“One issue state officials say they have detected as they monitor the effectiveness of the READ Act is that not all teachers are up to date on how best to teach reading.”
But districts are free to use their READ Act per-pupil funds on whatever curriculum they want, even on interventions researchers have found ineffective.
“Typically, as with any education policy, we’re only given so much authority on what we can tell districts to do and what we monitor for,” Colsman said in an interview with The Colorado Sun.
The state spends $3 million annually through the READ Act to provide diagnostic software school districts can use to assess student reading levels, but not all districts use it. Data shows the state’s software is used on fewer than half of the students in the state. The reading proficiency of most of the young students in Colorado is determined through other diagnostic tools never subjected to quality reviews by the state.
Meanwhile, state tracking of READ Act student performance shows that only 6 percent of children identified with a significant reading deficiency in kindergarten were reading at their grade level by third grade.
“All of us are looking for a way to get better results for kids because we can’t wait a generation for this,” Colsman said.
Half of state districts see worsening rates for significant deficiencies
Nearly half of the state’s 178 school districts saw the rate of students with significant reading deficiencies worsen since the READ Act program was put in place, according to a review of state data.
Commerce City’s Adams County 14 school district, home to 7,500 students, received more than $3 million in per-pupil READ Act funding to tackle significant reading deficiencies from 2012 through 2018, but reading problems there have worsened over same period.
In 2014, slightly more than 18 percent of the district’s kindergarten through third-grade students had a significant reading deficiency, according to state records. By 2018, that rate had more than doubled to nearly 40 percent.
New administrators at the district, forced by the Colorado Board of Education in November to hire an outside management consultant, said they’ve discovered the reading curriculum they were using was ineffective and not suited to the district’s heavily bilingual student population. They’ve since switched curriculum and are putting in place a summer school program devoted solely to reading instruction.
“Over the past 19 years we’ve had a high turnover in teachers and administrators,” said Jeanette Patterson, who was hired as the district’s executive director of curriculum and instruction last summer. “We’ve had to do a lot of training and retraining and retraining. That leads to inconsistency in the literacy block at the elementary school level.”
Laurie Frost and Jeff Henriques on Madison’s disastrous reading results:
Children who are not proficient readers by fourth grade are four times more likely to drop out of school. Additionally, two-thirds of them will end up in prison or on welfare.
Though these dismal trajectories are well known, Madison School District’s reading scores for minority students remain unconscionably low and flat. According to the most recent data from 2017-18, fewer than 9 percent of black and fewer than 20 percent of Hispanic fourth graders were reading proficiently. Year after year, we fail these students in the most basic of our responsibilities to them: teaching them how to read.
Much is known about the process of learning to read, but a huge gap is between that knowledge and what is practiced in our schools. The Madison School District needs a science-based literacy curriculum overseen by licensed reading professionals who understand the cognitive processes that underlie learning how to read.
Compare Madison, WI high school graduation rates and academic achievement data.
Routing around Madison’s non-diverse K-12 legacy governance model:
In March 2016, Cheatham said that it was her intent to make OEO “obsolete — that our schools will be serving students so well that there isn’t a need.”
Since then, the district has tried to keep tabs on any new charter proposals for Madison, going so far as to send former School Board member Ed Hughes to a September meeting of the Goodman Community Center board of directors to express the district’s opposition to another proposed charter school, Arbor Community School, which was looking to partner with the Goodman center.
Hughes gave the board a letter from Cheatham to UW System President Ray Cross that expressed the district’s dismay at allegedly being kept out of the loop on Arbor’s plans, pointed to alleged deficiencies in Arbor’s charter proposal, and asked that Arbor either be rejected or at least kept out of Madison.
Hughes also told the board that as a Goodman donor, he did not think other donors would look kindly on a Goodman partnership with Arbor.
Becky Steinhoff, Goodman executive director, later told the Wisconsin State Journal that Goodman was “experiencing a period of enormous change,” including the recent opening of a new building, and chose not to work with Arbor.
“I understand the climate and the polarizing topic of charters” in Madison, McCabe said, but he wasn’t concerned the district would attempt to thwart Milestone and he said it would “be a dream come true” if Milestone were one day folded into the district.
He said Community—Learning—Design has an application due to the state Feb. 22 for a federal planning grant.
Much more on our 2019 school board election:
Seat 3
Kaleem Caire, 7856 Wood Reed Drive, Madison
Cristiana Carusi, 5709 Bittersweet Place
Skylar Croy, 502 N. Frances St., Madison
Seat 4
David Blaska, 5213 Loruth Terrace, Madison
Laila Borokhim, 2214 Monroe St., Madison
Albert Bryan, 4302 Hillcrest Drive, Madison
Ali Muldrow, 1966 East Main St., Madison
Seat 5
TJ Mertz, 1210 Gilson St., Madison
Ananda Mirilli, 1027 S. Sunnyvale Lane Unit A, Madison
Amos Roe, 5705 Crabapple Lane, Madison
A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).
Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.
The Madison School District’s “Strategic Framework”.
On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.
According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.
Unfortunately, that is not the achievement gap that the board aimed to close.
2006: “They’re all Rich White Kids, and they’ll do just fine, NOT!”
2009: An emphasis on adult employment.
2013: What will be different, this time?
Madison Superintendent Jennifer Cheatham, 2015:
Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”
“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015
2013: What will be different, this time?
The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.
Compare Madison, WI high school graduation rates and academic achievement data.
The Madison School District’s “Strategic Framework”.
The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.
Sarah Manski and Ed Hughes “withdrew” from their respective races in recent elections. The timing, in both cases was unfortunate for voters, and other candidates.
