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When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Marc Eisen:

Lake Wobegon has nothing on the UW-Madison School of Education. All of the children in Garrison Keillor’s fictional Minnesota town are “above average.” Well, in the School of Education they’re all A students.
The 1,400 or so kids in the teacher-training department soared to a dizzying 3.91 grade point average on a four-point scale in the spring 2009 semester.
This was par for the course, so to speak. The eight departments in Education (see below) had an aggregate 3.69 grade point average, next to Pharmacy the highest among the UW’s schools. Scrolling through the Registrar’s online grade records is a discombobulating experience, if you hold to an old-school belief that average kids get C’s and only the really high performers score A’s.
Much like a modern-day middle school honors assembly, everybody’s a winner at the UW School of Education. In its Department of Curriculum and Instruction (that’s the teacher-training program), 96% of the undergraduates who received letter grades collected A’s and a handful of A/B’s. No fluke, another survey taken 12 years ago found almost exactly the same percentage.
A host of questions are prompted by the appearance of such brilliance. Can all these apprentice teachers really be that smart? Is there no difference in their abilities? Why do the grades of education majors far outstrip the grades of students in the physical sciences and mathematics? (Take a look at the chart below.)

The UW-Madison School of Education has no small amount of influence on the Madison School District.

“If both measures pass, that means the average tax bill for Madison residents could increase by $2,030 by 2028”

Abbey Machtig: The estimated tax impact for residents is as follows: Operational referendum: 2024-25 — $316.72 increase; 2025-26 — $315.49 increase; 2026-27 — $209.1 increase; 2027-28 — $208.28 increase; total: $1,049.58 increase in property tax bill over the next four years. Facilities referendum: 2025-26 — $327.47 increase; 2026-27 — $328.83 increase; 2027-28 — $326.20 increase; […]

Mississippi students and educators have closed the gap and reached the national average on the National Assessment of Educational Progress.

Julia James: This growth can be attributed to several factors, but chief among them is a 2013 state law that created a more robust infrastructure around helping children learn to read and holding them back at the end of third grade if they didn’t hit a certain benchmark. But this national test also measures students […]

On average, 79% of U.S. adults nationwide are literate in 2024.

National Literacy Institute: WEAC: $1.57 million for Four Wisconsin Senators Legislation and Reading: The Wisconsin Experience 2004- “Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.” The data clearly indicate that being able to read is not a […]

Cost of Student Debt Cancelation Could Average $2,000 Per Taxpayer

Andrew Lautz: Public reporting indicates President Biden may soon announce executive action canceling federal student loan debt for a large set of borrowers. Though parameters of the student debt cancellation have yet to be announced, the Biden administration may cancel $10,000 of debt per borrower for borrowers making $125,000 in income per year or less. Based […]

Analysis finds average eighth graders may have skills indicative of fifth grade

John Fensterwald: The analysis, which looks at performance over time, shows that students fell behind each year incrementally even before the pandemic, starting in third grade when tests were first given. Progress completely stalled last year, when most students were in remote learning. Eighth graders overall scored at the same level that they did when […]

Children in masked districts experienced, on average, 4-times the number of disrupted learning days as those in mask-optional districts

Emily Burns, with Josh Stevenson, and Phil Kerpen (Figure 1).The same districts also had 2.5 times higher case rates during the same period as we demonstrated in analysis published on March 9th, 2022. This result is as important as it was expected. The CDC promised that whatever potential (and willfully ignored) harms might come to children […]

Madison’s education academics get involved in the argument over education reform; What is the Track Record of ties between the Ed School and the MMSD?

Pat Schneider:

“I’m an academic,” says Slekar, a Pittsburgh-area native whose mother and grandmother were elementary school teachers and who was a classroom teacher himself before earning a Ph.D. in curriculum from University of Maryland.
“I understand scholarship, I understand evidence, I understand the role of higher education in society,” he says. “When initiatives come through, if we have solid evidence that something is not a good idea, it’s really my job to come out and say that.”
Michael Apple, an internationally recognized education theorist and professor at University of Wisconsin-Madison agrees. In the face of conservative state legislators’ push to privatize public education, “it is part of my civic responsibility to say what is happening,” says Apple.
“In a society that sees corporations as having all the rights of people, by and large education is a private good, not a public good,” he says. “I need to defend the very idea of public schools.”
Both Apple and Julie Underwood, dean of the School of Education at UW-Madison, share Slekar’s concern over the systematic privatization of education and recognize a role for scholars in the public debate about it.

A wide-ranging, animated, sometimes loud conversation with Slekar includes familiar controversies hotly debated around the country and in the Wisconsin Capitol, like high-stakes testing, vouchers and Common Core standards. The evidence, Slekar says flatly, shows that none of it will work to improve student learning.
The reform initiatives are instead part of a corporate takeover of public education masquerading as reform that will harm low-income and minority students before spreading to the suburbs, says Slekar, in what he calls the civil rights issue of our time.
A 30-year attack has worked to erode the legitimacy of the public education system. And teachers are taking much of the blame for the stark findings of the data now pulled from classrooms, he says.
“We’re absolutely horrible at educating poor minority kids,” says Slekar. “We absolutely know that.”
But neither the so-called reformers, nor many more casual observers, want to talk about the real reason for the disparities in achievement, Slekar says, which is poverty.
“That’s not an excuse, it’s a diagnosis,” he says, quoting John Kuhn, a firebrand Texas superintendent and activist who, at a 2011 rally, suggested that instead of performance-based salaries for teachers, the nation institute merit pay for members of Congress.

Local Education school academics have long had interactions with the Madison School District. Former Superintendent Art Rainwater works in the UW-Madison School of Education.

Further, this 122 page pdf (3.9mb) includes contracts (not sure if it is complete) between the UW-Madison School of Education and the Madison School District between 2004 and 2008. Has this relationship improved achievement?
Related: Deja Vu? Education Experts to Review the Madison School District and When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Thin data analysis of Wisconsin Teachers in Training

Molly Beck:

The 2.8 percent decrease between 2010 and 2012 at University of Wisconsin System campuses comes after a 6.8 percent increase between 2008 and 2010, according to System data reported to the federal Education Department provided to the State Journal by the UW System in response to a request for enrollment data for the System’s teacher-training programs. 
The numbers do not include students seeking teaching licenses with majors not classified by the UW System as education majors.
It’s unclear why the number of students enrolled in teacher-education programs has dropped, but Cheryl Hanley-Maxwell, associate dean of the UW-Madison School of Education, said some graduates there are now reporting feeling ill prepared for what they call the political atmosphere surrounding teaching.
“Until our most recent surveys, we’ve never had a complaint that ‘you didn’t prepare us for the political atmosphere'” of teaching, said Hanley-Maxwell about surveys the school sends to graduates who have been teaching for about three years.
She said about 60 percent of the school’s graduates respond to the after-graduation surveys that question how well the school prepared them for the teaching profession.

Related: When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?.

Tougher on teachers: One in four aspiring (Michigan) teachers pass new teacher test

Ron French:

Becoming a teacher in Michigan just became a lot more difficult.
Only one in four aspiring teachers passed a beefed-up version of Michigan’s teacher certification test – an exam that teachers must pass to be hired to lead a classroom – when the new test was administered for the first time last month.
The initial pass rate for the old version of the test was 82 percent; In October, with more difficult questions and higher scores needed to pass, the pass rate was 26 percent.
That means that three out of four students who completed what is typically a four- or five-year college program will have to retake the test or find another career.
The toughened certification tests are an effort to assure that only the most highly-qualified teachers are leading Michigan classrooms.
“Just like we’d want the best and most effective doctor,” said State Superintendent Mike Flanagan said in a news release about the new, low pass rates. “The same applies to teaching Michigan’s students.”
Bridge Magazine raised concerns about the ease of teacher certification tests in October. At the time, aspiring Michigan teachers had a similar pass rate on certification tests as cosmetologists.
That story was part of a series examining the crucial role of teacher preparation in increasing learning in Michigan classrooms, where test scores show students are falling behind students in other states.

