Corrine Hess:

The state report cards include data on multiple indicators for multiple school years across four priority areas: achievement, growth, target group outcomes, and on-track to graduation.  

A district or school’s overall accountability score places it in one of five overall accountability ratings: Significantly Exceeds Expectations (five stars), Exceeds Expectations (four stars), Meets Expectations (three stars), Meets Few Expectations (two stars), and Fails to Meet Expectations (one star).  

Report cards use data from up to three school years, including achievement data from 2020-21, 2021-22, and 2022-23. This is the first report card that does not include achievement data from assessments measured prior to the start of the COVID-19 pandemic.  

Conservatives from the Institute for Reforming Government and the Wisconsin Institute for Law & Liberty questioned how 94 percent of public school districts could achieve three stars or above and not one school district in the state received a failing score. 

“On national standardized tests, Wisconsin schools get average reading results for White and Hispanic students and bottom-dwelling scores for Black students,” said IRG Senior Research Director Quinton Klabon. “It seems DPI has set those expectations too low. While every child may not be in a 5-star school, every child deserves one.”

Will Flanders, research director with WILL said the report card needs to change so it can be reflective of what is happening across the state. 

“While DPI may tout there has been an increase across the board, we still have districts like Milwaukee where proficiency rates are less than 20 percent and somehow that seems to be meeting expectations,” Flanders said.

Underly and our long term disastrous reading results….

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Will Flanders:

WILL Research Director Will Flanders’s new policy brief, Needs Improvement: How Wisconsin’s Report Card Can Mislead Parents, provides an important explanation of how Wisconsin’s school report cards work and how the various inputs work towards a school’s score. Specifically, Flanders highlights:

• School report card scores vary widely based on student demographics. In schools with fewer low-income students, overall performance is given more weight. In schools with more low-income students, growth is given more weight.
• Wisconsin’s report card can make some bad schools look good. Some schools with less than 5% proficiency in math and English are rated as “Meets” or “Exceeds” expectations on the current report card. This severely limits the ability of families to make use of the report card as a metric for school quality.
• The report card harms private schools in the choice program due to a mismeasurement of disability & economic status. Disability status affects growth scores and the economic status of students effects the weight of growth in the report card score. Both of these factors are often measured inaccurately in choice schools, harming their overall scores.
• Private school systems cannot get school-level report cards. The Wisconsin Department of Public Instruction (DPI) has made it so that private school systems must choose between byzantine enrollment and auditing systems or getting individual school report cards for their schools. Without individual school report cards, it is more difficult for schools to determine how each school in their system is doing.

The Report (PDF).

Underly and our long term disastrous reading results….

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Abbey Machtig:

The Madison School District is in the middle of two referendums approved by voters in 2020. The $317 million capital referendum has gone toward building a new elementary school and funding significant high-school renovations.

The smaller operating referendum gave the district an additional $33 million to work with over four years.

Despite this additional money, administrators still worry about the impending financial cliff facing the school district. In addition to referendum dollars running out, the temporary relief funds distributed to school districts during the COVID-19 pandemic are also set to expire by September 2024. In the Madison School District, this leaves a slightly more than $40 million hole for administrators to fill in the future.

Scott Girard:

The report, “K-12 On The Ballot: Using Referenda To Fund Public Schools,” is from Forward Analytics, a nonpartisan research division of the Wisconsin Counties Association. It adds to a long list of research showing how school districts’ use of ballot questions to fund operations has risen over the past decade.

Other school officials, including in Madison, have made a similar point in recent months that downsizing in a school district is difficult.

“The bus still costs what it costs, whether there’s 70 kids or there’s 60,” Wisconsin Association of School Business Officials Executive Director Mike Barry said earlier this year.

The Forward Analytics report cites arguments from both supporters and detractors of the revenue limit law, and acknowledges that “there is no easy answer here.”

“The revenue limit law tries to balance sufficient school funding with limited local property tax growth,” Knapp wrote. “At the heart of the problem is finding agreement on what is ‘sufficient’ funding.”

—-

Madison taxpayers have long supported far above average annual per student spending, now ranging from $22 to $29k per student, depending on the budget number one finds.

Yet:

Underly and our long term disastrous reading results….

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Ann Althouse

If you’re not seeing the replies there — I know I’m not — then read “Randi Weingarten gets educated about exactly who is to blame for the rise in homeschooling/The American Federation of Teachers union boss shared an article on ‘What’s behind the increase in homeschooling'”

Underly and our long term disastrous reading results….

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Chad Aldeman:

At the national level, public schools spent an average of $15,810 per pupil in 2019-20, not including debt or construction costs. But that figure hides tremendous variation across the country. Idaho and Utah schools, for instance, spent less than $10,000 per pupil, whereas Vermont; Washington, D.C., and New York schools spent upward of $25,000 per student. 

In real, inflation-adjusted terms, school spending nationally is 6% higher than it was a decade ago, and it’s up 28% over the last two decades. The gap between states is also growing over time. Over the last 20 years, the 10 lowest-spending states have increased their school funding by 16%, while the top-spending states have boosted theirs by 48%. 

These figures are not adjusted for cost-of-living differences, and it is clearly cheaper to live in Boise than in New York City. But other decisions are driving these spending differences as well.

—-

Locally, Madison taxpayers have long supported far above average per student spending; now more than $25,000 annually.

Underly and our long term disastrous reading results….

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Wayne Shockley:

Kirk Bangstad and Julie Underwood attempted to make a case against private school vouchers in their column on Wednesday, “Why we’re fighting against private school vouchers.” 

While they do make a couple of good points in their arguments, such as the need for greater accountability, most of their points are not valid. One of their points is particularly reprehensible. They attempt to smear all non-public schools with the history of “segregation academies” in the south after the U.S. Supreme Court’s Brown vs. Board of Education decision against segregated schools.

Underly and our long term disastrous reading results….

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Patrick McIlheran:

Two-thirds of children whose schools are under attack by Minocqua beer baron are racial or ethnic minorities, many are poor, many are very likely his fellow Democrats

In the lawsuit bankrolled by the Minocqua beer marketer, Kirk Bangstad, who’s trying to kill school choice in Wisconsin, his lawyers make an icy admission: They know it will “impact tens of thousands of children” to throw them out of their schools. They’re asking the state Supreme Court to hurt those kids anyway.

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Recently, @bangstad and Julie Underwood had an oped in the @WiStateJournal attempting to justify their lawsuit to end #SchoolChoice in WI. Like most of what has been released in this effort, it is full of half-truths and at-best misunderstandings of school choice. A 🧵

— Will Flanders (@WillFlandersWI) November 7, 2023

Underly and our long term disastrous reading results….

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Daniel Bice:

Back in 2021, Democratic operative Sachin Chheda played a major role in helping Jill Underly get elected state school superintendent.

Now Underly appears to be returning the favor.

Underly announced Monday that she is hiring Chheda to a $138,000-per-year job at the Department of Public Instruction, which Underly oversees. Chheda started his new job on Monday as executive director of the Office of the State Superintendent.

Thomas McCarthy, who previously held that job, has been promoted to deputy superintendent. Officials said the money for Chheda’s job came from vacancies in the agency.

Chheda, 49, has spent the last 30 years mostly working in politics, for nonprofits and on campaigns.

In an interview, Chheda emphasized his work in organizational management and change for a variety of clients. Asked about his educational experience, Chheda said he worked for former University of Wisconsin-Milwaukee Chancellor Nancy Zimpher, ran two state superintendent races and cofounded the I Love My Public Schools project, which opposed funding cuts by former Republican Gov. Scott Walker.

Chheda has never been a teacher or school administrator.

———

Underly and our long term disastrous reading results….

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Wall Street Journal:

Progressives tee up a case for the state Supreme Court’s new majority.

This should be an easy case, but the new 4-3 progressive majority on the Court is cause for worry. If the lawsuit is successful, it could end school choice in Wisconsin without a possibility of appeal because the case is based on state law claims. The result would mean upheaval for 29,000 children in Milwaukee’s voucher program, 4,000 in Racine and 19,000 in the rest of the state. Judges call that a “reliance” interest to consider carefully when considering a precedent.

The real power behind this case is the teachers union. Bob Baxter, executive director of the Wisconsin Education Association Council, says tests scores are a “fallacy” and that “every student that’s in a voucher school suffers.” Students who attend charters “are not learning the curriculum they need to learn in order to be a part of a democratic society,” Mr. Baxter adds. “We believe the right wing wants to crush participation in democracy.”

But the vouchers passed democratically. The real democratic issue here is whether four progressive Justices are going to trample their court’s precedent and the voters and impose their own policy preferences. That would rob poor children of better choices in favor of the unions who financed Justice Protasiewicz’s judicial campaign. Who’s anti-democratic?

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Dave Cieslewicz

Now comes a predictable lawsuit from a liberal group that was filed recently directly with the state Supreme Court, skipping the usual process that starts with lower courts. It’s predictable because now that the Court has a 4-3 liberal majority every liberal cause in the state that can afford a lawyer will be knocking on that Court’s door. That’s fine. It’s part of our system, but it doesn’t mean we have to agree with every cause. For example, I agree with the causes of fair legislative district maps and of freedom of choice on abortion while I disagree with attacks on school choice. (Note: Liberals and most Democrats will not give me a break for being right on two out of three of these litmus tests. Orthodoxy brooks no opposition.)

In a ludicrous statement, the plaintiffs in this case claim that giving parents a choice is a “cancer” on public education. “What started out as a small experimental program in Milwaukee in the 1990s has been transformed by our Legislature into a large and growing cancer on Wisconsin’s public schools,” the complaint says. 

If something starts out as an experiment and now has grown exponentially because of parental demand, doesn’t that suggest that the experiment was a success? Public school administrators and teachers unions need to stop complaining and start competing. If you’re losing students, well, why is that? What are you doing wrong? How can you compete and recapture your market share? 

The rhetoric of the complaint becomes even more untethered when the plaintiffs claim, “This parasitic funding system is pushing public school districts into an ever-worsening financial crisis, which is leading to what can only be described as a funding death spiral for public education.”

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Tim Donahue:

What is an “A,” anyway? Does it mean that a 16 year-old recognizes 96 percent of the allusions in “The Bluest Eye”? Or that she could tell you 95 percent of the reasons the Teapot Dome Scandal was so important? Or, just that she made it to most classes? Does it come from a physics teacher in the Great Smoky Mountains who bludgeons students with weekly, memory-taxing tests, or from a trigonometry teacher in Topeka who works in Taylor Swift references and allows infinite “re-tests”?

One answer is that A is now the most popular high school grade in America! Indeed, in 2016, 47 percent of high school students graduated with grades in the A–range. This means that nearly half of seniors are averaging within a few numeric points of one another.

A belt has several holes, but usually only one or two of them show any wear in the leather. Can the same really be true for the grades we give our students, with their varied efforts and their constellations of cognitive skills? A grading drop-down menu ought not to be so simple a tool as one person’s belt.

And grades have only gone up since 2016, most notably since the pandemic, most prominently in higher-income school districts. Were this a true reflection of student achievement, it would be reason to celebrate, but the metrics have it differently. From 1998 to 2016, average high school G.P.A.s rose from 3.27 to 3.38, but average SAT scores fell from 1026 to 1002. ACT scores among the class of 2023 were the worst in over three decades. Is it any wonder, then, that 65 percent of Americans feel they are smarter than average?

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

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Daniel Buck:

Walking into a classroom my first year of teaching, I experienced less a transition shock and more a disgraceful-lack-of-preparation shock. It turns out the university lectures on self-care and transgender literacies didn’t quite prepare me for a student calling another student’s mother an indecorous word. Nor did a few sample lesson plans equip me with the grueling task of filling 50 minutes of class time with meaningful activities for several classes a day, 180 weekdays in a row.

My teacher prep gave paltry time to classroom management, curricular construction, or grading, compared to discussions about the horrors of neoliberal policies or inscrutable readings whose sole purpose seemed to be to cite esoteric French critical theorists.  

