2010-11 Fellows

Three 2011 Spencer Education Journalism Fellows selected

March 25, 2010

Spencer Fellows 2010-2011Columbia Journalism School has named three education journalists as the 2010-11 Spencer Fellows in Education Reporting to pursue projects that will examine the charter school revolution in New Orleans, various teacher assessment reforms in Colorado, and the science and policies of teaching parents and children how to read.

The new fellows are Sarah Carr, the education reporter at the Times-Picayune in New Orleans; Dana Goldstein, a reporter for the Daily Beast website; and Greg Toppo, the education reporter for USA Today.  Each fellow will receive a $75,000 stipend plus up to $10,000 in expenses to spend an academic year sabbatical to do their projects at the Journalism School in New York.

Carr, a 2002 Columbia Journalism School graduate, has covered education for  the Times-Picayune since 2007 and plans to use her fellowship to write “Charter Revolution,” a book about the impact that concept has had on education in New Orleans and nationwide. Before joining the  Picayune, Carr reported on education for the Milwaukee Journal Sentinel where she wrote a multi-part series on the city’s school voucher program that won the Inland Press Association grand prize for public service.

Goldstein, a 2006 graduate of Brown University, will aim to produce a series of magazine stories that examine the education reform policies of the Obama Administration through the state of Colorado, considered a national leader in bipartisan school reform and a candidate. Goldstein is currently an associate editor and reporter for The Daily Beast, a web magazine headquartered in New York.  She has written about education for The American Prospect, The Nation, BusinessWeek, and other magazine s and newspapers.

Toppo has been a national education writer for USA Today since 2002. A former education reporter for the Associated Press, Toppo is a former teacher at the Santa Fe Public Schools. He proposes to use his year to do research that will result in a “better understanding of the true value of reading and the stakes involved in losing it.”