Related NCTQ study on teacher preparation and When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?.
UW-Madison School of Education Dean Julie Underwood continues her “status quo” advocacy via this latest op-ed.
Madison Literary Club Talk: Examinations for Teachers Past and Present

California teacher preparation reform

Jackie Mader:

For years, California has attempted to reform its teacher preparation programs to better prepare new teachers for the classroom. Alternative routes have popped up to offer aspiring teachers, in many cases, a less expensive and faster route to teaching. The state’s extensive performance exams for teacher candidates have served as a model for the rest of the nation.
Now, a teacher preparation program in California is pledging career-long support to its graduates. On Thursday, the University of Southern California’s Rossier School of Education launched a free helpline for its 25,000 alumni that will connect struggling graduates with a “rapid response team” of nine full-time faculty members. That team will diagnose problems, build individual plans for alumni, and offer solutions that range from site visits, to coaching, to professional development resources.

Related NCTQ study on teacher preparation and When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?.

UW-Madison professor says ALEC assault on public schools threatens American tradition of ‘educated citizen’

Pat Schneider:

The attack by the American Legislative Council (ALEC) threatens public education on five critical fronts, University of Wisconsin-Madison professor Julie Mead explains in an article published Wednesday by theInstitute for Wisconsin’s Future.
Interviewed by The Real News Network as protesters were arrested trying to crash ALEC’s 40th annual convention in Chicago last week, Mead said that education model bills flowing out of the conservative organization introduce market forces into and privatize education, increase student testing and decrease the influence of local school districts and school boards.
“One of the things that I like to talk about is what’s public about public education, because I really do believe that that is precisely what is at stake: what is public about public education,” Mead, a professor in the department of educational leadership and policy analysis, said in the article.
Trends fueled ALEC jeopardize five essential dimensions of public education, she said: Public purpose, public funding, public access, public accountability to communities and public curriculum.

Taking care of the basic such as reading and teacher preparation, will address some of the present public education system’s governance issues.
Related When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Stronger teacher preparation needed to improve schools

Gloria Romero:

We Californians like to think our state is the national leader in policy change and innovation, that new ideas are born here and other states follow our lead.
In one area, I am sad to say, that is not the case.
California is short-selling too many of its public school students because of education programs that inadequately prepare the next generation of teachers. A new review from the National Council on Teacher Quality that evaluates educational institutions, state by state, produced some sobering results for anyone who cares about what’s going on inside California schools of education.
Among the more disturbing findings from the institutions that provided data:

  • Half of 72 programs for elementary school preparation failed the evaluation, a higher failure rate than programs in any other state.
  • California’s secondary certification structure combined with inadequate coursework requirements, particularly in the sciences and social sciences, showed that only 17 percent of programs adequately prepared secondary teaching candidates in core subjects. That compared with 34 percent nationally.
  • Coursework in a majority (63 percent) of California elementary programs did not mention a single strategy for teaching reading to English language learners.
  • Of the 139 elementary and secondary programs that were evaluated on a four-star rating system, 33 programs earned no stars and only three earned as many as three. Not a single program earned four stars.

Related: Richard Askey: Examinations for Teachers Past and Present:

I have written about the problem in mathematics and hope that some others will use the resouces which exist to write about similar problems in other areas.
In his American Educational Research Association Presidential Address, which was published in Educational Researcher in 1986, Lee Shulman introduced the phrase “pedagogical content knowledge”. This is a mixture of content and knowing how to teach this content and is the one thing from his speech which has been picked up by the education community. However, there are a number of other points which he made which are important. Here is an early paragraph from this speech:

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Fascinating: UW education dean warns school boards that ALEC seeks to wipe them out

Pat Schneider:

ALEC is still at it, Julie Underwood, dean of the School of Education at the University of Wisconsin-Madison, cautions in “School Boards Beware,” (PDF) a commentary in the May issue of Wisconsin School News.
The model legislation disseminated by the pro-free market American Legislative Exchange Council’s national network of corporate members and conservative legislators seeks to privatize education and erode the local control, Underwood says.
“The ALEC goal to eliminate school districts and school boards is a bit shocking — but the idea is to make every school, public and private, independent through vouchers for all students. By providing all funding to parents rather than school districts, there is no need for local coordination, control or oversight,” she writes in the magazine of the Wisconsin Association of School Boards.
Underwood, who says that Wisconsin public schools already face unprecedented change, last year co-authored a piece about ALEC’s grander plans, a “legislative contagion (that) seemed to sweep across the Midwest during the early months of 2011.”
In her recent piece, Underwood argues that a push to privatize education for the “free market” threatens the purpose of public education: to educate every child to “become an active citizen, capable of participating in our democratic process.”

Related:

Although Underwood says she generally backs most of these changes, she’s no fan of the decision announced last month that makes it easier for a person to become a public school teacher — even as those who are studying to become teachers must now meet stiffer credentialing requirements. Instead of having to complete education training at a place like UW-Madison en route to being licensed, those with experience in private schools or with other teaching backgrounds now can take steps to become eligible for a public teaching license.

“I think that’s really unfortunate,” says Underwood, who first worked at UW-Madison from 1986-95 before coming back to town as education dean in 2005.

Related:

So why haven’t we ensured that all children get a rigorous, supportive education? Fear Factor: Teaching Without Training

Lisa Hansel, via a kind reader’s email:

So why haven’t we ensured that all children get a rigorous, supportive education?
This is a question I ask myself and others all the time. I think it’s more productive than merely asking “How can we?” Those who ask how without also asking why haven’t tend to waste significant amounts of time and resources “discovering” things that some already knew.
Okay, so I’ve partly answer the why question right there. Much better answers can be found in Diane Ravitch’s Left Back: A Century of Failed School Reforms, E. D. Hirsch’s The Schools We Need and Why We Don’t Have Them, and Richard Hofstadter’s Anti-Intellectualism in American Life.
But still, those answers are not complete.
Right now, Kate Walsh and her team with the National Council on Teacher Quality (NCTQ) are adding to our collective wisdom–and potentially to our collective ability to act.
NCTQ is just a couple months away from releasing its review of teacher preparation programs. The results may not be shocking, but they are terrifying. Walsh provides a preview in the current issue of Education Next. In that preview, she reminds us of a study from several years ago that offers an insiders’ look at teacher preparation:

The most revealing insight into what teacher educators believe to be wrong or right about the field is a lengthy 2006 volume published by the American Educational Research Association (AERA), Studying Teacher Education. It contains contributions from 15 prominent deans and education professors and was intended to provide “balanced, thorough, and unapologetically honest descriptions of the state of research on particular topics in teacher education.” It lives up to that billing. First, the volume demonstrates the paucity of credible research that would support the current practices of traditional teacher education, across all of its many functions, including foundations courses, arts and sciences courses, field experiences, and pedagogical approaches, as well as how current practice prepares candidates to teach diverse populations and special education students. More intriguing, however, is the contributors’ examination of the dramatic evolution of the mission of teacher education over the last 50 years, in ways that have certainly been poorly understood by anyone outside the profession.
Studying Teacher Education explains the disconnect between what teacher educators believe is the right way to prepare a new teacher and the unhappy K-12 schools on the receiving end of that effort. It happens that the job of teacher educators is not to train the next generation of teachers but to prepare them.

Huh? Really? How exactly does one prepare without training? Walsh goes on to explain that. But the only way to prepare yourself to comprehend the teacher educators’ reasoning is to pretend like “prepare them” actually means “brainwash them into believing that in order to be a good teacher, you have to make everything up yourself.” Back to Walsh:

Harking back perhaps to teacher education’s 19th-century ecclesiastical origins, its mission has shifted away from the medical model of training doctors to professional formation. The function of teacher education is to launch the candidate on a lifelong path of learning, distinct from knowing, as actual knowledge is perceived as too fluid to be achievable. In the course of a teacher’s preparation, prejudices and errant assumptions must be confronted and expunged, with particular emphasis on those related to race, class, language, and culture. This improbable feat, not unlike the transformation of Pinocchio from puppet to real boy, is accomplished as candidates reveal their feelings and attitudes through abundant in-class dialogue and by keeping a journal. From these activities is born each teacher’s unique philosophy of teaching and learning.
There is also a strong social-justice component to teacher education, with teachers cast as “activists committed to diminishing the inequities of American society.” That vision of a teacher is seen by a considerable fraction of teacher educators (although not all) as more important than preparing a teacher to be an effective instructor.