The practical training I did receive wasn’t much better than the ideological posturing. Since John Dewey became something of a patron saint in education in the early 20th century, schools of education have taught his theories as doctrines. The classroom management advice teachers receive prioritizes student-constructed rules and a conversation over a consequence. When mentioned, education professors treat explicit instruction and rote practice with derision. Tests and facts are oppressive. Student choice should dictate everything from science curriculum to reading lists.

Ed Programs Teach Lowbrow, Activist Lit

Reviews of teacher preparation programs offered at major universities do exist, and they validate my critical portrayal not as a caricature but as an unfortunate reality. For example, the Wisconsin Institute for Law and Liberty reviewed 14 programs in my own state of Wisconsin. 

The programs neglect serious readings. Professors never assigned, for example, practical manuals of instruction or texts on the relationship between cognitive science and learning. Instead, teachers read popular books like Jonathan Kozol’s Savage Inequalities and watch Hollywood movies like “Freedom Writers.” These programs define education as “social justice.” They instruct teachers to discuss gender with 3-year-old kids and host book clubs about Anti-Racist Baby. 

Another notable review comes from the James G. Martin Center. The researcher solicited curricula from three of the most prestigious teacher prep programs in the country and tallied the most common authors. 

Conservative or traditionalist authors such as E.D. Hirsch get nary a mention. The programs shamefully lack any engagement with classical education. The core of literature and practice that dictated education for centuries apparently doesn’t deserve a mention. Instead, the most popular authors are John Dewey and Paulo Freire, a Brazilian Marxist who cited the Maoist Cultural Revolution and the Russian Revolution as ideals of his thought in action.

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Kendra Hurley:

Call it the end of an era for fantasy-fueled reading instruction. In a move that has parents like me cheering, Columbia University’s Teachers College announced last month that it is shuttering its once famous—in some circles, now-infamous—reading organization founded by education guru and entrepreneur Lucy Calkins.

For decades, the Teachers College Reading and Writing Project was a behemoth in American education. As many as 1 in 4 U.S. elementary schools used Calkins’ signature curriculum. But that number is dwindling as a growing chorus of cognitive scientists, learning experts, and parents—many amplified by education journalist Emily Hanford via her 2022 podcast Sold a Story—argue that the Calkins approach to reading is ineffective at best, actively harmful at worst, and a large part of why more than half of our country’s fourth graders aren’t demonstrating proficiency on reading exams.

It’s common knowledge that never learning to read well damages children’s self-esteem, their life prospects, and our country’s future workforce. What’s less talked about is how, when schools fail to teach reading, it harms the public’s trust in schools. An unspoken contract between public schools and parents is that schools will teach their children to read. In many places, that contract was broken when schools adopted Calkins’ methods, kids didn’t learn to read, and responsibility for teaching reading transferred onto parents and guardians.

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Scott Girard

It’s the largest drop in enrollment in recent years other than the change from fall 2019 to fall 2020, the first year after the COVID-19 pandemic began, which saw a drop of 25,742 students.

Public school enrollment was already in decline before the pandemic, with a drop from 2018 to 2019 of 3,788 students. In each of the years since the pandemic began, the drop has been larger, at 3,866 students in 2021 and 6,470 students last year.

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Quinton Qlabon

I feel like when Minocqua Brewing Company turns in homework, it should not have factual errors in it.

Anticlimactic.

Locally, Madison spends > $25k per student.

Corrine Hess:

Wisconsin’s choice program serves over 52,000 students and plays a vital role in Wisconsin’s education system,” Esenberg said in a statement. “Unfortunately, far-left interest groups are uniting behind a Super PAC, to take education options away from low- and middle-income kids and families across the state.”

State Superintendent Jill Underly released a statement, saying she welcomes any opportunity that would strengthen public education.  

“Education represents an incredible opportunity to learn, grow, and strengthen our state, but public education represents even more than that. Public education is a constitutional right,” Underly’s statement said. “Wisconsin needs to fulfill its responsibility to effectively, equitably, and robustly fund our public education system. I welcome any opportunity to move Wisconsin in that direction.” 

The lawsuit is being funded by the Minocqua Brewing Company’s SuperPAC, which Bangstad has used since 2021 to fund liberal political causes.

The group has purchased billboard ads attacking Republican politicians and marketed beers named after Democratic politicians including an Evers Ale for Gov. Tony Evers and Tammy Shandy for U.S. Sen. Tammy Baldwin.   

Bangstad first announced his efforts to end Wisconsin’s private school voucher system in August on social media.

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

David Leonardt

Among the reasons the Defense Department schools do so well:

• Consistent with military culture, they set high standards and create a disciplined classroom culture. In 2015, the schools overhauled their curriculum using principles from the Common Core, a national program that many other districts have abandoned after criticism from both the political right and left. But the approach seems to benefit students. “Unlike the Common Core, which was carried out haphazardly across the country, the Defense Department’s plan was orchestrated with, well, military precision,” Sarah writes.
• Defense Department schools are racially and economically integrated. Asian, Black, Hispanic and white students attend the same schools. So do the children of Army privates earning $25,000 a year and the children of high-ranking officers earning six-figure salaries.
• The schools receive more funding than public schools in many states do. One teacher at an elementary school on Fort Moore in Georgia told The Times that she doubled her salary by switching from a traditional public school in Florida. The supply closets at Defense Department schools tend to be well-stocked, and teachers don’t have to pay for paper, pencils and books out of their own salaries, as is common elsewhere.
• During the pandemic, the military’s schools reopened relatively quickly — and it’s clear that extended closures were terrible for children. By December 2020, 85 percent of students at Defense Department schools were learning in person, officials told Sarah. Only a handful of states exceeded that share, according to the Covid-19 School Data Hub. The share was below 10 percent in California, Kentucky, Maryland, Massachusetts, New Jersey, New York, North Carolina, Oregon, Pennsylvania, Virginia and several other states.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

WILL:

The News: The Wisconsin Institute for Law & Liberty (WILL) and School Choice Wisconsin (SCW) released a new report examining amount of special needs students in Wisconsin’s choice schools serve students with disabilities. Serving All: Students with Disabilities in Wisconsin’s Parental Choice Programs shows that schools in Wisconsin choice programs serve far more disabled students than previously reported by Left-wing blogs, media outlets, and even the Department of Public Instruction (DPI).

Our findings match a non-partisan five-year evaluation of the Milwaukee Parental Choice Program conducted in 2012 by the John Witte (University of Wisconsin) and Patrick Wolf (University of Arkansas).

­­­­­

The Quotes: Will Flanders, PhD, WILL Research Director, said, “As public support and enrollment in choice schools grows across Wisconsin, so do efforts to discredit and destroy the program. In response to desperate and outrageous reports disparaging the ways choice schools serve Wisconsin students, WILL and SCW are providing the facts.”

Nic Kelly, President of School Choice Wisconsin, added, “This report puts to bed one of the many lies opponents of parental choice use to slander Wisconsin’s programs as discriminatory. Choice schools work with parents to create a positive learning environment for students — and often do so without extra funding public schools have access to.”

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Corrinne Hess:

But data shows that most teacher education programs at colleges and universities are still not fully teaching the science of reading. 

Instead of learning how to read through pictures, word cues and memorization, children will be taught using a phonics-based method that focuses on sounding out letters and phrases, with the hope of addressing the state’s lagging reading scores. 

Wisconsin’s new reading law doesn’t explicitly tell the universities how to teach. But it will prohibit the Department of Public Instruction from approving teacher education programs unless they include science-based early literacy instruction and do not incorporate three-cueing — a model that emphasizes that skilled reading should include using meaning and sentence structure cues to read new words.    

Wisconsin teachers who do not receive this training will not be eligible for a license beginning July 1, 2026.  

“I do believe that the universities have been one of the major causes of the problems we see in reading,” said State Rep. Joel Kitchens, R- Sturgeon Bay, one of the lead authors on the reading legislation. “They now seem to be moving in the right direction, but change is hard.”

More.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Marquette:

Please join us for an “On the Issues” program at 12:15 p.m. on Oct. 20, 2023, at Marquette Law School. A new book by Pulitzer Prize-winning education journalist Cara Fitzpatrick takes up the rise of the school choice movement across the United States. The Death of Public School: How Conservatives Won the War over Education in America goes back to the beginning of advocacy for school vouchers and charter schools and chronicles the path to today. Milwaukee, home to the first urban voucher program in the United States, is a major focus of the book.

Fitzpatrick won a Pulitzer Prize in 2016 for a series of stories she wrote about school segregation in Florida. She is now an editor for Chalkbeat, a national online education reporting organization.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

David Blaska:

Jill Underly is Wisconsin’s superintendent of public instruction. The position is elected for four years on the Spring non-partisan ballot along with city alders and circuit court judges. We are one of only 12 states to elect them.

One of Jill Underly’s predecessors was Tony Evers, now governor of Wisconsin. A Democrat. If there has been a conservative superintendent of public instruction in Wisconsin, it was long ago. Nonetheless, Jill Underly claims the position is non-partisan. She was endorsed by the teachers union, which gives all its campaign donations to Democrats. (Underly was good for $18,000.)

Thursday 09-21-23, Supt. Jill Underly gave her State of Education speech in the capitol. It was Woke boilerplate. The state’s chief school marm portrayed Wisconsin public schools as impoverished, even after the Republican legislature boosted education spending by $1.2 Billion dollars. Democrats wanted twice that. It’s never enough. Supt. Underly defended the Woke agenda.

Our children’s communities – their classrooms – are also some of the most inclusive and equitable places in our state. … Affirming the lives of our black, Indigenous, and students of color matter is not political. It is a statement of fact.

— Jill Underly, State of Education
What does that even mean? How is a life “affirmed”? Ms. Underly’s prepared remarks used the word “diversity” (or some form thereof) 10 times, “equity” 4 times, “inclusion” 2. At the other end of the scale: “Discipline” 0, “responsibility” 0, and “achievement” 0.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Robert Pondiscio

I’ve come to bury Lucy Calkins, not to praise her.

Columbia University’s Teachers College announced this month what once seemed unthinkable: It’s “dissolving” its relationship with Calkins, sending the controversial literacy guru and her cash-cow publishing and consulting empire packing.

The divorce came a few months after the New York City Department of Education made the equally dramatic announcement that henceforth all the city’s elementary schools would be required to adopt one of three approved reading programs, none of which were Calkins’ “readers workshop” model, which has dominated reading instruction in city schools for the past quarter-century.

Dominated but didn’t improve reading ability in any meaningful way, particularly among the city’s black and Hispanic students. 

About two-thirds of New York’s Asian and white students passed the most recent round of state reading tests. 

For black and Hispanic students, the figure was closer to one-third making the grade.

I’ve been a persistent Calkins critic for 20 years, ever since I was trained in her methods as a Bronx public-school teacher, where I saw its shortcomings firsthand. 

I shed no tears over her long-overdue defenestration. But it’s a mistake to think simply showing Lucy the door will bring an overnight change in city schools’ reading scores. 

To be sure, any of the three phonics-based reading programs the DOE is imposing on its elementary schools represents an improvement over Calkins’ methods.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Act 20:

Beginning with the accountability report published for the 2024-25 school year, for a school district other than a union high school district and for each school that offers grade 3 in that school district, the percentage of pupils reading at grade level by the end of 3rd grade.

Section 8 . 115.39 of the statutes is created to read:
115.39 Literacy coaching program. (1) Definitions. In this section:
(a) “CESA region” means the geographic territory within the boundaries of a cooperative educational service agency.
(b) “Eligible school” means any of the following that does not provide instruction that incorporates 3-cueing, as defined in s. 118.015 (1c) (c), in the core reading curriculum for grades kindergarten to 3:
1. A public school, including a charter school established under s. 118.40 (2r) or (2x).
2. A private school participating in a program under s. 118.60 or 119.23.
(c) “Office” means the office of literacy in the department.
(2) Literacy coaching program. The office shall establish and supervise an early literacy coaching program to improve literacy outcomes in this state. As part of the early literacy coaching program established under this subsection, the office shall, in consultation with cooperative educational service agencies, do all of the following:
(a) Contract with individuals who demonstrate knowledge and expertise in science-based early literacy instruction and instructional practices, and have instructional experience in grades kindergarten to 12 to serve as literacy coaches. The office may not contract for more than 64 full-time equivalent positions under this paragraph.
(b) Provide ongoing training on science-based early literacy instruction and instructional practices and supervision to individuals with whom the office contracts under par. (a).
(c) Prohibit literacy coaches from using or promoting instruction that includes 3-cueing, as defined in s. 118.015 (1c) (c).
(3) Participation; schools and school districts. (a) The office shall assign one-half of the number of literacy coaches under sub. (2) (a) as follows:
1. Based on scores of the standardized reading test administered to pupils during the prior school year under s. 121.02 (1) (r), the office shall identify the 50 eligible schools that had the lowest percentage of pupils score as proficient in reading at grade level and the 50 eligible schools that had the largest gap in pupils who scored as proficient in reading at grade level.

