to republish your articles, videos or photos on their websites.

What can you do to encourage people to share or republish your work? Joel Abrams, an expert in online content strategy, recently offered a slew of tips at the Online News Association’s annual conference in New Orleans. They’re lessons he learned over two decades working for organizations such as Boston Globe Media, the Christian Science Monitor and Inc. Magazine. Since 2015, Abrams has been the manager of media outreach at The Conversation US. He’s in charge of giving away content from The Conversation, a nonprofit site dedicated to spreading ideas from academic experts.

Want your content to go viral on social media? Abrams suggests doing this:

  • Use numbers in headlines and tweets. “And use odd numbers, which are more memorable than even numbers,” Abrams says.
  • Attach charts to tweets. “People like sharing a good chart,” he says. He adds that it’s crucial for a few accounts to “like” your tweet right away — to keep it from getting buried by Twitter’s algorithm.
  • Limit hashtags. When you tweet about your work, Abrams recommends only using hashtags with terms and phrases that people are sure to be searching for on Twitter. Unless you’re just using them as a joke.
  • Spark readers’ emotions. People react to, engage with and share tweets that make them care, Abrams explains. He adds that while tweets prompting outrage or fear are commonly retweeted, so are those that elicit positive feelings such as love and inspiration.
  • Check out the hand-drawn chart in this article from io9Even though it’s several years old, Abrams explains, it offers lots of insights on the kinds of content people are most likely to share on social media.

Want your work republished?

  • Leverage your personal connections. Abrams suggests using LinkedIn to find friends and colleagues who can introduce you to others who might be interested in republishing your work on their websites and including it in their newsletters and other promotional materials.
  • Offer content that connects with an organization’s core audience. This might mean offering different content to different organizations. Abrams adds it’s important to establish a relationship with someone at the organization to whom you can regularly pitch new content.
  • Stay on top of the news cycle. Many organizations are interested in content that’s connected to something trending in the news at the present moment.
  • Keep content to 500-600 words if you’re looking for print distribution. “People want a quick, digestible take or a really in-depth piece,” Abrams says. “If you’re not going deep, keep it short.” If you do go long, use bullet points to help readers get to key information quickly. Just like we did here.

The pros and cons of ‘free college’ and ‘college promise’ programs; What the research says: The USA

By Denise-Marie Ordway

More than 19.9 million students are taking classes at colleges and universities across the United States this semester, up from 14.9 million two decades ago, according to the National Center for Education Statistics.

As enrollment has swelled, so has the price of college. The average combined cost of undergraduate tuition, fees, room and board at four-year schools has doubled since 2000. The average cost of attendance for full-time students living on campus at an in-state, public college or university during the 2017-18 academic year totaled $24,320. It totaled $50,338 at private institutions.

Heavy student debt loads created America’s student loan crisis. A recent report from the Federal Reserve Bank of St. Louis shows that outstanding student loan debt topped $1.6 trillion in the U.S. during the second quarter of 2019.

State and federal lawmakers and 2020 presidential candidates have put forward a range of plans aimed at reducing college costs to curb student debt and encourage more Americans to pursue degrees. Most programs and proposals focus on eliminating tuition at community colleges and state universities. But some also aim to cover educational costs such as mandatory student fees, which schools charge to help pay for student events, health services and other campus offerings.

These initiatives often are referred to as “free college” — even when they only cover tuition — and as “tuition-free” programs. A number of cities, counties and states have introduced “college promise” programs, which also pay students’ tuition and, sometimes, other expenses at two- and four-year institutions.

Recent research indicates there are hundreds of college promise programs in the U.S. Some are small, serving students in a city or public school district. Others are open to students across a state. In 2015, Tennessee became the first state in the country to offer free tuition at all of its community colleges and technical schools with its Tennessee Promise Scholarship. Earlier this month, officials in San Antonio announced AlamoPROMISE, which will allow students who graduate from one of 25 local high schools to receive 60 credits worth of free tuition at five area community colleges starting in fall 2020.

New York’s Excelsior Scholarship, launched in 2017, is the nation’s first statewide program to provide free tuition at state-funded two- and four-year colleges. The program is open to New York residents who have a household income of $125,000 or less and agree to live and work in New York for the same amount of time they receive the scholarship.

To help journalists understand the implications and impacts of these efforts, we’ve gathered and summarized a sampling of research on “free college,” “tuition-free” and “college promise” programs. Because most programs are relatively new, scholars are continuing to study them. We will add new research to this collection as it is published or released.

Also check out these five tips for reporting on free college and college promise programs from Laura Perna, an education professor at the University of Pennsylvania who’s also executive director of its Alliance for Higher Education and Democracy.

Merit Aid, College Quality, and College Completion: Massachusetts’ Adams Scholarship as an In-Kind SubsidyCohodes, Sarah R; Goodman, Joshua S. American Economic Journal: Applied Economics, 2014.