Kate Walsh:

Nowhere is the chasm between the two visions of teacher education–training versus formation–clearer than in the demise of the traditional methods course. The public, and policymakers who require such courses in regulations governing teacher education, may assume that when a teacher takes a methods course, it is to learn the best methods for teaching certain subject matter. That view, we are told in the AERA volume, is for the most part an anachronism. The current view, state professors Renee T. Clift and Patricia Brady, is that “A methods course is seldom defined as a class that transmits information about methods of instruction and ends with a final exam. [They] are seen as complex sites in which instructors work simultaneously with prospective teachers on beliefs, teaching practices and creation of identities–their students’ and their own.”
The statement reveals just how far afield teacher education has traveled from its training purposes. It is hard not to suspect that the ambiguity in such language as the “creation of identities” is purposeful, because if a class fails to meet such objectives, no one would be the wiser.
The shift away from training to formation has had one immediate and indisputable outcome: the onus of a teacher’s training has shifted from the teacher educators to the teacher candidates. What remains of the teacher educator’s purpose is only to build the “capacity” of the candidate to be able to make seasoned professional judgments. Figuring out what actually to do falls entirely on the candidate.
Here is the guidance provided to student teachers at a large public university in New York:
In addition to establishing the norm for your level, you must, after determining your year-end goals, break down all that you will teach into manageable lessons. While so much of this is something you learn on the job, a great measure of it must be inside you, or you must be able to find it in a resource. This means that if you do not know the content of a grade level, or if you do not know how to prepare a lesson plan, or if you do not know how to do whatever is expected of you, it is your responsibility to find out how to do these things. Your university preparation is not intended to address every conceivable aspect of teaching.
Do not be surprised if your Cooperating Teacher is helpful but suggests you find out the “how to” on your own. Your Cooperating Teacher knows the value of owning your way into your teaching style.

Related: When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?.
Wisconsin has recently taken a first baby step toward teacher content knowledge requirements (something Massachusetts and Minnesota have done for years) via the adoption of MTEL-90. Much more on teacher content knowledge requirements, here.
Content knowledge requirements for teachers past & present.

The U.S.’s Low Standards for Teacher Training

Heather Brady:

The U.S. public education system is trying any number of techniques–from charter schools to presidential initiatives to oil-company-run teacher academies–to catch up to countries like Finland and South Korea in math and science education. But policymakers seem to be overlooking one simple solution: requiring math and science teachers to progress further up the educational ladder before they teach those subjects to kids.
The map above shows the minimum level of education each country requires teachers to obtain before working at the upper-secondary level. The map, based on data collected by Jody Heymann and the World Policy Analysis Center and subsequently published in Children’s Chances: How Countries Can Move from Surviving to Thriving, illustrates that the United States lags behind most other countries in its requirements.
Many U.S. school systems defer to teachers with higher degrees when they hire faculty, and teachers are required to have some kind of state certification along with a bachelor’s degree. However, the precise certification requirements vary, depending on how a teacher enters the profession and what state they teach in. The traditional route to becoming a teacher in the United States usually involves a bachelor’s or master’s degree in education along with a standardized test and other state-specific requirements. But most states have some form of an alternative route, usually involving a bachelor’s degree and completion of an alternate certification program while a person simultaneously teaches full-time. There is no federal mandate for teacher education requirements, according to the World Policy Analysis Center. The federal Improving Teacher Quality State Grants program rewards states with funds when they meet the “highly qualified teacher” requirement set forth in the No Child Left Behind Act.

Related: When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?
and,
Examinations for Teachers Past and Present by Dr. Richard Askey.

McCullough on Teaching Training: Don’t Major in Education!

Laura Waters:

David McCullough, author of Truman and John Adams and two-time winner of the Pulitzer Prize and the National Book Award, was interviewed by Morley Safer on Sixty Minutes recently. During a discussion regarding Americans’ “historical illiteracy,” McCullough opined on teacher training:

Well we need to revamp, seriously revamp, the teaching of the teachers. I don’t feel that any professional teacher should major in education. They should major in a subject, know something. The best teachers are those who have a gift and the energy and enthusiasm to convey their love for science or history or Shakespeare or whatever it is. “Show them what you love” is the old adage. And we’ve all had them, where they can change your life. They can electrify the morning when you come into the classroom.

Related: When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That? and the National Council for Teacher Quality has been looking into school of education curriculum.

NCTQ Wins Minnesota Court Battle over Open Records Access to Ed School Curriculum

National Council on Teacher Quality, via a kind email:

Yesterday, a court in Minnesota delivered a summary judgment ordering the Minnesota State Colleges and University system to deliver the documents for which we asked in our open records (“sunshine”) request for our Teacher Prep Review.
At the heart of our Teacher Prep Review is a simple idea: the more information that aspiring teachers, district and school leaders, teacher educators and the public at large have about the programs producing classroom-ready teachers, the better all teacher training programs will be.
In our effort to produce the first comprehensive review of U.S. teacher prep, we’ve faced a number of challenges — perhaps the most serious of which has been the argument made by some universities that federal copyright law makes it illegal for public institutions publicly approved to prepare public school teachers to make public documents that describe the training they provide.
We want to make sure that everyone understands what this ruling does and does not mean. The Minnesota State colleges and universities system agreed with us that the syllabi we seek are indeed public record documents. Their case came down to the claim that because the course syllabi are also the intellectual property of professors, they should not have to deliver copies of their syllabi to us.
Minnesota’s open records law, the court ruled, is clear: public institutions must make documents accessible to individuals seeking them — which includes delivering copies to them. Delivering copies of these documents to us in no way, shape or form deprives the professors who created them of their intellectual property rights. NCTQ is conducting a research study, which means that our use of these syllabi falls under the fair use provision of the copyright law. This is the exactly the same provision that enables all researchers, including teacher educators, to make copies of key documents they need to analyze to make advances in our collective knowledge.

Related:

How to Fix the Schools

Joe Nocera:

“We have to find a way to work with teachers and unions while at the same time working to greatly raise the quality of teachers,” he told me recently. He has some clear ideas about how to go about that. His starting point is not the public schools themselves but the universities that educate teachers. Teacher education in America is vastly inferior to many other countries; we neither emphasize pedagogy — i.e., how to teach — nor demand mastery of the subject matter. Both are a given in the top-performing countries. (Indeed, it is striking how many nonprofit education programs in the U.S. are aimed at helping working teachers do a better job — because they’ve never learned the right techniques.)
What is also a given in other countries is that teaching has a status equal to other white-collar professionals. That was once true in America, but Tucker believes that a quarter-century of income inequality saw teachers lose out at the expense of lawyers and other well-paid professionals. That is a large part of the reason that teachers’ unions have become so obstreperous: It is not just that they feel underpaid, but they feel undervalued. Tucker believes that teachers should be paid more — though not exorbitantly. But making teacher education more rigorous — and imbuing the profession with more status — is just as important. “Other countries have raised their standards for getting into teachers’ colleges,” he told me. “We need to do the same.”

Related: When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That? and Wisconsin begins to adopt teacher content standards.

Outlook not set in stone for Wisconsin school of education enrollment

Arthur Thomas:

For all the changes implemented in 2011, one thing hurt enrollment at schools of education more than others, said John Gaffney, recruitment and retention coordinator at the University of Wisconsin-Stevens Point’s School of Education.
“The message of teachers being the problem hurt us the most,” Gaffney said.
The Act 10 legislation affected teachers’ pocketbooks – with union bargaining largely eliminated, higher deductions for benefits were imposed – and the political firestorm that resulted put teachers at the center of attention.
Maggie Beeber, undergraduate advising coordinator at the UW-Stevens Point education school, recounted a story where she was meeting with incoming freshmen. She asked the students if anyone had tried to discourage them from becoming teachers. Nearly every hand went up. Then she asked if more than five people had discouraged them. Most of the hands stayed up.
“It’s easy to follow the public discourse about teaching right now and conclude that everything is doomed,” said Desiree Pointer Mace, associate dean for graduate education at Alverno College.

Related:

An Interview with UW-Madison School of Education Dean Julie Underwood

Todd Finkelmeyer:

It’s an unprecedented amount of change, honestly,” says Julie Underwood, the dean of UW-Madison’s highly ranked School of Education.
Consider:

  • The state this year will start rating each school on a scale of 0 to 100 based on student test scores and other measurables. The idea, in part, is to give parents a way to evaluate how a school is performing while motivating those within it to improve.
  • Several schools across the state — including Madison’s Shorewood Elementary, Black Hawk Middle and Memorial High schools — are part of Wisconsin’s new teacher and principal evaluation system, which for the first time will grade a teacher’s success, in part, on student test scores. This system is to be implemented across Wisconsin in 2014-15.li>And instead of Wisconsin setting its own student benchmarks, the state is moving toward using Common Core State Standards, which have been adopted in 45 other states. State schools are starting new curricula this year in language arts and math so students will be prepared by the 2014-15 school year to take a new state exam tied to this common core and replacing the Wisconsin Knowledge and Concepts Examination.