Wisconsin DPI:

The information below is designed to address ongoing questions related to 2023 Act 20 and its implementation. Please send questions or concerns about this page or Act 20 to DPI staff by emailing early.reading@dpi.wi.gov.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

The “confident teacher”

1. Shallow initial teacher training on literacy domains. The very nature of initial teacher training is that it is short. As such, it is not viable to cover the science of reading, spelling, writing, dyslexia, or other literacy issues, in the requisite depth. Singular sessions are not going to cut it, whilst new teachers grapple with the complexity of the classroom and the curriculum. The problem is simple: limited time.
2. Partial, limited professional development. Every teacher could describe a literacy INSET or two. Fewer teachers can articulate a sustained sequence of evidence-based professional development that encompasses reading, writing, oracy, vocabulary, and more. Not only that, but it is also typical that professional development doesn’t flow on from initial teacher training, nor does it specifically address gaps in teacher knowledge and practice. 

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Caitlin Moscatello

At a meeting with parents in May, Elizabeth Phillips, a longtime principal at P.S. 321, a highly sought-after elementary school in Park Slope, didn’t mince words about the new reading curricula being implemented across the city this fall by Mayor Eric Adams’s administration. Not only did she refer to the trio of options selected by Schools Chancellor David Banks and the mayor’s Cabinet as “three bad choices,” she also shared her plans to resist. “We are definitely pushing back against it,” she said, “and many principals in the district are. And our superintendent understands that we are not going to do it with fidelity, that we are going to keep doing what has worked for us.”

Phillips (who did not respond to interview requests; the spring meeting was recorded) is a devotee of “balanced literacy,” an approach to teaching kids to read that had been the prevailing ethos in New York City schools for roughly two decades — until it came crashing down last year when heightened scrutiny caused the method’s once-revered leader, Lucy Calkins, to concede that it was fundamentally flawed. Specifically, critics said kids were falling behind because they didn’t know how to sound out words. Instead of phonics, Calkins’s program pushed a cuing method that instructed students to look at the first letter of a word, then to a picture on the page, and consider the context and piece it all together. But this technique relied on students having enough background knowledge to make the proper inferences as well as the ability to process language without difficulty. As a result, many kids weren’t actually reading. They simply became really good at guessing.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Dang le

Fort Worth resident Maria Gonzalez knew her daughter’s grades were off. 

Gonzalez’s 8-year-old daughter, Citlalic, got perfect scores at school. Her teacher said she was doing great. 

Get to know your community better with our free newsletters. Sign up today so you don’t miss a thing!

But Gonzalez knew something else from observation — her daughter couldn’t read. 

“I guess I was just, in a way, making it easier for me, because I was just going through what they were telling me,” she said.  

Gonzalez was among about three dozen parents who flew balloons at Ella Mae Shamblee Library to mourn Fort Worth’s low literacy rate. Only 44% of students across all school districts and charters in the city of Fort Worth are reading at grade level. The next day, Fort Worth Mayor Mattie Parker proclaimed Sept. 8 as International Literacy Day in the city.

Fort Worth is committed to students’ success by creating youth library programming, providing free community Wi-Fi in underserved neighborhoods and providing safe walking routes to schools, Parker said.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Bezos WaPo:

“[A]n analysis homing in on the inaugural group of Mississippians subject to the state’s rule concluded that repeating third grade resulted in significantly higher reading scores in sixth grade — with Black and Hispanic students showing particular improvement…. [But i]t is impossible to disentangle retention itself from all that comes with it… after-class tutoring, for example, or specialized instruction during the school day… In Mississippi, literacy coaches have been painstakingly selected, trained and monitored by the state and dispatched to perform one job: supporting teachers as they learn, and learn to teach, the science of reading…. [R]etention done absent such a strategy is retention done wrong — and it might hurt more than it helps. That’s why obsessing over retention as some sort of magic solution to learning loss is the wrong approach….”

Commentary

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Harry Waters

Just over seven years ago the United Nations developed the 2030 agenda. The central theme of this agenda was the development of the Sustainable Development Goals (SDGs). But what are the SDGs? Why are they relevant to my English classroom? And how can I incorporate them into the curriculum? 

Let’s take a look at how, when and why we should be using the Sustainable Development Goals. We’ll change them from simply being a poster on the wall to being an effective learning tool and look at how to genuinely encourage students to engage in and connect with the 17 SDGs.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Patrick Mcilheran:

The series of day-long webinars, four per school year, is an initiative of the DPI, the regulator of every Wisconsin school. The agency says it doesn’t necessarily endorse everything said by every one of the academics it invites, but since racial equity is the first quality it mentions in its mission statement, one can see why 2,500 people signed up last school year to hear what was said under the sponsorship of the agency that controls Wisconsin teachers’ licenses.

One clear theme is the installing of a new definition of racism, one most Americans do not agree with, one that says racism isn’t an injustice committed by an individual who treats some people worse on account of their skin but, rather, the inescapable structure of American society.

This “structural racism” idea — “Racism Without Racists,” to quote the title of a book by one of the series’ regular speakers — leads to some remarkable conclusions.

It means, said the book’s author, Duke University sociologist Eduardo Bonilla-Silva, that when white people don’t racially discriminate, it’s “color-blind racism,” a “covert, subtle or even unconscious” evil.

Next spring, the series will feature Ibram X. Kendi, the best-selling author who preaches that society must go out of its way to treat some people worse than others on account of their race, to make things even. In January, it features Robin DiAngelo, famous for accusing any objectors to such a new order of being afflicted with “white fragility.” She’ll discuss her latest book, which says white Americans who try hard to treat minorities fairly are really “nice racists” who, if they avoid giving offense, are guilty of racist “carefulness.”

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Arthur Jones II, Tal Axelrod, and Jay O’Brien

Learning to read isn’t fair.

It comes naturally for some students. But for others it’s a frustrating, agonizing process that, if left unaddressed, can cause long-standing academic problems.

Ask D’Mekeus Cook Jr., a fourth grader from Louisiana, who was reading at a kindergarten level when he started second grade two years ago. Or Journey, another fourth grader from Ohio, who said when she comes across an unfamiliar word it makes her feel “sad.” They have both struggled to read — and they’re not alone.

A combination of under-funded schools, educator shortages, inadequate teacher preparation and months of lost learning due to pandemic school closures have caused a resurgence of concern about kids’ reading ability. But Department of Education data reviewed by ABC News show this reading problem has persisted in America for decades.

According to the Education Department’s National Assessment of Educational Progress (NAEP), also known as “The Nation’s Report Card,” roughly one-third of American fourth graders read at or below what’s considered the basic level. This has been the case since 1992.

Scores slightly increase as students get older, but not by much. In eighth grade, about one-fourth of students do not read at what’s considered the basic achievement level. That percentage stays about the same for high schoolers.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Sarah Schwartz

The Teachers College Reading and Writing Project, the instructional consultancy housed at Columbia University and founded by the popular and controversial literacy icon Lucy Calkins, will soon be shutting its doors, Teachers College announced Sept. 1. 

The college is dissolving TCRWP and Calkins will step down as director. Calkins, who remains a tenured faculty member at Teachers College, will be on sabbatical for the 2023-24 academic year.

Teachers College is creating a new division offering reading and writing professional development, the Advancing Literacy unit, which several former TCRWP staff will lead, according to the college’s announcement.

Commentary.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Will Flanders:

Total staff in schools has increased since 2017. The number of full-time equivalents (FTEs) in Wisconsin schools has grown by 2.67% over this time frame, even as statewide enrollment declined by 3.6%.

Student-teacher ratios have declined across the state. Despite staffing shortages, the dramatic decline in student enrollment over the past five years resulted in student-teacher ratios declining from 14.60 to 13.67 over the past five years.

Teachers with Master’s Degrees do not improve student performance. Although teachers who have earned a Master’s degree receive higher pay, student proficiency is not higher in districts that have more teachers with Master’s degrees.

“Woke” positions are among the largest areas of growth.

While the absolute number of FTEs in these areas remains relatively low, the number of FTEs employed in connection with buzzwords like “Social-Emotional Behavioral Interventions/Support” and “Multicultural Education/Equity” are among the five fastest growing areas over the past five years.

Administrative staff varies extensively by district.

It is difficult to assess whether a district is investing taxpayer dollars wisely in staffing when administrative staff percentages vary drastically across the state. For example, about 47% of FTEs in Gibraltar School District were administrative—compared with about 8% in Shawano School District.

Meanwhile, Madison taxpayers have long supported substantial, well above average $pending – now greater than $25k per student!

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Ruth Conniff:

Still, the inequities among public schools in richer and poorer property tax districts are nothing compared to the existential threat to public education from a parallel system of publicly funded private schools that has been nurtured and promoted by a national network of right-wing think tanks, well funded lobbyists and anti-government ideologues.

For decades, Wisconsin has been at the epicenter of the movement to privatize education, pushed by the Milwaukee-based Bradley Foundation, a mega-wealthy conservative foundation and early backer of Milwaukee’s first-in-the-nation school voucher program. That program has expanded from fewer than 350 students when it launched in 1990 to 52,000 Wisconsin students using school vouchers today.

This year school privatization advocates scored a huge victory when Democratic Gov. Tony Evers, a longtime ally of public schools, agreed to a budget bargain that includes a historic bump in the amount of tax money per pupil Wisconsinites spend on private school vouchers. The rate went up from $8,399 to $9,874 for K-8 students and from $9,405 to $12,368 for high schoolers.

Not only is the amount of money taxpayers spend on private education increasing, in just a couple of years all enrollment caps come off the school choice program. We are on our way to becoming an all-voucher system. 

This makes no sense, especially since, over the last 33 years, the school voucher experiment has failed to produce better outcomes in reading and math than regular public schools.

——-

Meanwhile, Madison taxpayers have long supported substantial, well above average $pending – now greater than $25k per student!

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

James Freeman:

The best way to prevent politicians and bureaucrats from ever again inflicting on American kids the learning losses, social isolation and staggering financial burden of the Covid lockdowns is to ensure a just reckoning for the destruction they caused. Perhaps this is beginning to happen.

John Fensterwald reports in the Bakersfield Californian:

This fall, in a courtroom in Oakland, lawyers will reexamine the pandemic’s impact on K-12 schools in California — a subject many people might prefer to forget about but can’t because, like COVID itself, the effects are inescapable.
The state of California defends itself over accusations that it mishandled remote learning during COVID, starting in the spring of 2020, and then failed to alleviate the harm its most vulnerable children experienced then and still experience.
Alameda County Superior Court Judge Brad Seligman denied the state’s request to dismiss the case outright earlier this month. There’s no dispute that low-income students of color, in particular, had less access to remote learning during the nine-plus months they learned from home, Seligman wrote in a 12-page ruling. The question that needs answering, he said, is whether the state’s level of response is so insufficient that it violated the children’s right to an equal opportunity for an education under California’s constitution.
The case is Cayla J. v. the State of California, the State Board of Education, the California Department of Education, and State Superintendent of Public Instruction Tony Thurmond. Cayla J., a Black 8-year-old twin in third grade in Oakland when the lawsuit was filed in November 2020, is the lead of 15 unnamed student plaintiffs from Oakland and Los Angeles. The trial is scheduled to begin Nov. 13.
Of course the California government has responded to the lawsuit with a spirit of good faith and a commitment to transparency.

