Christine Charnosky
Christine Charnosky reports on how law schools are led, funded and held accountable, focusing on the institutional forces that shape legal education in the United States. She is the legal education reporter at Law.com, covering leadership changes, policy shifts and data on outcomes across the law school landscape. Her coverage combines news about individual schools and deans with reporting on national trends in bar passage, diversity and student wellbeing.
Law school leadership and governance
Charnosky’s reporting centers on who runs law schools and how leadership decisions ripple through their communities. In “Nearly 25% of Law Schools Had New Deans in 2025,” she documents that 45 law schools appointed 47 new deans, using those numbers to show how widespread turnover has become across the sector. She follows naming and renaming decisions, such as coverage of the Joseph F. Rice School of Law, tying philanthropic gifts and branding choices to questions about identity and institutional direction. Her article on community leaders and alumni urging the University of New Mexico not to renew its law dean’s contract tracks organized pressure on a school’s governance, highlighting who is mobilizing and what they want changed. She also interviews law deans who back initiatives aimed at protecting the rule of law, treating their public statements as part of a broader conversation about the role of legal education in sustaining democratic norms. Across these pieces she treats law schools as political and civic institutions, not just degree-granting bodies, and looks closely at the stakeholders who challenge or reinforce leadership decisions.
Bar passage data and diversity in outcomes
A second strand in Charnosky’s work focuses on how different groups of graduates fare in the path to licensure. In “New ABA Data Shows Disparities in Bar Passage Rates Among Racial Groups Persisted in 2021,” she reads national data to show that racial gaps in bar passage remain entrenched, translating statistical tables into clear takeaways about who is passing, who is not, and how those patterns have changed over time. She grounds that coverage in concrete figures and regulatory reports, making the story about systemic outcomes rather than isolated anecdotes. Her reporting draws on voices from law students and practitioners discussing what they wish they had known before entering the profession, linking personal experience to structural barriers and supports. This combination of data and lived experience marks her approach to outcomes, keeping attention on the practical effects of policies and teaching choices on different cohorts of students.
Student wellbeing and law school culture
Charnosky returns regularly to mental health and wellbeing as core parts of the law school environment. In “Addressing Mental Health in the Legal Profession Needs to Start in Law School,” she frames stress, burnout and other challenges as issues that begin long before practice, arguing through her sources that schools shape how future lawyers relate to work and help. The piece traces efforts within legal education to introduce wellbeing programming, destigmatize support and change expectations around performance and perfectionism, and it situates those efforts within wider conversations about lawyer wellness. By putting mental health alongside leadership, bar outcomes and diversity, her beat treats culture as inseparable from policy and governance in legal education.
Roots in community reporting
Before focusing on legal education, Charnosky reported as a local newsroom journalist covering crime, courts and public safety. Her earlier work includes stories on fatal drunk driving accidents and marijuana-related charges, written in a straightforward, incident-based style that tracks what happened, who was affected and how authorities responded. That background in daily community reporting informs her current beat: she brings the same attention to individual consequences and clear narrative to complex institutional stories about law schools, deans and students.
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.