Although Underwood says she generally backs most of these changes, she’s no fan of the decision announced last month that makes it easier for a person to become a public school teacher — even as those who are studying to become teachers must now meet stiffer credentialing requirements. Instead of having to complete education training at a place like UW-Madison en route to being licensed, those with experience in private schools or with other teaching backgrounds now can take steps to become eligible for a public teaching license.
“I think that’s really unfortunate,” says Underwood, who first worked at UW-Madison from 1986-95 before coming back to town as education dean in 2005.

Related:

Loss of master’s degree pay bump has impact on teachers, grad schools

Erin Richards, via a kind reader’s email:

The dropping of the master’s bump in many districts is also raising new questions about what kind of outside training is relevant to help teachers improve outcomes with their students, and what those teachers – who are already taking home less pay by contributing more to their benefits – will consider to be worth the investment.
Wauwatosa East High School government teacher Ann Herrera Ward is one educator puzzled by the turning tide on advanced degrees.
Ward earned her bachelor’s degree in political science at the University of Wisconsin-Madison before working in the U.S. House of Representatives for seven years, then got on the road to a teaching license through Marquette University, where she got a master’s in instructional leadership.
Entering her 20th year as a teacher, she’s finishing her dissertation for her doctorate degree: a study of how kids learn about elections and politics by discussing the matters in school and at home.

Related:

Singapore vs. Madison/US Schools: Do We (Americans) Put Money into Our Children?



I read with interest Nathan Comps’ article on the forthcoming 2012-2013 Madison School District budget. Board Vice President Marj Passman lamented:

“If Singapore can put a classroom of students on its money, and we can’t even put our money into children, what kind of country are we?” asks Passman, Madison school board vice president. “It’s going to be a horrible budget this year.”

Yet, according to the World Bank, Singapore spends 63% less per student than we do in America on primary education and 47% less on secondary education. The US spent $10,441/student in 2007-2008 while Madison spent $13,997.27/student during that budget cycle. Madison’s 2011-2012 budget spends $14,858.40/student.
The Economist on per student spending:

Those findings raise what ought to be a fruitful question: what do the successful lot have in common? Yet the answer to that has proved surprisingly elusive. Not more money. Singapore spends less per student than most. Nor more study time. Finnish students begin school later, and study fewer hours, than in other rich countries.
In Finland all new teachers must have a master’s degree. South Korea recruits primary-school teachers from the top 5% of graduates, Singapore and Hong Kong from the top 30%.

Rather than simply throwing more money (Madison taxpayers have long supported above average K-12 spending) at the current processes, perhaps it is time to rethink curriculum and just maybe, give Singapore Math a try in the Madison schools.
Related:


Via the Global Report Card. The average Madison student performs better than 23% of Singapore students in Math and 35% in reading.

MTEL Arrives in Wisconsin: Teacher Licensing Content Requirement, from 1.1.2014

2011 WISCONSIN ACT 166, via a kind reader:

Section 21. 118.19 (14) of the statutes is created to read:
118.19 (14) (a) The department may not issue an initial teaching license that authorizes the holder to teach in grades kindergarten to 5 or in special education, an initial license as a reading teacher, or an initial license as a reading specialist, unless the applicant has passed an examination identical to the Foundations of Reading test administered in 2012 as part of the Massachusetts Tests for Educator Licensure [blekko]. The department shall set the passing cut score on the examination at a level no lower than the level recommended by the developer of the test, based on this state’s standards.
(c) Any teacher who passes the examination under par. (a) shall notify the department, which shall add a notation to the teacher’s license indicating that he or she passed the examination.
and….
115.28 (7g) Evaluation of teacher preparatory programs.
(a) The department shall, in consultation with the governor’s office, the chairpersons of the committees in the assembly and senate whose subject matter is elementary and secondary education and ranking members of those committees, the Board of Regents of the University of Wisconsin System, and the Wisconsin Association of Independent Colleges and Universities, do all of the following:
1. Determine how the performance of individuals who have recently completed a teacher preparatory program described in s. 115.28 (7) (a) and located in this state or a teacher education program described in s. 115.28 (7) (e) 2. and located in this state will be used to evaluate the teacher preparatory and education programs. The determination under this subdivision shall, at minimum, define “recently completed” and identify measures to assess an individual’s performance, including the performance assessment made prior to making a recommendation for licensure.
2. Determine how the measures of performance of individuals who have recently completed a teacher preparatory or education program identified as required under subd. 1. will be made accessible to the public.
3. Develop a system to publicly report the measures of performance identified as required under subd. 1. for each teacher preparatory and education program identified in subd. 1.
(b) Beginning in the 2013-14 school year, the department shall use the system developed under par. (a) 3. to annually report for each program identified in par. (a) 1. the passage rate on first attempt of students and graduates of the program on examinations administered for licensure under s. 115.28 (7) and any other information required to be reported under par. (a) 1.
(c) Beginning in the 2013-14 school year, each teacher preparatory and education program shall prominently display and annually update the passage rate on first attempt of recent graduates of the program on examinations administered for licensure under s. 115.28 (7) and any other information required to be reported under par. (a) 1. on the program’s Web site and provide this information to persons receiving admissions materials to the program.
Section 18. 115.28 (12) (ag) of the statutes is created to read:
115.28 (12) (ag) Beginning in the 2012-13 school year, each school district using the system under par. (a) shall include in the system the following information for each teacher teaching in the school district who completed a teacher preparatory program described in sub. (7) (a) and located in this state or a teacher education program described in sub. (7) (e) 2. and located in this state on or after January 1, 2012:
1. The name of the teacher preparatory program or teacher education program the teacher attended and completed.
2. The term or semester and year in which the teacher completed the program described in subd. 1.

Related:

This is a sea change for Wisconsin students, the most substantive in decades. Of course, what is entered into the statutes can be changed or eliminated. The MTEL requirement begins with licenses after 1.1.2014.

More Election Tea Leaves: UW-Madison Ed School Dean on K-12 Tax & Spending: Defunding and privatization threaten public schools

UW-Madison Ed School Dean Julie Underwood:

Public education currently stands under twin towers of threat — de-funding and privatization. This is consistent with a conservative agenda to eliminate many public programs — including public education.
In Wisconsin, school districts have been under strict limits on their revenues and spending since 1993. These limits have not kept pace with the natural increases in the costs of everyday things like supplies, energy and fuel. So every year, local school board members and administrators have had to cut their budgets to comply with spending limits. Throughout these years, school boards and administrators have done an admirable job of managing these annual cuts, but taken together, reductions in programs and staff have had a significant and very negative impact on our schools and the education they can provide to children.
Unfortunately this year, these same districts have received the largest single budget cut in Wisconsin history. For example, high poverty aid was cut by 10 percent during a time when poverty in children has increased in Wisconsin. As a result, schools are cutting programs and staff. According to the Wisconsin Department of Public Instruction data, the cuts in 2012 are greater than the two previous years combined. These cuts will be compounded when next year’s cuts come due.

Related:

UW profs shed light on ALEC’s threat to public education

Todd Finkelmeyer:

University of Wisconsin-Madison professors Julie Underwood and Julie Mead are expressing concern over the growing corporate influence on public education in an article published Monday.
In particular, they are highly critical of the American Legislative Exchange Council (ALEC), which connects conservative state legislators with like-minded think tanks, corporations and foundations to develop “model legislation” that can be enacted at the state level.
Underwood is the dean of UW-Madison’s School of Education, while Mead chairs the ed school’s department of educational leadership and policy analysis. The two make their opinions known in an article they co-authored for the March issue of Phi Delta Kappan magazine, which serves members of the PDK professional organization for educators.
Underwood says much of the information in the article is an outgrowth of research she conducted while helping get the ALECexposed.org website up and running last summer.

Related:

NCTQ Sues UW Ed Schools over Access to Course Syllabi

Kate Walsh, via a kind reader’s email:

As reported by the Milwaukee Journal-Sentinel and the Associated Press, NCTQ filed a lawsuit yesterday — a first for us — against the University of Wisconsin system.
UW campuses issued identically worded denials of our requests for course syllabi, which is one of the many sources of information we use to rate programs for the National Review of teacher preparation programs. They argue that “syllabi are not public records because they are subject to copyright” and therefore do not have to be produced in response to an open records request.
We believe that the University’s reading of the law is flawed. We are engaged in research on the quality of teacher preparation programs, and so our request falls squarely within the fair use provision of copyright law. What’s more, these documents were created at public institutions for the training of public school teachers, and so should be subject to scrutiny by the public.
You can read our complaint here.