Just kidding. The editorial board of the San Diego Union-Tribune writes:

State education officials didn’t just reject the idea they bore any blame for the nightmares faced by many students in Los Angeles and Oakland. They threatened Stanford Graduate School of Education professor Thomas Dee — and other education researchers given access to state data — with legal action if they provided information used in this or any lawsuit deemed “adverse” to the California Department of Education.
To insist that researchers can only use school data in a way that is neutral or makes the department look good is perverse and antithetical to what should be the goals of public education. Had such policies been in place 20 years ago, they could have kept the lid on perhaps the worst scandal in the history of public schools in California: the 2005 report by Harvard researchers that credibly alleged the state had for years knowingly exaggerated graduation rates, especially among Latino and Black students, by relying on what was plainly “misleading and inaccurate” information.
Advertisement – Scroll to Continue

Thankfully, on Aug. 17, the EdSource website reported that the state had mostly backed away from its threats against Dee and others. But given state officials’ history, there is simply no reason to believe this resulted from a realization the threats were wrong. Instead, they were embarrassed by the optics of the flap.

It would be nice if the entire lockdown regime led by Gov. Gavin Newsom (D., Calif.) and other similarly reckless governors nationwide could be put on trial. It might be useful to have officials acknowledge under oath just how small the Covid risks to children really were—and also how small the benefits of societal shutdowns turned out to be, especially in light of titanic costs. But Judge Brad Seligman’s order denying the California government’s motion for summary judgment suggests that the issue in his court is the way California educators implemented the destructive lockdown, not the decision to impose it:

This case does not address any overarching claims about state’s response to the COVID epidemic, nor the closures of schools that were the result of emergency orders. This case is also likewise not about historic inequities suffered by students of color or lower socio-economic means. The narrow focus of this case targets the period of time when the schools were physically closed and learning was available only remotely.

Related: Taxpayer supported Dane County Madison Public Health mandates & closed schools.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Scott Girard:

NEA President Becky Pringle and AFT President Randi Weingarten both spoke at the event as well, thanking the educators for their work and building excitement as the school year approaches. Baldwin thanked both of those leaders for their efforts on behalf of teachers.

“In the face of repeated attacks on organized labor in states like Wisconsin, AFT and NEA keep showing up to do the work on behalf of their membership,” she said.

Verona Area School District Superintendent Tremayne Clardy, a former Madison Metropolitan School District administrator, said he believed Biden chose Verona as her destination Thursday because the district has started to become a model “for true collaboration between teachers unions and administration.”

“We work collaboratively because we want the same thing, we want our kids to thrive, we want our students to have the best experience possible,” Clardy said. “When we come to the table and we work collaboratively to do that, that’s when the partnership works best and it’s absolutely fabulous.”

WEAC: $1.57 million for Four Wisconsin Senators

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Nicholas Kelly:

Education was a big winner of a bipartisan agreement in the recently enacted state budget. Public schools will receive an increase of more than $1 billion. Per pupil spending for Wisconsin’s private school choice programs will grow by $2,000 to $3,000 per student. 

Even after these historic funding increases, state payments to schools in the parental choice programs will still be less than 70 percent of the funding per student that public schools receive.

With the substantial new education spending, what’s the bang for the buck? What’s the return to Wisconsin taxpayers from their investments in public schools and the parental choice programs? At School Choice Wisconsin, we wanted to find out.

Our approach relied on publicly available data at the Department of Public Instruction’s website. To measure results, we used DPI Report Cards, which provide a comprehensive assessment of how the agency ranks public schools and schools in the choice programs. To measure funds invested, we used DPI data on per pupil public school revenue and state payments for pupils in the choice programs.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Johan Norberg:

Sweden was different during the pandemic, stubbornly staying open as other countries shut down borders, schools, restaurants, and workplaces. This choice created a massive interest in Sweden, and never before have the foreign media reported so much about the country. Many outsiders saw it as a reckless experiment with people’s lives. In April 2020 President Donald Trump declared that “Sweden is paying heavily for its decision not to lockdown.”¹ In the New York Times, Sweden’s laissez faire approach was described as “the world’s cautionary tale” and in the same pages Sweden was described as a “pariah state.”²

There remains a popular perception in the rest of the world that Sweden’s strategy resulted in a human disaster, and many people think that Swedish decisionmakers came to regret the strategy and, in the end, adopted lockdown policies similar to those in other countries. This paper dispels those unwarranted assumptions, describes Sweden’s actual pandemic policy, explains why the country followed that course, and presents what we know about the results so far.

Related: Waiting for a deep dive into the costs and benefits of taxpayer supported Dane County Madison Public Health mandates.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Corrine Hess

According to DPI, Holy Redeemer did not submit its September 2021 enrollment audit in a timely manner. The school also failed to timely submit its 2021-22 Fiscal & Internal Control Practices Report, which determines if the school has sound fiscal and internal control practices.  

These practices include paying vendors and employees on time, completing employee background checks and other practices required for participation in the choice program.  

Instead of withholding payment, DPI and Holy Redeemer entered into a settlement agreement and the school agreed it would provide all required reports in the future.  

But, in 2022 and in 2023, the school failed to meet due dates and provided incomplete reports, according to DPI.  

Holy Redeemer Christian Academy has participated in the Milwaukee Parental Choice Program since the 1998-99 school year.  

In the latest state school district report card for academic year 2021-22, Holy Redeemer failed to meet expectations, receiving an overall score of 28.4 percent.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Rachel Hale:

Since it started in January 2021 Moms for Liberty says it has expanded to 285 chapters in 46 states with over 125,000 members. In Wisconsin, chapters in Kenosha, Marathon, Milwaukee, Ozaukee, Polk, Rock, St. Croix, Vilas, Washington, Winnebago and Wood County have popped up over the past two years.

It’s hard to pinpoint how many members are active in Wisconsin — the Wood County and Ozaukee County chapters estimated that there are 400 and 6,000 members in their groups, respectively. A national spokesperson said they do not have updated state membership numbers.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Rory Linnane

St. Augustine Preparatory Academy unveiled a new $49 million elementary school on Milwaukee’s south side Tuesday, showcasing a major expansion as school leaders also discussed plans for a new north-side branch on the former Cardinal Stritch campus.

About 730 students in kindergarten through fourth grade are expected to start school this week in the new building, which can eventually hold up to 900 students as the school plans to admit more students. Across the street in the older building, about 1,100 students are expected to attend middle and high school.

With the capacity to eventually serve a combined total of about 2,400 students at both buildings on the south side, school leaders said it has become the largest single-campus school in Milwaukee.

More exciting news for #SchoolChoice in Wisconsin even as @bangstad and Minocqua Brewing seek to snuff out the opportunity for these low-income, primarily minority students to have educational options. https://t.co/u3Q0PRr5YC

— Will Flanders (@WillFlandersWI) August 23, 2023

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Danyela Souza Egorov:

Tim Castanza admits that he was “triggered.” The year was 2016, and Castanza, then working for the New York City Department of Education, attended a Community Education Council meeting in Staten Island, where several mothers of kids with dyslexia spoke. The public schools didn’t have any programs for their children, they said, describing how long schools took to offer proper evaluations and how the district failed to provide adequate services, even after children received diagnoses. Along with Rose Kerr, a retired DOE principal and director of education for Staten Island’s borough president, Castanza wanted to do something. “I know what good phonics instruction looks like because of my elementary school teacher,” Castanza, who received an ADHD diagnosis in college, said. “Still, I had a lot of needs that were not met at that school.”

Three years later, Castanza opened the school that he wished he could have attended himself: Bridge Prep Charter School. Designed according to scientific reading instruction, the school offers all the necessary support for children with dyslexia and other language-based learning difficulties. City leaders should learn from its impressive results.

Bridge Prep’s advantage consists not just of a different curriculum but of a different way of training teachers and an expansive capacity to meet students’ needs. Nearly two-thirds of students at Bridge Prep have an Individual Education Plan, and nearly all of these receive multiple services. Seven in ten Bridge Prep students also hail from low-income families, which often cannot afford extracurricular phonics coaching (a common but expensive practice among high-income students who struggle to read). The school, therefore, offers 60 minutes of daily instruction based on the Orton-Gillingham Approach. Phonics instruction gets delivered to students grouped by grade and ability. This is “equity,” Castanza says. A school is “not prepared to teach every kid” unless it has a structured literacy program, he adds.

Georgia Orosz’s son has benefited. When he came to Bridge Prep to repeat second grade, he was reading at kindergarten level, had a dyslexia diagnosis, and was writing in reverse. And his struggles at school had become a behavioral issue. His mother was so frustrated with the Staten Island public school he attended that she planned to homeschool him—until a therapist referred her to Bridge Prep. Her son enrolled in the school right before the pandemic. By the beginning of fifth grade, he was reading at grade level.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

The fight for #SchoolChoice in Wisconsin is not over. Today Minoqua Brewing Co announced an effort to take away educational options for tens of thousands of low-income families. pic.twitter.com/vSl4wT46BR

— Will Flanders (@WillFlandersWI) August 20, 2023

notes and links on Minocqua Brewing.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Sara Randazzo & Scott Calvert:

In the race to fix a nationwide reading crisis that worsened during the pandemic, more states are threatening to make students repeat third grade to help them catch up.

Tennessee, Michigan and North Carolina are among at least 16 states that have tried in recent years to use reading tests and laws requiring students to repeat third grade to improve literacy. Louisiana, Arkansas, Alabama and Nevada have all passed similar laws that will go into effect in the coming years.

Politicians and educational officials say the goal isn’t to hold children back, but to create an incentive to do well while also reducing social promotion.

Tennessee state Rep. Mark White, a Memphis Republican who co-sponsored a 2021 law that went into effect for students entering fourth grade this fall, said the threat of retention brings needed accountability.

“We cannot continue to kick the can down the road when it comes to reading literacy and proficiency with young people,” he said, citing a desire from businesses for a better-educated workforce.

Reading by the end of third grade is considered a pivotal benchmark, because students must be able to read in subsequent grades to learn math, science, social studies and other subjects. Third-graders who lack reading proficiency are four times more likely to drop out of high school, according to a 2011 study by the Annie E. Casey Foundation.

Reading scores dropped last year on a federal reading test known as the Nation’s Report Card, with 33% of fourth-graders scoring proficient or higher in 2022, down from 35% in 2019.

Tying fourth-grade advancement to reading has fallen in and out of favor over the decades. Opponents say the policies cause families unnecessary stress and social turmoil for children, and can disproportionately impact minority students.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Ameillia Wedward:

Janet Protasiewicz’ recent confirmation as a member of the Wisconsin Supreme Court earlier this month has conservatives worried about the possible end of a decade of conservative reforms, from Act 10 to voter ID laws. But another concern receiving less attention is the prospect of challenges to Wisconsin’s school choice programs.

School choice has stood against challenges in the past, but now that it’s at stake in state court, taxpayer dollars are on the line.

While there are several cases and laws that reaffirm Wisconsin’s choice programs from a religious angle — and Wisconsin’s own governor signed into law increases to choice earlier this summer — the current concern is that school choice will face scrutiny from a financial standpoint: Can the state fund both school choice and public schools simultaneously?

Currently, under the Wisconsin constitution, local funds must be used for local schools. Although the state finances the choice program, when a student leaves the public school system to participate, the state subtracts that pupil’s funding from their respective district, which then has to make up the revenue loss by increasing property taxes. In other words, to fund both systems, taxpayers end up paying twice: once to fund the school choice program and again to pay the district’s tax hikes.

Some have argued that this violates the state constitutional requirement that property taxes fund “common schools.” But concerns like this ignore a plausible funding mechanism that could appease school choice and public school advocates alike while sparing the taxpayer’s wallet. By decoupling private choice funding from property taxes and funding students instead, the state could reduce costs for local taxpayers. Under a decoupling plan, students that use school choice would be financed fully by the state, and all property tax implications would be removed.

This isn’t a new idea. By the 2024-25 school year, the Milwaukee Parental Choice Program will be funded directly via the state. By the Wisconsin Institute for Law & Liberty’s conservative estimations — before the new law and under the old voucher amount — if the state followed the same model, decoupling would cut property taxes over $168 million statewide.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Benjamin Yount:

A new report on reading in Wisconsin shows many schools across the state continue to use reading lessons shown to leave students behind.