This study examines a Massachusetts program that offers tuition waivers to high-achieving students who graduated from Massachusetts public high schools. The waivers, a key component of the John and Abigail Adams Scholarship Program, cover the cost of tuition for up to eight semesters at any Massachusetts state college or university.

The key takeaway: While the scholarship induced some of these students to remain in Massachusetts for college — a primary goal of the program — it reduced college completion rates, find the authors, Sarah Cohodes, an associate professor of economics and education at Teachers College, Columbia University, and Joshua Goodman, an associate professor of economics at Brandeis University. After the program started, about 200 fewer Massachusetts high school graduates per year earned college degrees.

Cohodes and Goodman find that each scholarship, valued at less than $7,000, encouraged students with high test scores to attend in-state public colleges and universities, which “were of lower quality than the average alternative available to such students.” Going to a lower quality school is associated with higher odds of dropping out, possibly because public institutions spend substantially less on instruction than private, non-profit colleges, the authors suggest. They analyzed a variety of data on Massachusetts students who graduated high school between 2005 and 2008, tracking them through 2012.

“The scholarship, though relatively small in monetary value, induced substantial changes in college choice,” Cohodes and Goodman write. “College completion rates decreased only for those subsets of students forgoing the opportunity to attend higher quality colleges when accepting the scholarship. We describe the magnitude of this response as remarkable because the value of the scholarship is dwarfed by estimates of the forgone earnings of attending a lower quality college or failing to graduate.”

Free Tuition and College Enrollment: Evidence from New York’s Excelsior ProgramNguyen, Hieu. Education Economics, 2019.

New York’s Excelsior Scholarship — the nation’s first statewide “free college” initiative — has had a “negligible” effect on undergraduate enrollment in four-year colleges in the state, finds Hieu Nguyen, a researcher at the University of Tennessee, Knoxville.

Nguyen examined enrollment at public and private higher education institutions to gauge how students are responding to the initiative, launched in 2017 with the goal of helping more New York residents go to college. He looked at full-time undergraduate enrollment in the fall semesters between 2010 and 2017. He finds that even though students were offered free tuition, there was no statistically significant change in enrollment.

Nguyen indicates the program’s requirements might have discouraged some students from participating. “Apart from having to meet the state residency requirement to be eligible for the program, Excelsior recipients are expected to stay and work within the boundary of the state for the same number of years for which they receive the financial aid,” he explains in the paper. “While this constraint can be interpreted as fairly lax and reasonable by some, it might be viewed by others as too stringent, considering that New York has a high average cost of living relative to other states, and that Excelsior scholars are only awarded up to $5,500 per year after all other aid resources are exhausted.”

He notes that the Excelsior Scholarship is unlikely to change enrollment patterns among low-income students, whose tuition often is covered by other forms of financial aid such as federal Pell grants. Nguyen also notes the Excelsior program lacks a coaching component — unlike the Tennessee Promise program, which uses “community coaches” to help guide high school students toward graduation and immediately into college.

Understanding the Promise: A Typology of State and Local College Promise ProgramsPerna, Laura W.; Leigh, Elaine W. Educational Researcher, 2018.

This academic paper offers a detailed look at the characteristics of college promise programs and introduces a framework for classifying them. The researchers analyzed 289 programs operating in the U.S. in fall 2016 and found they varied in numerous ways, including in their eligibility requirements, the types of costs covered, the structure of financial awards, the length of time students can receive the awards, and the number and types of higher education institutions that participate in the program.

“Perhaps most importantly, the analyses underscore the need for policymakers, practitioners, and researchers to recognize the diversity of approaches that is masked by the college promise label before drawing conclusions about the transferability of findings about one college promise program to another,” write the researchers, Laura W. Perna and Elaine W. Leigh of the University of Pennsylvania.

Perna and Leigh find that college promise programs have these features in common:

  • They aim to boost higher education attainment.
  • They offer a financial award to eligible students.
  • They have a place-based requirement such as residing in a specific city or state or attending a certain school or group of schools.
  • They tend to target the traditional college-age population.

Some other findings:

  • College promise programs exist nationwide, but the largest share of those that were analyzed — 37% — are in the South. A quarter are in the Midwest while 24% operate in the western U.S. and 14% are in the Northeast.
  • Just over half of the college promise programs are state-sponsored. More than three-quarters of state-sponsored programs require award recipients to live in the state for a year. Most — 80% — allow students to attend a two-year or four-year school.
  • Of those not sponsored by a state, 23% target students in a specific county, 24% target a school district and 11% target a city. More than half of programs that are not state-sponsored offer awards only to two-year colleges.
  • Of the programs examined, 28% cover full tuition and take a “last dollar” approach, meaning they cover the amount of tuition left over after a student’s grants, scholarships and other financial aid money are applied. Meanwhile, 12% cover the full cost of tuition on a “first dollar” basis, meaning the award is applied first, allowing students to use other forms of financial aid to pay for other education-related expenses such as books, housing and food.