Related Georgia, Wisconsin Education Schools Back Out of NCTQ Review

Public higher education institutions in Wisconsin and Georgia–and possibly as many as five other states–will not participate voluntarily in a review of education schools now being conducted by the National Council for Teacher Quality and U.S. News and World Report, according to recent correspondence between state consortia and the two groups.
In response, NCTQ and U.S. News are moving forward with plans to obtain the information from these institutions through open-records requests.
In letters to the two organizations, the president of the University of Wisconsin system and the chancellor of Georgia’s board of regents said their public institutions would opt out of the review, citing a lack of transparency and questionable methodology, among other concerns.
Formally announced in January, the review will rate education schools on up to 18 standards, basing the decisions primarily on examinations of course syllabuses and student-teaching manuals.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Lake Wobegon has nothing on the UW-Madison School of Education. All of the children in Garrison Keillor’s fictional Minnesota town are “above average.” Well, in the School of Education they’re all A students.
The 1,400 or so kids in the teacher-training department soared to a dizzying 3.91 grade point average on a four-point scale in the spring 2009 semester.
This was par for the course, so to speak. The eight departments in Education (see below) had an aggregate 3.69 grade point average, next to Pharmacy the highest among the UW’s schools. Scrolling through the Registrar’s online grade records is a discombobulating experience, if you hold to an old-school belief that average kids get C’s and only the really high performers score A’s.
Much like a modern-day middle school honors assembly, everybody’s a winner at the UW School of Education. In its Department of Curriculum and Instruction (that’s the teacher-training program), 96% of the undergraduates who received letter grades collected A’s and a handful of A/B’s. No fluke, another survey taken 12 years ago found almost exactly the same percentage.

Grade Inflation for Education Majors and Low Standards for Teachers When Everyone Makes the Grade

Cory Koedel

Students who take education classes at universities receive significantly higher grades than students who take classes in every other academic discipline. The higher grades cannot be explained by observable differences in student quality between education majors and other students, nor can they be explained by the fact that education classes are typically smaller than classes in other academic departments. The remaining reasonable explanation is that the higher grades in education classes are the result of low grading standards. These low grading standards likely will negatively affect the accumulation of skills for prospective teachers during university training. More generally, they contribute to a larger culture of low standards for educators.
Key points in this Outlook:
Grades awarded in university education departments are consistently higher than grades in other disciplines.
Similarly, teachers in K-12 schools receive overwhelmingly positive evaluations.
Grade inflation in education departments should be addressed through administrative directives or external accountability in K-12 schools.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Statement by State Education Chiefs Supporting the National Council on Teacher Quality’s Review of Colleges of Education

Foundation for Excellence in Education, via a Kate Walsh email:

Today, the following members of Chiefs for Change, Janet Barresi, Oklahoma State Superintendent of Public Information; Tony Bennett, Indiana Superintendent of Public Instruction; Steve Bowen, Maine Commissioner of Education; Chris Cerf, New Jersey Commissioner of Education; Deborah A. Gist, Rhode Island Commissioner of Elementary and Secondary Education; Kevin Huffman, Tennessee Commissioner of Education; Eric Smith, Florida Commissioner of Education; and Hanna Skandera, New Mexico Public Education Department Secretary-Designate, released a statement supporting the National Council on Teacher Quality’s colleges of education review.
“Great teachers make great students. Preparing teachers with the knowledge and skills to be effective educators is paramount to improving student achievement. Ultimately, colleges of education should be reviewed the same way we propose evaluating teachers – based on student learning.”
“Until that data becomes available in every state, Chiefs for Change supports the efforts of the National Council on Teacher Quality to gather research-based data and information about the nation’s colleges of education. This research can provide a valuable tool for improving the quality of education for educators.”

Related: Georgia, Wisconsin Education Schools Back Out of NCTQ Review

Public higher education institutions in Wisconsin and Georgia–and possibly as many as five other states–will not participate voluntarily in a review of education schools now being conducted by the National Council for Teacher Quality and U.S. News and World Report, according to recent correspondence between state consortia and the two groups.
In response, NCTQ and U.S. News are moving forward with plans to obtain the information from these institutions through open-records requests.
In letters to the two organizations, the president of the University of Wisconsin system and the chancellor of Georgia’s board of regents said their public institutions would opt out of the review, citing a lack of transparency and questionable methodology, among other concerns.
Formally announced in January, the review will rate education schools on up to 18 standards, basing the decisions primarily on examinations of course syllabuses and student-teaching manuals.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?:
Teacher colleges balk at being rated Wisconsin schools say quality survey from national nonprofit and magazine won’t be fair.

“Transparency Central” National Review of Education Schools

The National Council on Teacher Qualty:

Higher education institutions, whether they are private or public, have an obligation to be transparent about the design and operations of their teacher preparation programs. After all, these institutions have all been publicly approved to prepare public school teachers.
Here at Transparency Central, you can keep track of whether colleges and universities are living up to their obligation to be open. Just click on a state to learn more about the transparency of individual institutions there.
NCTQ is asking institutions to provide documents that describe the fundamental aspects of their teacher preparation programs: the subject matter teachers are supposed to know, the real-world classroom practice they are supposed to get, the outcomes that they achieve once they enter the classroom. Taken together, the evidence we gathering will answer a key question: Are individual programs setting high expectations for what new teachers should know and be able to do for their students?
A number of institutions have let us know that they do not intend to cooperate with our review, some even before we formally asked them for documents. As a result, we have begun to make open records requests using state “sunshine” (or “freedom of information act”) laws.
We’ll be regularly updating our progress, so come back soon to learn more about our efforts to bring transparency to teacher prep.

Related:

Important voice missing in blue ribbon reading discussion

Susan Troller

While working on another story this morning, I kept checking Wisconsin Eye’s live coverage of the first meeting of Gov. Scott Walker’s blue ribbon task force on reading.
Sitting next to the Governor at the head of the table was State Superintendent Tony Evers, flanked by Sen. Luther Olsen, chair of the Education Committee and Rep. Steve Kestell. Also on hand were representatives from organizations like the Wisconsin State Reading Association (Kathy Champeau), teachers and various other reading experts, including a former Milwaukee area principal, Anthony Pedriana, who has written an influential book on reading and student achievement called “Leaving Johnny Behind.” Also on hand was Steven Dykstra of the Wisconsin Reading Coalition.
Dykstra, in particular, had a lot to say, but the discussion of how well Wisconsin kids are learning to read — a subject that gets heated among education experts as well as parents and teachers — struck me as quite engaging and generally cordial.
There seemed to be consensus surrounding the notion that it’s vitally important for students to become successful readers in the early grades, and that goal should be an urgent priority in Wisconsin.
But how the state is currently measuring up to its own past performance, and to other states, is subject to some debate. Furthermore, there isn’t a single answer or widespread agreement on precisely how to make kids into better readers.

Related:

Georgia, Wisconsin Education Schools Back Out of NCTQ Review

Stephen Sawchuk, via a kind reader’s email:

Public higher education institutions in Wisconsin and Georgia–and possibly as many as five other states–will not participate voluntarily in a review of education schools now being conducted by the National Council for Teacher Quality and U.S. News and World Report, according to recent correspondence between state consortia and the two groups.
In response, NCTQ and U.S. News are moving forward with plans to obtain the information from these institutions through open-records requests.
In letters to the two organizations, the president of the University of Wisconsin system and the chancellor of Georgia’s board of regents said their public institutions would opt out of the review, citing a lack of transparency and questionable methodology, among other concerns.
Formally announced in January, the review will rate education schools on up to 18 standards, basing the decisions primarily on examinations of course syllabuses and student-teaching manuals.
The situation is murkier in New York, Maryland, Colorado, and California, where public university officials have sent letters to NCTQ and U.S. News requesting changes to the review process, but haven’t yet declined to take part willingly.
In Kentucky, the presidents, provosts, and ed. school deans of public universities wrote in a letter to the research and advocacy group and the newsmagazine that they won’t “endorse” the review. It’s not yet clear what that means for their participation.