The Wisconsin Institute for Law and Liberty is out with a new report called Trust the Science? The Use of Outdated Reading Curricula in Wisconsin Schools. It looks at how whole-language reading curricula have performed over the years.

“Forward Exam scores show that Wisconsin students are struggling in reading. Currently statewide, only about 36.8% of students scored proficient or higher on the Forward Exam, meaning the majority of students are falling behind. Reading problems cut across all socioeconomic and racial lines,” the report states. “This paper takes advantage of a new dataset available from the Department of Public Instruction that details the curricula used in each district around the state. We correlate reading outcomes on the Forward Exam with some two of the most widely criticized curricula that rely on “Whole Language” techniques – Lucy Calkins and Fountas and Pinnell.”

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

BIANCA VÁZQUEZ TONESS

Across the country, students have been absentat record rates since schools reopened during the pandemic. More than a quarter of students missed at least 10% of the 2021-22 school year, making them chronically absent, according to the most recent data available. Before the pandemic, only 15% of students missed that much school. 

All told, an estimated 6.5 million additional students became chronically absent, according to the data, which was compiled by Stanford University education professor Thomas Dee in partnership with The Associated Press. Taken together, the data from 40 states and Washington, D.C., provides the most comprehensive accounting of absenteeism nationwide. Absences were more prevalent among Latino, Black and low-income students, according to Dee’s analysis.

The absences come on top of time students missed during school closures and pandemic disruptions. They cost crucial classroom time as schools work to recover from massive learning setbacks.

Absent students miss out not only on instruction but also on all the other things schools provide — meals, counseling, socialization. In the end, students who are chronically absent — missing 18 or more days a year, in most places — are at higher risk of not learning to read and eventually dropping out. 

“The long-term consequences of disengaging from school are devastating. And the pandemic has absolutely made things worse and for more students,” said Hedy Chang, executive director of Attendance Works, a nonprofit addressing chronic absenteeism.

Related: Taxpayer funded Dane County Madison public health mandates and closed schools.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Mike Lofgren:

This story of high prices and poor outcomes is true almost across the board for vital services, and there is none more vital than health care. The U.S. spends 17.8 percent of GDP on health care, nearly twice as much as the average OECD country. Health spending per person in America is almost twice as high as in the next most expensive country, Germany, and four times higher than in South Korea.

Does that high cost lead to better health? It does not. Probably the best proxy for the adequacy of health care is longevity; according to the UN, the U.S. ranks No. 70 out of 227 sovereign or semi-sovereign state entities. That’s below most European NATO members, South Korea, Japan and Israel, just to name three countries the U.S. has pledged to defend militarily, at potentially huge expense. It’s also below China.

As expected, lower longevity has implications for many other statistics, such as infant mortality; America’s ranking among developed countries is abysmal: “U.S. maternal mortality in 2020 was over 3 times the rate in most of the other high-income countries.” So much for the pro-life charade of the religious right. 

During World War II, American GIs were generally taller than their counterparts from other countries, thanks to better nutrition. Today, Americans are bigger in a different sense, with the highest rate of obesity in the developed world.

Notes and links on MTEL.

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

James Vaznis:

The Massachusetts Teachers Association’s board of directors voted unanimously Sunday to support a ballot question that would drop the requirement that high school students pass MCAS exams in order to graduate — a move that will allow the union to spend money and other resources to win over voters.

The vote came four days after union memberssubmitted a proposed ballot question to the state’s Attorney General’s Office for the 2024 election cycle. The question calls for eliminating the MCAS graduation requirement, established under the 1993 Education Reform Act, and instead allow students to receive diplomas by completing coursework that is consistent with the state’s academic standards and curriculum frameworks upon which the MCAS is based.

Notes and links on MTEL.

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Jeff Davidson

With school about to commence around the country, in two to four weeks, a friend mentioned that her granddaughter has been home-schooled for her whole academic career. She is currently in her 9th year, yet, by all indications, she is academically on par with most high school seniors. 

Curiously, when the young lady sought to visit the local high, the principal was intentionally obstructive. What, pondered the grandmother, could the principal want to hide? How confronting might a one-hour visit be?

Maybe what he has to hide is classrooms filled with posters and charts designed to indoctrinate children to accept far Leftist views. He might wish to conceal indications of acceptance of “The 1619 Project,” a rainbow flag, and demeaning references to Donald Trump, white males, or Conservatives. In seconds, perhaps, an objective visitor could see the degree to which classrooms have become indoctrination centers.

He might wish to hide beleaguered teachers, belligerent students, and class room decorum in the gutter. Who knows?

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Douglas Belkin, Ben Chapman and Ben Kesling:

Roman Devengenzo was consulting for a robotics company in Silicon Valley last fall when he asked a newly minted mechanical engineer to design a small aluminum part that could be fabricated on a lathe—a skill normally mastered in the first or second year of college.

“How do I do that?” asked the young man.

So Devengenzo, an engineer who has built technology for NASA and Google, and who charges consulting clients a minimum of $300 an hour, spent the next three hours teaching Lathework 101. “You learn by doing,” he said. “These kids in school during the pandemic, all they’ve done is work on computers.”

The knock-on effect of years of remote learning during the pandemic is gumming up workplaces around the country. It is one reason professional service jobs are going unfilled and goods aren’t making it to market. It also helps explain why national productivity has fallen for the past five quarters, the longest contraction since at least 1948, according to the U.S. Labor Department.

The shortcomings run the gamut from general knowledge, including how to make change at a register, to soft skills such as working with others. Employers are spending more time and resources searching for candidates and often lowering expectations when they hire. Then they are spending millions to fix new employees’ lack of basic skills. 

Talent First, a business-led workforce-development organization in Grand Rapids, Mich., is encouraging employers to stop trying to hire based on skill. Instead, hiring managers should look for a willingness to learn, said President Kevin Stotts.

“Employers are saying, ‘We’re just trying to find some people who could fog the mirror,’ ” Stotts said.

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

James Vaznis:

The ballot initiative would allow students to graduate “by satisfactorily completing coursework that has been certified by the student’s district as showing mastery of the skills, competencies, and knowledge contained in the state academic standards and curriculum frameworks in the areas measured by the MCAS high school tests.”

A small group of union activists, parents, and high school graduates filed a ballot initiative Wednesday, with the backing of the state’s largest teachers union, that would end a state provision requiring students to pass the MCAS tests to graduate, setting up a potentially costly election fight.

Currently, high school students must pass Massachusetts Comprehensive Assessment System exams in English, math, and science to graduate. More than 700 high school students a year typically don’t receive a diploma because they didn’t meet that requirement, according to state data. Instead, they received “certificates of attainment,” which are given to students who only satisfied local graduation requirements. However, many educators say a number of students who don’t pass MCAS ultimately drop out.

The ballot question is the MTA’s latest effort to end the graduation requirement. Earlier this year, the MTA and other unions had legislation introduced on Beacon Hill that would end the graduation requirement.

Groups, such as the Massachusetts Business Alliance for Education, have been aggressively fighting the unions’ efforts.

“MCAS is a crucial instrument for measuring students’ vital signs to make sure they’re getting the education they deserve and that they need to be successful after high school,” the business alliance said in a statement.

Notes and links on MTEL.

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Kappan:

Based on an extensive research review, the National Reading Panel (NRP) report was an inflection point in the history of reading research and education policy. It found that instruction in five related areas — phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension — benefits early readers.

And, in the minds of many, including its authors, it should have ended the debate about whole-language and basic-skills reading instruction.

Instead, the opposite happened: The fighting over reading instruction intensified, and methods that were failing kids became entrenched.

For that result, there are many contributing factors, some of which have been featured in APM Reports’ new podcast series, Sold a Story, which I helped research.

An inadequate media response may well be one of the reasons the NRP report didn’t have the influence it should have.

—-

Politics and the taxpayer funded DPI.

Wisconsin DPI Reading Curriculum Evaluation list

——-

Legislation and Reading: The Wisconsin Experience 2004-

Underly and our long term disastrous reading results….

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

EXPLICIT: Osseo parent reads from an explicit book available in Osseo district libraries and is stopped by the school board chair, saying that last time something like that was read, the “language was offensive to some.” pic.twitter.com/W3Cr7E2kOZ

— Alpha News (@AlphaNewsMN) July 26, 2023

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

To say that teachers weren’t involved in discussions as we worked through the process is untrue.
I also personally met with @WSRAliteracy. At that meeting, a light was shined on why we are in this reading crisis. https://t.co/w6tZfArOUx

— John Jagler (@JohnJagler) July 19, 2023

I am pleased to announce the Right to Read Act has been signed into law. @RepKitchens and I authored AB 321 to curb Wisconsin’s ongoing literacy crisis by investing $50 million in early literacy development and banning reading curriculum that has hindered students for decades. pic.twitter.com/mBGSR0Gya1

— Duey Stroebel (@SenStroebel) July 19, 2023

Mitchell Schmidt:

Wisconsin falls for MS miracle scam

And children and teachers suffer the consequences

https://t.co/0ELJUm0KL9

— Paul Thomas (@plthomasEdD) July 19, 2023

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Tom Knighton

When I was in middle school here in Georgia, they did something kind of smart. They broke us all into classes based on our grades. All the “A” students were in one group, “B” students in another, and so on.

The result was that those who excelled could excel and those who needed special help weren’t holding anyone else back.

Apparently, someone thought that was horribly unfair and the schools stopped doing it, which is a big problem.

You see, while the term “equity” wasn’t really a thing when this happened, it was the same mentality. If everyone couldn’t succeed academically, it seems, no one should.

It sounds stupid, but it’s the crab bucket mentality. The crabs pull down all the other crabs lest someone else escape.

Frankly, I could deal with it if I knew that was the end of it, but the practice continues to go on. Take this example from Massachusetts:

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

I review Rufo’s new book. The fact that the education system was taken over by bloodthirsty communists is known, but rarely stressed enough.

No one else has been as effective in fighting back. His book is a call to action. https://t.co/SfqoQmMJuz

— Richard Hanania (@RichardHanania) July 17, 2023

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Wisconsin Employer Survey

A new survey of Wisconsin businesses paints an unflattering picture of the education system in the state. According to the Wisconsin Employer Survey, nearly three-quarters of businesses think students graduating from the public K-12 system are not prepared for the workforce. Making matters worse, 56 percent of respondents said they have employees who struggle with the ability to read or do math.

The unsettling new information sadly reflects the fact that more than 60 percent of students cannot read or do math at grade level in Wisconsin.

“Not only is this new data disappointing, but it should also make all of us outraged,” said WMC Senior Director of Workforce, Education & Employment Policy Rachel Ver Velde. “Wisconsin’s public school system is failing our children, and it is having an outsized impact on our workforce and economy.”

With young people set up for failure, employers are now having to step in to provide remedial education for workers on top of the technical training they already offer. Forty-one percent of businesses said they have provided employees with additional education or tutoring because their K-12 education did not prepare them with the basic skills needed for a career.

The educational failures are also impacting Wisconsin’s already challenging workforce shortage. According to the survey, nearly two-thirds of employers said they have reduced hiring requirements in an effort to get more job applicants.

“Wisconsin taxpayers should be asking themselves what our return is on the billions of dollars we spend each year on public education,” added Ver Velde. “We cannot measure success by how much money is spent. Instead, we need to start focusing on what students are learning and if they are being set up to succeed upon graduation.”

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Baby Vinick:

Wisconsin schools that had a longer period of virtual or hybrid learning during the pandemic saw graduation rates rise among wealthier students and fall among those at an economic disadvantage, a new study found.

The study from the University of Wisconsin-Madison, published in the journal Educational Researcher, analyzed data from 429 public high schools in the state during the 2020-21 school year and two years before then.

It found that between September 2020 to May 2021, a full school year, virtual or hybrid learning increased the socioeconomic gaps in high school graduation rates by nearly 5 percent. Students are considered economically disadvantaged if they are from a household eligible for free or reduced-price meals under the National School Lunch Program. 

Ran Liu, a UW-Madison education professor and author of the study, called the finding that affluent students’ graduation rates increased surprising. But she said disparities in access to resources is likely part of the explanation. And it’s possible that future events – not just a pandemic – could cause new disruptions.  

