Most researchers who have investigated the relationship between the media and education have asserted that coverage of education has a negative impact on public perceptions of, and support for, public education. Much of this research relies on negative case examples and cross-sectional data to make this claim. This article calls into question the assumptions being made by these researchers. The article identifies a need for more systematic and longitudinal research on the topic. In identifying this need, the article suggests the development of a framework that recognizes the appropriate role of the media in a democratic society. In developing this framework, it is recommended that researchers focus on both media processes and media impacts in assessing the democratic nature of the coverage provided.