Related: When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?:

Lake Wobegon has nothing on the UW-Madison School of Education. All of the children in Garrison Keillor’s fictional Minnesota town are “above average.” Well, in the School of Education they’re all A students.
The 1,400 or so kids in the teacher-training department soared to a dizzying 3.91 grade point average on a four-point scale in the spring 2009 semester.
This was par for the course, so to speak. The eight departments in Education (see below) had an aggregate 3.69 grade point average, next to Pharmacy the highest among the UW’s schools. Scrolling through the Registrar’s online grade records is a discombobulating experience, if you hold to an old-school belief that average kids get C’s and only the really high performers score A’s.
Much like a modern-day middle school honors assembly, everybody’s a winner at the UW School of Education. In its Department of Curriculum and Instruction (that’s the teacher-training program), 96% of the undergraduates who received letter grades collected A’s and a handful of A/B’s. No fluke, another survey taken 12 years ago found almost exactly the same percentage.

Grade Inflation: Who Really Failed?

Scott Jaschik:

Dominique G. Homberger won’t apologize for setting high expectations for her students.
The biology professor at Louisiana State University at Baton Rouge gives brief quizzes at the beginning of every class, to assure attendance and to make sure students are doing the reading. On her tests, she doesn’t use a curve, as she believes that students must achieve mastery of the subject matter, not just achieve more mastery than the worst students in the course. For multiple choice questions, she gives 10 possible answers, not the expected 4, as she doesn’t want students to get very far with guessing.
Students in introductory biology don’t need to worry about meeting her standards anymore. LSU removed her from teaching, mid-semester, and raised the grades of students in the class. In so doing, the university’s administration has set off a debate about grade inflation, due process and a professor’s right to set standards in her own course.
To Homberger and her supporters, the university’s action has violated principles of academic freedom and weakened the faculty.

Related: Marc Eisen: When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?.

Taxpayer Funded Wisconsin DPI: “There is major score inflation”

Quinton Klabon: 84% of schools are 3 stars or above and 93% of districts are. We need report cards that accurately judge schools based on our national performance. Report cards change again next year, so that is the perfect opportunity. ….. DPI suppressed insanity from lowering test score standards, though it led to some bizarre […]

New reading laws sweep the nation following Sold a Story

Christopher Peak: For decades, schools all over the country taught reading based on a theory cognitive scientists had debunked by the 1990s. Despite research showing it made it harder for some kids to learn, the concept was widely accepted by most educators — until recent reporting by APM Reports. Now, state legislators and other policymakers are trying to change […]

Notes on Madison’s successful fall 2024 tax & $pending increase referendum

By Keegan Kyle and Brandon Raygo Voters all across the communities and neighborhoods in the Madison Metropolitan School District widely supported the district’s two referendums this month that will raise property taxes for decades. (more) But in the affluent village of Maple Bluff, on the eastern shore of Lake Mendota, voters expressed more aversion to hiking taxes […]

notes on a proposed Madison charter high school

Kayla Huynh: “If they don’t go to college, they should be able to walk right into a well-paid career. The No. 1 thing is to really work with these kids to help them find a career that they will enjoy,” McKenzie said. “These are all things that are directed at attacking the cycle of poverty.”  […]

Illinois k-12 ed spending in 2017 = $33B (local, state, fed). 7 years later, $44 B+.

wire points Now look at the SAT results as reported by the state, and how much they are down since 2017. Property taxes up, up, up. Outcomes tragic. Zero accountability. Via @Wirepoints —— Bill Maher CALLS OUT Democrats: "You're the Teachers Union Education Party and you've turned schools and colleges into a joke." pic.twitter.com/5VGCHzDUVZ — […]

“These new standards mean that eighth-grade teachers will not need to have taken English, French, geography, history or math at the university level”

via Anna Stokke: Distressing changes Re: Teachers need subject expertise (Think Tank, Nov. 12) I’m writing, as a parent and as an educator, in support of my colleague Anna Stokke’s Monday op-ed. Having spent two decades teaching post-secondary students in Manitoba, I am distressed, to say the least, to hear about the revisions to Manitoba’s […]

“in which she insisted teachers shouldn’t take math”

Anna Stokke In answer to Martha Koch’s opinion piece, “absolutely,” and I say that as a scientist with 40 years of experience in the biology of behaviour, but the crackpot ideas of self-described “researchers” that have held sway for the last 30 years with respect to influencing educational policy are the least reliable basis for […]

WEAC endorsed candidates won 79% of races they contested in 2023 according to an analysis from

WILL School board elections have a big impact on the day-to-day lives of Wisconsin families. Yet they are decided in the least democratic elections. Today, WILL is releasing a new policy report with a proposal to solve this problem. Spring elections have an average turnout of 28% in the last decade, compared to Fall elections where […]

literacy crisis backstory and perhaps more on Caulkins

Helen Lewis: But now, at the age of 72, Calkins faces the destruction of everything she has worked for. A 2020 report by a nonprofit described Units of Study as “beautifully crafted” but “unlikely to lead to literacy success for all of America’s public schoolchildren.” The criticism became impossible to ignore two years later, when the American Public Media […]

Massachusetts’s wealthiest school districts are also, strangely, the most likely to stick with a reading curriculum the state frowns on

Naomi Martin and Mandy McLaren: At school, she panics if she has to read aloud. She’s a conscientious student and keeps her grades up, but it isn’t easy; at times she has such trouble synthesizing the novels she reads in English class, she Googles plot summaries to remind herself of what happened. Even in math, word problems […]

2025 Madison School Board Election: 3 seats

Madison Metropolitan School District Board of Education seats 3, 4, and 5 will be on the 2025 ballot. —- Our govt’s decision to remove all subject area requirementsfor teachers will make things worse. The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic” […]

Teachers need subject expertise

Anna Stokke Imagine hiring a piano teacher who can’t play the piano or a swimming instructor who’s terrified of water. While it’s clear that these examples are absurd, the Manitoba government seems to have missed the obvious: teachers can’t teach what they don’t know. Last week, Manitoba quietly announced significant changes to teacher certification. Manitobans […]

Notes on ongoing k-12 tax & $pending growth; special education budgets

Kyle Koenen: Jill Underly’s proposed DPI budget would eat up 65% of the state’s budget surplus, all while allowing property taxes to continue to go up. We fund students at approximately $20k per student on average. When is it enough? Abbey Machtig: State Superintendent Jill Underly is proposing more than $4 billion in new spending […]

Reviews of Reading Instructional Materials Used by Teacher Preparation Programs

NCTQ: NCTQ regularly convenes reading experts — researchers, teacher educators, and experienced elementary educators — to review both textbooks and educational resources, such as journal articles or instructional videos, used by teacher preparation programs in their required reading coursework. These experts examine how well each material aligns with scientifically based reading instruction, a science rooted […]

NEA and the “Science of Reading”

Grace Hagerman: What is the potential problem with focusing on the Science of Reading alone? Some educators say it places too much emphasis on a one-size-fits-all model of explicit, systematic, intensive phonics instruction for all students.   Ground zero for the Science of Reading movement was an article by education reporter Emily Hanford for APM Reports.Published […]

K-12 Accountability Notes

Michael J. Petrilli and Devon Nir States across the country have enacted new private-school choice programs in recent years, inevitably raising questions about accountability for participating institutions. Though it is true—as our friends in the school choice movement argue—that choice itself is a form of accountability because of the agency it provides to parents and […]

Province tries to ease path to teaching

Maggie Macintosh Among them, the province is no longer requiring teachers to specialize in an approved list of major or minor subject areas to get certified. The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic” My Question to Wisconsin Governor Tony Evers on […]

An update on Wisconsin Literacy Teacher Retraining via 2023 Act 20

Quinton Klabon: ACT 20 READING UPDATE • 440 schools ignored DPI about reading retraining progress. Below describes those who responded. • The large number may be due to teachers who previously completed a program or who chose a shorter retraining than LETRS. I welcome correction. The October, 2024 Wisconsin DPI Report (PDF): University of Wisconsin […]

Illinois officials graduate record 88% of students despite tragic literacy, numeracy rates

Ted Dabrowski and John Klingner It should be considered one of Illinois’ most egregious failures. School officials announced last week that in 2024 the state graduated high school students at a record 88 percent rate, even though the same data release showed that nearly 70% of graduating students can’t read or do math proficiently. Take black students […]

“Without additional referendum funding, the district would still add over 100 full-time equivalent staff” – enrollment has been declining….