“We need to understand that in-person schooling may have merits that cannot be replaced by virtual and hybrid learning mode,” Liu said.

Dane County Madison Public Health mandate summary.

“Dance studio complaint”

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Jeff Eiden:

But there’s a major problem undercutting our progress. We don’t have nearly enough skilled workers to get this job done at the speed required. It’s estimated that we’re going to need 1 million more electricians and 400 thousand new HVAC technicians in the next ten years. 

Tradespeople are the true lifeblood of the clean energy transition — they do the critical on-the-ground work to rewire homes, upgrade electrical panels, and put solar panels up onto roofs. Without enough of them, we risk falling short of our climate goals, while frustrating the very early adopting customers we need to kickstart the transition to fully electrified buildings.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Carey Wright:

Former State Superintendent of Education Dr. Carey Wright rebuts a recent column in the L.A. Times claiming Mississippi “gamed its national reading test scores.”

Like educators in Mississippi and across the nation, I was shocked by the deeply cynical column in the Los Angeles Times about Mississippi’s well documented achievements in education over the past decade.

While the author acknowledges Mississippi’s historic, and sustained, gains in fourth-grade reading, he attempts to negate this achievement with a critique of unrelated social and health policies in the state. 

Mississippi’s achievements in fourth-grade reading include student scores on the National Assessment of Educational Progress (NAEP) rising from the bottom nationally to ranking to 21st in the nation. In addition, Mississippi students living in poverty scored higher than their peers nationally. This achievement holds steady across all the state’s major racial and ethnic groups: Black, white and Hispanic students from low-income homes in Mississippi achieved higher scores than their peers nationally.

The author takes issue with the fact that some political leaders and journalists call these achievements the “Mississippi Miracle” because the state has more work to do to improve educational outcomes for all students.  

Educators do not call these achievements a “miracle” because we know Mississippi’s progress in education is the result of strong policies, the effective implementation of a comprehensive statewide strategy and years of hard work from the state to the classroom level. We also know Mississippi has more work to do to improve student achievement in all grades, especially among Black and Hispanic students and students living in poverty. Though every state struggles to close achievement gaps, particularly among racial groups, Mississippi ranks No. 2 in the nation for closing the fourth-grade reading achievement gap between students in low-income families and their wealthier peers.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Dan Lennington and Will Flanders

Encouraging high-school graduation is a policy that garners broad support, as it paves the way for higher wages and a better quality of life. In 2015, bipartisan majorities passed the Every Student Succeeds Act, a law aimed at reducing dropout rates. Since then, dropout rates have declined about 13%. But now a new twist: education bureaucrats in Wisconsin are taking a misguided approach by injecting race into dropout calculations. This new policy wrongly assumes that a student’s race is a dropout risk factor, perpetuating harmful stereotypes.

To identify students at-risk of dropping out, most school districts employ something called an “Early Warning System.” This tool is a relatively simple computer program that takes risk factors, weighs them, and then labels some students at-risk, which triggers personalized intervention strategies to help them graduate.

So, what is a dropout risk factor? It’s common sense: attendance, behavior, academic performance, and personal obstacles (homelessness and number of address changes, for example). Students ranking low in two or three of these are identified for extra support.

Simple enough. But commonsense isn’t enough for some schools. Wisconsin is adding another risk factor: race.

Wisconsin’s Dropout Early Warning System, or DEWS, uses race to predict how likely Wisconsin students are to graduate from high school. So if a student is Black, that’s a dropout risk in the same way as a student who is frequently absent.

In practice, however, adding race doesn’t really work. According to a recent investigation by Chalkbeat and The Markup, nonprofit, nonpartisan news organizations, DEWS generated highly inaccurate data, predicting many more Black and Hispanic students would drop out than actually did.

Wisconsin’s own internal validation test showed that the system was wrong almost 75% of the time. This leads to several negative consequences. Decades of education researchprove that students perceived as likely to be low achieving by teachers, even at random, learn less than students for whom expectations are higher. Moreover, distributing resources based on these wrong assumptions will invariably take those resources away from other students who actually do need the help.

Apart from wondering why Wisconsin would use a factor that led to inaccurate results, you may also wonder whether using race to predict drop-out risk is, well, a bit racist.

When asked about that, Wisconsin’s education spokeswoman Abigail Swetz explained, “The reality is that we live in a white supremacist society, and the education system is systemically racist.” 

By artificially injecting “race” as a predictor, Wisconsin education officials are not actually measuring dropout risks. They are making a political statement about their belief in the theory of systemic racism. Adherents to this hold that all racial disparities are caused by racism. Therefore, if more Blacks than whites are dropping out of school, then the cause must be racism. So it makes perfect sense to add race as a dropout factor, since race is the real reason why kids are dropping out.

Taxpayer funded DPI:

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Education Policy Innovation Collaborative

In this report, we combine data about students in Michigan’s K-12 public schools and public universities with educator certification testing, credentialing, and employment records to examine how the pool of prospective Michigan teachers changes as candidates progress through the pipeline and into the workforce.

KEY FINDINGS:

1. Enrollment in undergraduate teacher education courses has decreased over time and varies by demographic group.
2. Only a fraction of the students who take an initial education course become student teachers.
3. Prospective teachers of color are disproportionately likely to exit the pipeline during the advanced coursework, student teaching, and licensure testing stages.
4. Recent cohorts of teacher preparation graduates are more likely to work as public school teachers in Michigan.
5. Black teacher preparation graduates are more likely to enter and stay in Michigan’s public school teaching workforce.
6. The pool of prospective Michigan teachers becomes less diverse as candidates progress between the coursework, licensure, and employment stages.

Commentary.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

George Will:

Ian Rowe, a charter school advocate, notes thatsince the “nation’s report card” was first issued in 1992, in no year “has a majority of whitestudents been reading at grade level. The sad irony is that closing the black-white achievement gap would guarantee only educational mediocrity for all students.”

Mysteriously (or perhaps not), California’s most recent standardized test revealed declines in math and English language arts — yet rising grades. Larry Sand, writing in City Journal, reports that 73 percent of 11th-graders received A’s, B’s and C’s in math, while the test showed that only 19 percent met grade-level standards. Among eighth-graders, the disparity was 79 percent and 23 percent. Among sixth-graders’ English scores, it was 85 percent and 40 percent. Amazingly (or perhaps not), the high school graduation rate has risen as students’ proficiencies have fallen.

Grade inflation, sometimes called “equity grading,” and “social promotions,” which combat meritocracy as a residue of white supremacy, leave a wake of wreckage. “According to World Population Review,” Sand says, “California now leads the country in illiteracy. In fact, 23.1 percent of Californians over age 15 cannot read this sentence.”

As alarming as what students are not learning is what they are being taught. Robert Pondiscio and Tracey Schirra of the American Enterprise Institute, writing in National Affairs (summer 2022), say “public education has drifted toward an oppositional relationship with its founding purpose of forming citizens, facilitating social cohesion, and transmitting our culture from one generation to the next.” The result is the emergence of what might be a dominant political issue in 2024: parental rights concerning educational content and curriculum transparency.

Remote learning during the pandemic, say Pondiscio and Schirra, “pried open the black box of America’s classrooms.” Progressives, anxious to slam it shut again, portray any public involvement in public education, other than paying for it, as an infringement of the hitherto unenunciated right of teachers to unabridged sovereignty over other peoples’ children. But as UCLA law professor Eugene Volokh has said, “Someone’s got to decide what is going to be taught in K-12 schools.” Teachers, principals, legislatures, school boards — the First Amendment does not say whom.

“unlike the Establishment, with kids in private prep schools and only caring about blame-shifting”

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Joanne Jacob’s:

Mississippi students used to rank dead last in learning, writes Phil Bryant, the former governor of the state, on Real Clear Education. Not any more. “Mississippi fourth-graders, when adjusted for demographics, are ranked as the nation’s top performers in reading and second in math,” according to the 2022 National Assessment of Educational Progress. 

Bryant credits legislation passed in 2013 that included “school choice, early childhood education, scholarships for dyslexic students, teacher-education reform — and a requirement that third graders demonstrate reading proficiency to be promoted. 

The “third-grade reading gate” was controversial, writes Bryant, who now advises the America First Policy Institute. Education experts claimed held-back students would be discouraged and push up the dropout rate. 

Instead, graduation rates are now about 10 percent higher than the national average, despite the state’s high poverty rate. Mississippi hired regional coordinators and school-based literacy coaches in the lowest-performing schools, writes Bryant. “A Literacy Coaching Handbook was developed for coaches, K–3 teachers, administrators, and university faculty teaching early literacy,” so everyone understood language structure and how to improve instruction. 

The results are “dazzling,” writes New York Times columnist Nicholas Kristof. He visited a second-grade class in Jackson, where nearly all students come from low-income, black families.

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Tommy Thompson

When I was UW System president, I asked whether our facilities, personnel and educational offerings were making the best use of taxpayer funds. I argued that they were not, and called for a blue-ribbon commission to recommend a better way to deploy and fund statewide higher education, This is particularly important because the number of college-age people in the state is projected to decline.

I renew that call and point to two situations in support of my position.

Washington County officials are seeking a solution in West Bend where the campuses of UW-Milwaukee at Washington County and Moraine Park Technical College are separated by only a couple miles. UW enrollment there has significantly declined, but Moraine Park enrollment has remained robust. Of more concern, the West Bend School District today has 500 seniors but only 350 kindergartners.

Tyler Katzenberger:

The new version of the bill, passed Wednesday afternoon by the Assembly in 67-27 vote, would prescribe an “intensive” personal literacy plan, including summer classes, for incoming fourth graders who failed to meet third-grade reading benchmarks. Students would exit the plan after they pass a grade-level reading test and their parents agree the plan is no longer needed.

Eight Democrats voted for the bill: Reps. Deb Andraca of Whitefish Bay, Sue Conley of Janesville, Dave Considine of Baraboo, Dora Drake of Milwaukee, Tip McGuire of Kenosha, Tod Ohnstad of Kenosha, Sylvia Ortiz-Velez of Milwaukee, and Shelia Stubbs of Madison. Two Republicans, Reps. Shae Sortwell of Two Rivers and Joy Goeben of Hobart, voted against the GOP-authored bill.

Assembly Democrats tried and failed during debate Wednesday to send the bill back to committee, arguing it needed more work.

“This bill is so close. It is very very close,” Andraca said. “But we just got an amendment literally an hour or so ago, and it fundamentally changed a number of things. I haven’t had a chance to hear from school districts in my district how they feel about this bill. Why? Because they’re teaching.”

The changes introduced Wednesday were “a very short amendment” to a measure that’s remained largely the same since it was first introduced earlier this month, Kitchens responded. Both he and the DPI previously told the Journal Sentinel they’ve been working on the reading overhaul since last November.

Wispolitics:

State Superintendent Jill Underly after the bill’s passage called it a “step in the right direction.” She said the Department of Public Instruction had “very productive” conversations with legislators in crafting the agreement.

AB 321 would establish an Office of Literacy to contract 64 full-time literacy coaches who would help teachers implement a newer model based on phonics, vocabulary building, reading fluency, and oral language development, among other things.

The body rejected Dems’ request to refer the measure back to committee. Dems argued the bill needs more work and criticized the addition of another amendment. 

The amendment added today includes measures to require students who read below grade level to have individualized reading plans until they catch up and to include the percentage of third-grade students who read at grade level on school report cards. 

Rep. Christine Sinicki said there is no reason to rush the process. 

“It’s our responsibility to make sure we’re doing the work here that gives our teachers and our schools the tools they need to succeed,” the Milwaukee Dem said. 

She said while she didn’t want to oppose the bill, the amendment didn’t address all of her concerns, such as an intensive summer reading program for those with the lowest reading scores. She questioned how it would be paid for.

Co-author Rep. Joel Kitchens, chair of the Assembly Education Committee, said he would challenge anyone to name a bill that has had as much collaboration as the reading bill. 

“It’s a very complicated bill, it’s very long, there’s always going to be something someone doesn’t like, but we need to get this done,” the Sturgeon Bay Republican said.

He also said spending more time on the measure would kill the bill, urging lawmakers to “do the right thing.”

