Camellia Burris
Camellia Burris is an education reporter for Nashville Public Radio, covering how laws, history and policy shape the daily experience of students and families in Tennessee schools. She approaches the beat through a civil-rights lens, returning to questions of segregation, access and accountability rather than treating classrooms as isolated from the systems around them. An attorney as well as a journalist, she brings legal training to stories about school governance, funding and the rights of students with disabilities and students of color.
Segregation, school names and historical memory
A core strand of Burris’s reporting examines how racial segregation and its legacies persist in contemporary school systems. In one feature, she reports that Tennessee schools rank as some of the most racially segregated in the United States, framing the issue as a matter of both current policy and unfinished civil-rights work. She connects these statewide patterns to the way individual schools carry history, as in coverage of a middle school named after a segregationist and the debate over whether its name should be changed. Across these stories, she treats school names, attendance zones and racial demographics as concrete expressions of whose stories are honored and whose are marginalized, rather than abstract statistics.
Disability, family supports and special education
Burris also devotes significant attention to students with disabilities and the structures meant to support them. Her coverage includes reporting on how a Tennessee nonprofit plans to use a federal grant to help families navigate disability services, emphasizing the practical impact of policy and funding decisions on those families’ daily lives. She focuses on board-level decisions, program design and the obligations schools and districts have under law, using her legal background to clarify what rights families actually hold and where systems fall short. This strand of her work consistently centers parents and caregivers, positioning them as key sources on how well special education and related services function outside official rhetoric.
Colleges, Black communities and state investment
Beyond K–12, Burris reports on how colleges serve students and how state investment shapes the future of key institutions. In promoted segments, she highlights a campus that carries particular importance for Black communities and examines what it means for the state to fund, support or neglect that institution. Her higher-education stories look at the intersection of public funding, mission and community impact, asking how colleges live up to their stated purpose for both students and the wider public. This approach keeps questions of equity and historical responsibility in view, even when the subject is budget lines or program expansions.
Public radio format and accountability-focused storytelling
Burris works within a public radio newsroom, producing reported features, explainers and listener-driven segments that break complex education issues into clear narratives. She frequently appears in pieces built around audience questions, such as segments that explore why a school carries a particular name and what it would take to change it, using those questions as a pathway into broader accountability reporting on districts and state officials. Her stories blend on-the-ground voices from students, families and educators with policy and legal context, giving listeners both the human stakes and the structural forces at play. Taken together, her body of work marks her out as a reporter who treats education not just as a beat of classrooms and test scores, but as one of the main arenas where civil rights, public investment and community identity are contested.
4 more education journalists.
Abdul Latif Jameel
Abdul Latif Jameel publishes long-form, research-led pieces on how emerging technologies and scientific advances reshape education, industry, and society. He writes for the Abdul Latif Jameel masthead at the intersection of learning, innovation, and applied science, with a focus on technology, skills, and the future of learning. He explains complex fields such as quantum sensing in clear, accessible terms, breaking down frontier science and tying it to real-world applications. His coverage links breakthroughs in sensing, data, and automation to training, curriculum, and lifelong learning. He treats education as an applied system connected to industry, policy, infrastructure, and human development. He reports in an analytical, explanatory style, using research, pilots, and large-scale initiatives to examine how technologies are implemented, evaluated, and scaled in learning and training environments.
Adria Iraheta
Adria Iraheta is a community-focused reporter at Denver7, distinct for centering students, families and residents in every story about schools, neighborhoods and public services. She covers how decisions by school districts, local agencies and public institutions land in daily life, with a particular focus on Aurora and Arapahoe County. Her beat sits at the intersection of education, community issues, public services, safety, infrastructure, health and climate, from job cuts in a school district to a new transit safety app, DMV outages, street changes and record heat waves. With a decade of local television reporting experience, she reports on the ground in specific local scenes, using plain language, direct questions to officials and clear explanations to show how policies, programs and changes affect the people who live, study and work in Colorado communities.
Alan J. Borsuk
Alan J. Borsuk stands out for connecting what happens in schools to the policy and political decisions behind them. He writes in-depth K-12 education analysis for the Milwaukee Journal Sentinel and serves as a senior fellow in law and public policy at Marquette University Law School. His work focuses on Milwaukee Public Schools, school choice, literacy, teacher pipelines, and school accountability. He uses long-range perspective, detailed reporting, and structured analysis to explain how reforms unfold, why they stall, and what they mean for students and leaders. He has also written on vouchers, Teach for America, discipline, and teacher evaluation, drawing on decades as a reporter and editor on education and public policy.
Alexandra Hardle
Alexandra Hardle brings a watchdog lens to K-12 schools, using concrete incidents to map how district power, oversight and accountability work in real life. She covers K-12 education for The Arizona Republic, focusing on school systems, governance and the lived impact of policy on students, families and educators. Her reporting shows how school governance can fail students and staff and what that reveals about district culture. She often covers flashpoints, such as the Nazi salute fallout in the Deer Valley district, as windows into deeper dysfunction, tracking how leadership responds, how trust breaks down and how conflicts unfold in public meetings. Her work sits at the intersection of accountability reporting and community stories, grounded in public records, formal rules and multiple stakeholder perspectives, with clear, direct language that explains how institutions make decisions and how ordinary people experience them.