Kayla Huynh: “We are spending more revenue than we have to spend,” Superintendent Joe Gothard said. “We have a lot of work to do. Regardless of the outcome next Tuesday, we have to have some strategic direction moving forward.”  “We need to be sustainable. There’s no doubt about this,” he added. “It’s frustrating to have […]

Our long term, disastrous literacy crisis & outcomes

Anjney Midha: One the saddest realizations for me when we were scaling the @midjourney server at @discord in ‘22 was seeing millions of US gen z kids struggle to prompt They literally don’t have the words. Broken english. Pidgin lingo. Translating thought to language is insanely hard for them Notes and links on the Fall $600,000,000+ […]

Wisconsin’s disastrous literacy programs: taxpayer funded litigation

Corinne Hess: “The Governor and DPI will very likely show that the Governor validly partially vetoed Act 100 and that DPI is entitled to the $50 million in disputed literacy funding,” Kaul wrote to the Supreme Court. “Both issues are destined for this Court, and leaving them to the ordinary appellate process would significantly harm […]

Democrats Used to Run on Education. What Happened?

Jonathan Chait: Notes and links on the Fall $600,000,000+ 2024 referendum, here. Madison taxpayers have long supported far above average K – 12 spending. The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic” My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous […]

Renters and property taxes: “property taxes are by far the single largest expense of operating an apartment building”

AJ Manaseer: Notes and links on the Fall $600,000,000+ 2024 referendum, here. Madison taxpayers have long supported far above average K – 12 spending. The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic” My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous […]

Madison School Board stays vague on how it would spend referendum dollars, but passes 2 budgets

Abbey Machtig: “We are spending more revenue than we have to spend, therefore we are going to be spending one-time (reserve) funds …” Gothard said Monday. “We have a lot of work to do. Regardless of the outcome next Tuesday, we have to have some strategic direction.” Notes and links on the Fall $600,000,000+ 2024 referendum, […]

Notes on Madison’s growing property tax burden

Kayla Huynh: Nearly 95,000 people in Dane County received Social Security payments in 2022. In January this year, the estimated average monthly Social Security check was about $1,900. The annual property tax bill on the average Madison home costs over $7,000 for city- and school-related taxes, according to city and school district estimates. In a few years, depending […]

Wisconsin Administrative Literacy Coaching Budget Rhetoric

Alec Johnson: Over a year after the Wisconsin Legislature approved Act 20 and Gov. Tony Evers signed it into law, the state Department of Public Instruction is still waiting for the joint finance committee to release nearly $50 million it was promised as part of the new legislation intended to improve reading among state schoolchildren. […]

K-12 results and implications

Holden Culotta Mike Rowe: “We’re dealing with alarming math … For every five tradespeople who retire this year, two will replace them.” “I got a call a few months ago from a company … building four nuclear-powered subs. They need to hire 100,000 tradespeople in the next nine years. This guy called me and said, […]

Notes legislation addressing Wisconsin’s long term, disastrous reading results

Quinton Klabon: The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic” My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results 2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results  Madison’s taxpayer […]

Notes on Madison’s 2024 Fall Tax & $pending increase referendum

Abbey Machtig: Student/adult ratio for the school construction projects included in the referendum: Orchard Ridge 3.92 Toki Middle School: 4.84 Gompers Elementary: 4.56 Black Hawk Middle: 4.24 Anana Elementary: 4.5 Crestwood elementary: 4.78 Sherman Middle: 4.0 Shabazz City High: 4.0 Cherokee Middle: 4.96 Sennett Middle: 4.64 Notes and links on the Fall 2024 referendum, here. […]

More Reason to Vote ‘No’ on Madison Schools 2024 Referendum Question

Dave Cieslewicz: And, of course, all of the underlying reasons to send the school board a message about their priorities and their performance are still very much there. This is a district with some of the lowest test scores and some of the highest absenteeism rates in the state, a district where the racial achievement […]

Madison’s K-12 Schools Don’t Make the Grade

Dave Cieslewicz: This morning it’s grades. They’re getting rid of them. No more letters, only “advanced,” “proficient,” “developing,” and “emerging.” Only four categories — apparently no one will fail. Actually, this is nothing new. MMSD has had this system for elementary and middle schoolers for a while and it was being “piloted” (read: phased in) at East […]

“the percentage of teaching staff versus “other” staff varies”

Will Flanders: Madison Percent teaching staff: 50.61% Madison’s well funded k-12 system and city government are seeking substantial 607M+ tax and spending increases via referendum this fall. Madison taxpayers of long supported far above average K – 12 spending. The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you […]

More Madison students joining after-school activities like fall sports

Kayla Huynh Madison children and teens are becoming increasingly involved in activities outside of class, according to a recent report on hundreds of clubs and athletics programs run by the public school district. Nearly 60% of middle and high school students participated last school year in at least one co-curricular activity sponsored by the Madison […]

“The (US Dept of Education) was founded in 1979 by Democratic President Jimmy Carter to fulfill a campaign promise to a teachers union”

Kelly Meyerhofer: Student loans and controversial debt forgiveness programs also an Education Department responsibility Managing federal student loans also falls under the department’s oversight. Under the Biden administration, the department has canceled more than $160 billion in student loans for 4.7 million borrowers, largely by adjusting the rules of existing programs. The department also issues regulations about […]

Notes on politics and the Massachusetts’ graduation exam

Deanna Pan and Emma Platoff On one side are Congressional Democrats, including Senator Elizabeth Warren, who is up for reelection this November and supports Question 2, the teachers union-backed measure to repeal the state mandate requiring students to pass their 10th grade MCAS exams. Democratic Governor Maura Healey sits squarely in opposition — along with Lieutenant Governor […]

K-12 Tax & $pending climate: A “no” on the city of Madison 2024 November Referendum

Judith Davidoff & Liam Beran: Soglin opened the news conference at the Park Hotel noting that the room contained an array of “unconnected” folks who are “connected by their concern for the city.” Audience members included former Alds. Nino Amato, Dave Ahrens and Dorothy Borchardt; Lisa Veldran, who led the city council office for 30 […]

“Homework isn’t graded under the new system, and attendance and behavior aren’t taken into account, either”

Abbey Machtig: Schaefer said launching the pilot program is part of a yearslong effort to have all Madison schools use a consistent grading system. Elementary and middle schools have been using standards-based grading for several years. Madison’s well funded k-12 system and city government are seeking substantial 607M+ tax and spending increases via referendum this fall. […]

Madison receives a 61% increase in  redistributed state taxpayer dollars 

Abbey Machtig: This school year, the district will get about $61.3 million from the state, according to DPI’s final calculations. Last school year, Madison schools received about $37.9 million. Any increase in state aid typically lessens the burden on local property taxpayers. In Wisconsin’s complex school finance system, the two factors are directly related: When […]

Foundation for Madison Public Schools at the 12 October Farmer’s Market

Notes and links on the Foundation for Madison Public Schools. Madison’s well funded k-12 system and city government are seeking substantial 607M+ tax and spending increases via referendum this fall. Madison taxpayers of long supported far above average K – 12 spending. The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, […]

“In a class of 20 kids, that’s $358,000 of taxpayer money”

Will Flanders: A typical Wisconsin school district now gets more than $17,900 per student. In a class of 20 kids, that’s $358,000 of taxpayer money. If a district can’t “keep the lights on” for that, it’s more than just MPS who’s cooking the books. More. Scott Manley: We spend more per kid than the tuition […]

(Madison) “district officials are still determining how they would use the money”

Kayla Huynh Less is clear with the district’s plans for the $100 million referendum, which would fund day-to-day operating costs, such as salaries and programs. Approving this referendum alone would hike property taxes on the average home by over $300 in the first year, the district estimates.  By 2028, the operations referendum would permanently raise the […]

K-12 Tax, $pending & referendum climate: “The Madison district has been increasing staff despite flat enrollment and a projection for declining enrollment”

Wisconsin State Journal: But taxpayers deserve a more detailed accounting of how the extra $100 million would be spent. The district has been increasing staff despite flat enrollment and a projection for declining enrollment. Moreover, it already has a higher concentration of teachers and staff — one employee for every 6.4 students — than surrounding […]

Did taxpayer funded Wisconsin DPI Superintendent Underly Juice Test Scores for Reelection?