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Kiera Butlers

Ten years ago, Marilyn Muller began to suspect that her kindergarten daughter, Lauryn, was struggling with reading. Lauryn, a bright child, seemed mystified by the process of sounding out simple words. Still, the teachers at the top-rated Massachusetts public school reassured Muller that nothing was wrong, and Lauryn would pick up the skill—eventually. Surely they knew what they were talking about. Their reading curriculum was well-regarded, and one that encouraged children to use context clues when they couldn’t decode a word. The class was organized into leveled reading groups—bronze, silver, gold, and platinum—with everyone starting out the year in the bronze group. By year’s end, everyone had moved up to a new level—except Lauryn. Muller’s daughter was the only kindergartner stuck in bronze all year.

First grade was no better. The teachers continued to brush off Muller’s concerns—but she couldn’t help but worry for all sorts of reasons, especially because not being able to read was starting to affect her daughter emotionally. Tears started each day, as Lauryn began to refuse to go to school in the mornings. Finally, Muller brought Lauryn in for a private neuropsychological evaluation, and the psychologist who tested her found that her daughter was dyslexic. After a long battle with the school, Muller eventually convinced them to provide appropriate services—something to which all students are entitled by law.

In Lauryn’s case, this meant that her current reading curriculum should have been replaced by a method of known as the structured literacy approach. Instead of guessing and looking for context clues, structured literacy—also known as phonics—teaches students how to map sounds onto letters to decode words. There was only one problem: Muller discovered that the teacher the school assigned to Lauren wasn’t trained in structured literacy. Lauryn continued to struggle.

Muller didn’t know it at the time, but she had stumbled into an educational controversy that in recent months has turned into something of a scandal. A spate of recent reporting—in podcasts, national magazines, and major newspapers—has highlighted new research finding that the balanced literacy approach wasn’t as effective as a phonics-based approach for most students—learning disabled or typical. And the national embrace of balanced literacy was particularly bad for low-income students of color. Today, a staggering third of all children—and half of all Black children—read below grade level. In May, leaders in the country’s largest school system of New York City officially announced plans to transition away from a balanced literacy curriculum and apologized for the harm they had caused. Addressing students and parents in a recent New York Times interview, Chancellor David C. Banks said, “It’s not your fault. It’s not your child’s fault. It was our fault. This is the beginning of a massive turnaround.” Understandably, parents are outraged.

“In a 2020 report, a team of reading researchers at the educational consulting group Student Achievement Partners (SAP) concluded that Calkins’ approach was only effective for students who had already received outside reading instruction.” https://t.co/P5tyNUVg7w

— Karen Vaites (@karenvaites) June 21, 2023

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Kevin Mahnken:

COVID-19’s cataclysmic impact on K–12 education, coming on the heels of a decade of stagnation in schools, has yielded a lost generation of growth for adolescents, new federal data reveal. 

Wednesday’s publication of scores from the National Assessment of Educational Progress (NAEP) — America’s most prominent benchmark of learning, typically referred to as the Nation’s Report Card — shows the average 13-year-old’s understanding of math plummeting back to levels last seen in the 1990s; struggling readers scored lower than they did in 1971, when the test was first administered. Gaps in performance between children of different backgrounds, already huge during the Bush and Obama presidencies, have stretched to still-greater magnitudes.

The bad tidings are, in a sense, predictable: Beginning in 2022, successive updates from NAEPhave laid bare the consequences of prolonged school closures and spottily delivered virtual instruction. Only last month, disappointing resultson the exam’s history and civics component led to a fresh round of headlines about the pandemic’s ugly hangover. 

But the latest release, highlighting “long-term trends” that extend back to the 1970s, widens the aperture on the nation’s profound academic slump. In doing so, it serves as a complement to the 2020 iteration of the same test, which showed that the math and English skills of 13-year-olds had noticeably eroded even before the emergence of COVID-19.

Seems like huge spending increases during COVID didn't help.

We need to hold students & teachers accountable and not let the rampant social promotion in K-12 schools continue. https://t.co/krIJY1DgzV

— Robin Vos (@repvos) June 21, 2023

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Corrinne Hess

In the 2021-22 school year, Wisconsin’s public schools received a total of $16,859 per student, which came from a combination of local property taxes, federal sources and the state. Of that, about $7,728 came from the state, according to the Department of Public Instruction.

“In fact, some of the federal funding factored into that district per pupil calculation is required to be used for services for private school students, meaning it does not support the kids attending public schools in that district,” said Abigail Swetz, DPI spokeswoman. “It is not legitimate for the Republican legislators to take credit for funds that come from local and federal sources, and if the Republican legislators and voucher advocates are claiming that the state provides $14,000 per student, that is patently untrue.”

Democratic Gov. Tony Evers has said he will sign the bill.  

The Wisconsin Coalition for Education Freedom praised Republicans and Evers for including funding for school choice in the proposal.  

The coalition represents several groups including School Choice Wisconsin, the Badger Institute, Wisconsin Institute for Law & Liberty and Wisconsin Manufacturers & Commerce.  

Will Flanders, research director with WILL and a coalition member, said the additional funds will allow private choice schools to be more competitive with teacher retention and hiring. And he said the increased funding may open more slots for students at choice schools.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

School Choice Under Attack: Minocqua Brewing Company’s $1 million Super PAC just announced plans to file a new lawsuit to eliminate school choice in Wisconsin – citing the new liberal Supreme Court majority.
Permalink here: https://t.co/9BTEyAv7da pic.twitter.com/AC4pJVaT3s

— Dan Lennington (@DanLennington) June 20, 2023

Related: WEAC: $1.57 million for Four Wisconsin Senators (2010)

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Scott Girard

But the board also took a big leap of faith, one that will likely require the help of the Madison community, once again, with another operating referendum in fall 2024. It could be the third straight presidential election in which the Madison Metropolitan School District asks voters for more spending authority above state limits, funded by local property tax increases.

The 2023-24 operating deficit is $15 million, but that includes some ongoing costs covered by one-time COVID-19 relief funding that expires at the end of the year. Without that money, there’s a $27 million hole to dig out from to build the 2024-25 budget.

The alternatives to a referendum aren’t pretty. During a budget discussion Monday night at the board’s Operations Work Group meeting, outgoing Chief Financial Officer Ross MacPherson estimated that to balance the budget a year from now would require cutting more than 300 positions.

“It’s going to be north of 300 positions if we only go that way,” he said. “Otherwise we really have to look at cost reductions around entire programming or, heaven forbid, we look at our schools if we need to restructure somehow.”

Madison’s taxpayer supported budget information.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

There was a lot of good news for #SchoolChoice in WI yesterday, but it was disconcerting to see that some remain either grossly misinformed on the issue or are intentionally misleading. One of the worst offenders was @RepKristina, who made claimed the program is racist (1/x). pic.twitter.com/OrrC3sEHxx

— Will Flanders (@WillFlandersWI) June 15, 2023

School vouchers became a popular tool for perpetuating segregation after Brown v. Board of Education. Southern legislators enacted bills for tuition vouchers or grant programs to close down public school systems altogether, rather than desegregate.

The roots are in the history✌🏽 pic.twitter.com/wZHQF1GFtv

— Rep. Kristina Shelton (@RepKristina) June 15, 2023

Just mis-leading. Who start the Choice/voucher program in Wisconsin???? Wait for it…. Polly Williams a Black Woman Democrat from Milwaukee along with Howard Fuller, a Black Man, Gary George a Black Man, Democrat from Milwaukee, (R) Gov. Thompson https://t.co/XgzMLE8PPg

— Orlando Owens (@orlandoforwi) June 15, 2023

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

NCTQ

All children deserve to learn to read, and all teachers deserve the preparation and support that will allow them to help their students achieve this goal. Yet more than one-third of fourth graders—1.3 million children¹ in the U.S.—cannot read at a basic level.²

Not learning how to read has lifelong consequences. Students who are not reading at grade level by the time they reach fourth grade are four times more likely to drop out of high school,³ which in turn leads to additional challenges for them as adults: lower lifetime earnings,⁴ higher rates of unemployment,⁵and a higher likelihood of entering the criminal justice system.⁶ Even more alarming, the rate of students who cannot read proficiently by fourth grade climbs even higher for students of color, those with learning differences, and those who grow up in low-income households, perpetuating disparate life outcomes.⁷ This dismal data has nothing to do with the students and everything to do with inequities in access to effective literacy instruction.

The status quo is far from inevitable. In fact, we know the solution to this reading crisis, but we are not using the solution at scale. More than 50 years of research provides a clear picture of effective literacy instruction. These strategies and methods—collectively called scientifically based reading instruction, which is grounded in the science of reading—could dramatically reduce the rate of reading failure. Past estimates have found that while three in 10 children struggle to read (and that rate has grown higher since the pandemic), research indicates that more than 90% of all students could learn to read if they had access to teachers who employed scientifically based reading instruction.⁸

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Jeff Zymeri:

School choice programs in Wisconsin have not significantly affected outcomes for public school students or led to a decline in their test scores, according to a study released on Monday.

Will Flanders, research director at the Wisconsin Institute for Law & Liberty, which commissioned the study alongside School Choice Wisconsin, told National Review that this finding goes directly against one of the main talking points of school choice opponents.

Instead of finding test scores in steep decline, the study saw small positive shifts in reading scores and no statistically significant effect on math scores. Wisconsin has been offering private school alternatives since the 1990s.

Critics often argue that school choice not only diverts critical resources from public schools, but also that choice schools will “skim” the best students, leading to a group of students in public schools that is more challenging to educate. “We have a long track record of this program in Wisconsin and we have no evidence in support of that notion,” Flanders said.

Flanders said Milton Friedman’s notion of school choice as providing the necessary competition to lift all ships is at the heart of the study’s findings.

“When the public school monopoly actually has to deal with competitors, for the first time in many instances, they’re forced to start listening to the desires and needs of families in their communities and that results in improved performance,” said Flanders. “They’re required to become more efficient.”

The study builds upon past research on the Milwaukee Public Schools to include data on outcomes in Racine Public Schools and schools throughout Wisconsin.

More, here.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Center for Research on Education Outcomes:

Our third installment: This study examines the academic progress of students enrolled in charter schools compared with the progress of students enrolled in traditional public schools (TPS).

How charter school students learned over time
Fifteen years of student performance can provide insights into how schools, school operators, K–12 academic programs and education policy impact student academic success.

Study results: A valuable tool for possibility and growth
Our evidence shows how successful, diverse schools deliver critical proof points of ways to improve outcomes for students and pave the road ahead.

🧵The evidence is increasing for charter schools, according to @CREDOatStanford‘s 3rd national study. It’s not perfect. Some charters are horrible. My takeaways… (1/7)

— Jill Barshay (@jillbarshay) June 12, 2023

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Tom Loveless:

In February, 2023 Bari Weiss produced a podcast, “Why 65% of Fourth Graders Can’t Really Read” and Nicholas Kristof, New York Times columnist, wrote “Two-Thirds of Kids Struggle to Read, and We Know How to Fix It.” Both headlines are misleading. The 65% and two-thirds figures are referring to the percentage of 4^th graders who scored below proficient on the last reading test of the National Assessment of Educational Progress (NAEP), administered in 2022.

The problem is this: scoring below proficient doesn’t mean “can’t really read” or “struggling to read.”   It also does not mean “functionally illiterate” or identify “non- readers” as some of the more vituperative descriptions on social media have claimed. It doesn’t even mean “below grade level in reading,” one of the milder distortions.

Both press reports were second-hand accountings of Emily Hanford’s series, Sold a Story. Hanford immediately took to Twitter to try to clear up the matter.

But what about the percent below basic? How do they fare, Tom? And when we go periods of time when we fail to make progress in further reducing the percent below basic we are harming these children and putting their prospects at risk, no? @arotherham @1in5advocacy @CharlesBarone

— Sandy Kress (@Kress_Sandy) June 12, 2023

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Attack on “Balanced Literacy” Is Attack on Professional Teachers, Research https://t.co/O4h4E0ZIxo via @plthomasEdD

— Paul Thomas (@plthomasEdD) June 11, 2023

Madison, long tolerating disastrous reading results, embraced “balanced literacy”.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Corrinne Hess:

A bipartisan bill is expected to be released this month that would change the way most public schools in Wisconsin teach reading. 