Dave Cieslewicz And the racial achievement gap in Madison was far worse than the rest of the state. Statewide the gaps were 43% for English and 50% for math. About 60% of white students were proficient in English compared to 17% of Black students. About 64% of white students were proficient or better in math […]

“Mississippi isn’t the only bright spot we could be learning from on how to boost 3rd grade reading and writing”

David Wakelyn: A lot of California policymakers journeyed to Finland to see what was in their special sauce when they scored well on PISA a few years ago. Mississippi’s growth has been more durable. We have a lot to learn if we bring an open mind. Madison’s well funded k-12 system and city government are […]

“I teach English at a university. The decline each year has been terrifying.

r/teachers: What’s mind-boggling is that students DON’T EVEN TRY. At this, I also don’t care– I don’t get paid that great– but it still saddens me. Students used to be determined and the standard of learning used to be much higher. I’m sorry if you were punished for keeping your standards high. None of this […]

Notes on k-12 administrative cost disease

Matthew Wielicki: The first step in fixing our public schools… is getting rid of the administrative class. “so the point is it was an existence proof, that there’s this entire universe of alternative cost structures that is out there” Madison’s well funded k-12 system and city government are seeking substantial 607M+ tax and spending increases […]

First test of the Wisconsin 3 cueing ban. Parent files with DPI for the use of Reading Recovery.

Nadia Scharf: The Unified School District of De Pere is under investigation by the Wisconsin Department of Public Instruction after board member Melissa Niffenegger accused the district’s reading curriculum and its director of curriculum and instruction, Kathy Van Pay, of violating Wisconsin law. “That is retaliation. You are retaliating against the board for disagreeing with […]

“These (Wisconsin DPI) revisions are a way to make post-pandemic school performance look better just by lowering standards, without improving student outcomes”

John Johnson: It is galling to hear a politician justify deliberately making test scores incomparable to previous years as a way to reduce “confusion.” More: Questions we will asking: Why changes were made? Why move to lower standards ? (Even @GovEvers disagrees with this) Why make it impossible to track data from previous years? And […]

“The idea is to pretend that someone is listening, even if they’re from out of town and well paid to do so”

David Blaska: The canary in the coal mine has already died when a city’s schools are in decay. So we must double down on school choice, aided by vouchers that allow the state’s school district contribution to follow the student to the school of his/her family’s choice. Madison’s well funded k-12 system and city government […]

Wisconsin “DPI gaming the system in terms of how proficiency is measured”

Will Flanders: Perhaps most egregious are the changes in districts where everyone knows that schools are failing kids. Milwaukee’s proficiency still looks low at 23.4% in ELA. But now they can tout that it’s gone up 8% in one year. Madison’s well funded k-12 system and city government are seeking substantial 607M+ tax and spending […]

While asking voters for money, Madison School Board issues more raises

Kayla Huynh: The raises require the school district to dip into its day-to-day operating budget, even though Solder warned the board “we do not have clearly sufficient ongoing revenues” to pay for the recurring expense. Madison’s well funded k-12 system and city government are seeking substantial 607M+ tax and spending increases via referendum this fall. Madison […]

Southside Madison Elementary principals removed after staff complaints, probe

Kayla Huynh: Two principals have been removed from their positions at Southside Elementary School, according to an email sent Monday to families by Madison schools Superintendent Joe Gothard. In the email obtained by the Cap Times, Gothard says Principal Candace Terrell and Assistant Principal Annabel Torres are not serving at the school “until further notice.”  […]

Notes on the latest reduced rigor taxpayer funded Wisconsin DPI test scores

Quinton Klabon: State test scores, out tomorrow, are inflated, biased, and unreliable. DPI knew achievement gaps for Black, low-income, and special-needs students would grow. Superintendent Underly criticized “nonsense going on with literacy” while Act 20 negotiations occurred. And So, why lower them? Because they were killing the vibes. Superintendent Underly wanted them changed in JANUARY […]

Latest Superintendent search cost Madison School District more than $100K

Abbey Machtig: But the nationwide search for a new leader that ended with Gothard’s hiring wasn’t an inexpensive endeavor: The district spent more than $100,000 on contracts with consulting groups, catering, hotels and travel during the search, according to records provided to the Wisconsin State Journal via an open records request. This is on top […]

Milwaukee District can’t afford to keep its school buildings with enrollment decline (meanwhile, Madison’s wants to build… )

Corrinne Hess: But over three decades, the number of district buildings decreased by only 3.9 percent, despite a 29.1 percent drop over that period in MPS’ full-time enrollment, the policy forum found.  “The overall trend suggests that the current number of publicly supported school buildings in the city may not be sustainable over the next […]

Notes on growing K-12 Tax & $pending policies

OECD Education: How much should countries spend on education? More expenditure per student typically correlates with improved outcomes… …but only up to a point, after which additional investment shows little impact on performance. Madison’s well funded k-12 system and city government are seeking substantial 607M+ tax and spending increases via referendum this fall. Madison taxpayers of long […]

“On four previous operating referendums, Madison voters opted to raise their school property taxes in perpetuity, so those tax increases never expire”

Abbey Machtig: Of those 13 successful referendums, Madison residents still are paying for five of them. If voters approve two proposals from the district in November that together total $607 million, that number would jump to seven. Voters already have authorized the district to increase its spending limit by $72 millionthrough recurring, operating referendums approved during […]

School choice and the taxpayer funded Madison School Board

David Blaska: ——- Much more on Paul Vallas. The taxpayer funded Madison School Board aborted the proposed Madison Preparatory Academy IB charter school in 2011… Madison’s well funded k-12 system and city government are seeking substantial 607M+ tax and spending increases via referendum this fall. Madison taxpayers of long supported far above average K – 12 spending. The data clearly indicate […]

“The irresponsibility of this (Madison School Board) is just hard to get your head around”

Dave Cieslewicz The district used temporary COVID relief funds to pay for 110 permanent positions that they knew they couldn’t afford once the federal money went away. Now, they’re asking voters to pick up the tab. And if they don’t, will they cut the positions? No, they’ll pay for them out of reserves (see above). […]

“An interested, but still skeptical Madison School Board”

Abbey Machtig: John McKenzie told the Wisconsin State Journal last week the charter school would go beyond just the skilled trades. He said internship and work-study programs would extend to the airline industry, health care, banking, information technology and more. No employers have committed to offering internship opportunities yet, however, McKenzie said, adding it is […]

This Hartford Public High School grad can’t read. Here’s how it happened.

Jessika Harkay: When 19-year-old Aleysha Ortiz told Hartford City Council members in May that the public school system stole her education, she had to memorize her speech. Ortiz, who was a senior at Hartford Public High School at the time, wrote the speech using the talk-to-text function on her phone. She listened to it repeatedly […]

“More referendum money would pay for an estimated $15 million increase in health care costs” (no mention of total spending or changes over time)

Abbey Machtig: More referendum money would pay for an estimated $15 million increase in health care costs, and for new teaching and mental health staff. An additional pay increase for district employees also is tied to the operating referendum. The district and Madison Teachers Inc. already agreed to a 2.06% wage increase, in addition to […]

Notes on University of Wisconsin enrollment demographics

Becky Jacobs: This fall, UW-Madison reported enrolling 8,516 first-year students — the second-largest freshman class in the institution’s history — and 1,375 new transfer students. The university received a record number of first-year applicants and saw its highest total enrollment, with 52,126 students. —— 21% of University of Wisconsin System Freshman Require Remedial Math (2014!) The data clearly […]

Despite (Underly lead DPI) Forward Exam (rigor reduction), Madison students still score poorly

Kayla Huynh Among the changes are lower scoring standards for each performance level and different labels categorizing students. In an interview with CBS 58, state Superintendent Jill Underly said students “appeared to be doing worse than they really were” under the previous system.  Madison Metropolitan School District leaders this month offered the School Board a sneak […]

“Changes in states like Wisconsin have renewed criticism of a testing”

Linda Jacobson: Changing standards and proficiency targets is a routine process for states that some say offers a more accurate reflection of what students know. But given the cataclysmic effects of COVID on student learning, experts say now is not the time to tweak how we measure performance.  “Many parents are already underestimating the degree to which […]

“Doing this will be all but impossible in the short run in academia”

Dave Cieslewicz: And, again, on that score school districts like Madison, which obsess over race, have made zero progress in closing the racial achievement gap. Why do liberals cling so tightly to a system that delivers no results?  A color blind society was once, not so long ago, the liberal position on the matter. But […]