State Rep. Joel Kitchens, R-Sturgeon Bay, who chairs the Assembly Committee on Education, has been working with the Wisconsin Department of Public Instruction on the plan that would move more schools away from teaching what is known as “balanced literacy,” to a “science of reading” approach.

Instead of being taught reading through pictures, word cues and memorization, children would be taught using a phonics-based method that focuses on learning to sound out letters and phrases.

According to DPI, only about 20 percent of school districts are using a phonics-based approach to literacy education. Other reading curriculums that don’t include phonics have been shown to be less effective for students.

The bill will be introduced separately from the 2023-25 biennial budget that is currently being crafted but $15 million to support the plan would be included in the budget, Kitchens said during an April 24 interview on Wisconsin Eye.  

“Education is the one chance we have to break the cycle of generational poverty that we see in Wisconsin and reading is by far the most important skill to allow children to be successful in school,” Kitchens said. 

Kitchens told Wisconsin Public Radio on Thursday he is updating the current draft of the bill and will share it with DPI “in coming days.”

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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Jason Bedrick and Corey DeAngelis

That $900 mil­lion is barely 2% of to­tal Ari­zona state spend­ing of $80.5 bil­lion in 2022. Ari­zona pub­lic schools spend about $14,000 per pupil, or $1.4 bil­lion for 100,000 stu­dents. If the de­part­ment’s en­roll­ment pro­jec­tion is reached, school choice would serve roughly 8% of Ari­zona’s stu­dents for 6% of the $15 bil­lion that Ari­zona will spend on pub­lic schools.

A new re­port by the Com­mon Sense In­sti­tute finds that “cur­rent en­roll­ment in Ari­zona pub­lic dis­trict and char­ter schools com­bined is over 80,000 stu­dents be­low pre-pan­demic pro­jec­tions,” pro­duc­ing a sav­ings of $639 mil­lion. Ari­zona’s pop­u­la­tion is grow­ing, so the vast ma­jor­ity of those stu­dents left for pri­vate or home schools, for which they could avail them­selves of Ari­zona’s two pri­vate choice poli­cies. In ad­di­tion to the 58,000 stu­dents us­ing ed­u­ca­tion sav­ings ac­counts, last year school tu­ition or­ga­ni­za­tions is­sued more than 32,000 tax-credit schol­ar­ships.

The at­tacks on school choice are more than a pub­lic re­la­tions cam­paign. When Ms. Hobbs’s bud­get re­tained last year’s school-choice ex­pan­sion, Ari­zona’s At­tor­ney Gen­eral Kris Mayes used the “bank­rupt the state” talk­ing point as a pre­text to threaten a law­suit. In a pub­lic let­ter to Ms. Hobbs and the Leg­is­la­ture, Ms. Mayes de­cried the “cat­astrophic drain on state re­sources caused by uni­ver­sal Em­pow­er­ment Schol­ar­ship Ac­counts.” She later went on tele­vi­sion and threat­ened to in­ves­ti­gate par­tic­i­pat­ing fam­i­lies for “waste, fraud, and abuse.”

Interesting “Wisconsin Watch” choice school coverage and a very recent public school article

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Milwaukee Journal-Sentinel:

The University of Wisconsin-Madison emptied its dorms in March 2020, instructing students to hunker down at home.

Freshman Isaac Wells-Cage didn’t have a home to go to. His mom was in the hospital, his dad was out of the picture, so he shared an apartment with a friend.

While in some ways, his pandemic experience was similar to classmates — he listened to lectures from bed and had swabs stuck up his nose for required COVID testing — he weathered things differently because of all he had already been through.

“Those experiences, they’re definitely monumental and they matter,” Wells-Cage said. “But in comparison to what I’ve experienced in life, it’s just, like, another day.”

His mother struggled with schizophrenia, so he lived in a foster home from ages 4 to 8. When he moved back with his mom, their living situation was always temporary: sometimes an apartment, sometimes a group home or homeless shelter. Wells-Cage grew up in a slice of northwestern Milwaukee where 95% of residents are Black. It’s a place that’s been subjected to decades of redlining and systemic racism, where two-thirds of the children live in poverty and the reputation as one of the country’s most incarcerated ZIP codes has stuck for years.

Troy Closson:

As New York embarks on an ambitious plan to overhaul how children in the nation’s largest school system are taught to read, schools leaders face a significant obstacle: educators’ skepticism.

Dozens of cities and states have sought to transform reading instruction in recent years, driven by decades of research known as the “science of reading.” But the success of their efforts has hinged in part on whether school leaders are willing to embrace a seismic shift in their philosophy about how children learn.

Already in New York City, the rollout has frustrated principals. The schools chancellor, David C. Banks, is forcing schools to abandon strategies he says are a top reason half of students in grades three to eight are not proficient in reading.

But principals will lose control over selecting reading programs at their schools, and their union has criticized the speed of change. And many educators still believe in “balanced literacy,” a popular approach that aims to foster a love of books through independent reading time but that experts and the chancellor say lacks enough focus on foundational skills.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

I’ve long found these posts rather curious in light of I Madison’s “more than most” k-12 tax & spending practices: now > $25k per student, amidst declining enrollment. In 2007, we Madisonians spent 333,101,865 for K-12. Inflation adjusted $486,328,722, today. Yet our current budget is $557,015,538 (it is higher every time I look). Readers interested in a deeper dive might find the topic of cost disease worth a look.

“Wisconsin Watch” channels two sources: the Wisconsin Policy Forum” and “Wisconsin Public Radio”

As ever, we are in budget season:

Ope!

✔️K-12 public school spending saw third-slowest growth in the nation

✔️Improve literacy by funding literacy programs/teachers

✔️Public schools provide the most protection/transparency under the law

✔️Public schools are overseen by elected members of the community https://t.co/KFqozg4xca

— Rep. Kristina Shelton (@RepKristina) May 20, 2023

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Nicholas Kristof visits flyover country:

Mississippi’s success has no single origin moment, but one turning point was arguably when Jim Barksdale decided to retire in the state. A former C.E.O. of Netscape, he had grown up in Mississippi but was humiliated by its history of racism and underperformance.

“My home state was always held in a low regard,” he told me. “I always felt embarrassed by that.”

Barksdale cast about for ways to improve education in the state, and in 2000 he and his wife contributed $100 million to create a reading institute in Jackson that has proved very influential. Beyond the money, he brought to the table a good relationship with officials such as the governor, as well as an executive’s focus on measurement and bang for the buck — and these have characterized Mississippi’s push ever since.

With the support of Barksdale and many others, a crucial milestone came in 2013 when state Republicans pushed through a package of legislation focused on education and when Mississippi recruited a new state superintendent of education, Carey Wright, from the Washington, D.C., school system. Wright ran the school system brilliantly until her retirement last year, meticulously ensuring that all schools actually carried out new policies and improved outcomes.

One pillar of Mississippi’s new strategy was increasing reliance on phonics and a broader approach to literacy called the science of reading, which has been gaining ground around the country; Mississippi was at the forefront of this movement. Wright buttressed the curriculum with a major push for professional development, with the state dispatching coaches to work with teachers, especially at schools that lagged.

Meanwhile, we in Wisconsin spend more for less.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Phoebe Petrovic:

Wisconsin Watch reviewed public materials for about one-third of the state’s 373 voucher schools and found that four out of 10 had policies or statements that appeared to target LGBTQ+ students for disparate treatment. Some had explicitly discriminatory policies, such as expelling students for being gay or transgender. 

All 50 of the voucher schools with anti-LGBTQ+ stances identified by the news organization are Christian, with denominations including Lutherans and Catholics, among others. Almost every school cites religious principles as a basis for their positions.

Suzanne Eckes, an education law professor at University of Madison-Wisconsin, argued that language casting gay or transgender identities or behavior as sinful, even without policies codifying the perspective, “has a discriminatory intent behind it.”

She also pointed out how some policies, although not explicit, could result in LGBTQ+ students being treated inconsistently from others. For example, some schools specifically ban all sexual contact outside of a straight, cisgender marriage.

Green Bay Adventist Junior Academy, which has nearly 68% of students on vouchers, says that it “does not discriminate on the basis of sexual orientation (in admissions), but does discriminate on the basis of sexual misconduct,” which includes “homosexual conduct.” Reached by phone, a representative of the school said: “We have no comment.”

Werth, now approaching graduation from college, said his experience, although difficult, was not as hostile as the policies now in place at his alma mater and elsewhere.

It would be useful to compare $pending on traditional public schools and the voucher budget…

PART 2 of our series on voucher discrimination is now out, focused on students with disabilities. Per advocate: “We have two parallel school systems: one of which is oriented toward serving students with disabilities and the other which never has been.” https://t.co/J7npNaheRb

— Phoebe "listen to Open and Shut" Petrovic (@PhoebePetrovic) May 22, 2023

More:

Curious (false claims) reporting on legacy k-12 schools, charter/voucher models and special education via Wisconsin coalition for education freedom.

A “Wisconsin Watch” look at voucher schools; DPI heavy, no mention of $pending or achievement…

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Alan Borsuk:

Year after year, MPS reading scores are abysmal, strong signs of the problems with educational success that lie ahead for many students. There are bright spots; some MPS schools consistently have better results.

But overall, in spring 2022 — the most recent results available — more than half (54.1%) of MPS third- through eighth-graders were rated “below basic” in reading on Wisconsin’s Forward tests, while 26.2% were at the basic level and 14.1% were rated proficient or advanced. Another 5.6% didn’t take the tests. Among Black students, 7% were advanced or proficient and 64.7% were below basic. In some schools, fewer than 2% of students were proficient and none were advanced.

It is fair and important to note that the overall success of students in private, parochial and charter schools generally wasn’t much different, although some schools stand out for above-average success year after year.

Specifically, in spring 2022 results for Milwaukee students using publicly funded vouchers to attend private schools, 41% were rated as below basic, 32% as basic, and 19% as proficient or advanced. The voucher percentages include ninth-, 10th- and 11th-grade students.

There are positive reading reforms for my Milwaukee! But:

1. the skyrocketing scores are not correct. 43% of that school skipped the pandemic test, sadly.https://t.co/SQmNwAMxAM

2. board meetings have not mentioned training/coaches/method/rigor. Scores seem flat this year. https://t.co/QlCbQhw5To pic.twitter.com/42hP6NEcNL

— Quinton Klabon (@GhaleonQ) May 31, 2023

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

James Vaznis:

Boston Public Schools spends more per student than any other large school district in the country, according to the latest figures from the US Census Bureau, a new distinction that reflects how BPS’s budget keeps growing even as student enrollment continues to decline.

The city’s highest-in-the-nation cost, of $31,397 per student during the 2020-21 school year, represented a nearly 13 percent increase from the previous year, or about $3,600 more per student, according to the census, which examined spending in the country’s 100 largest districts.

During that same period, BPS enrollment dropped by about 2,500 students, according to the state’s annual Oct. 1 head count.Yet for all the money BPS is spending, many education advocates, parents, and students are bewildered at how little the district generally has to show for it. State standardized test scores are low, huge gaps in achievement exist between students of different backgrounds, and the district had to aggressively fight off a state takeover last year.

Madison taxpayers spend about $26K per student, far more than most, though not as much as Boston.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Peter Jamison:

Across the country, interest in home schooling has never been greater. The Bealls could see the surge in Virginia, where nearly 57,000 children were being home-schooled in the fall of 2022 — a 28 percent jump from three years earlier. The rise of home education, initially unleashed by parents’ frustrations with pandemic-related campus closures and remote learning, has endured as one of the lasting social transformations wrought by covid-19.

But if the coronavirus was a catalyst for the explosion in home schooling, the stage was set through decades of painstaking work by true believers like those who had raised Aaron and Christina. Aided by the Home School Legal Defense Association (HSLDA) — a Christian nonprofit that has been dubbed “the most influential homeschool organization in the world,” and is based less than five miles from the Bealls’ house in Northern Virginia — those activists had fought to establish the legality of home schooling in the 1980s and early 1990s, conquering the skepticism of public school administrators and state lawmakers across the country.

Through their influence, a practice with roots in the countercultural left took on a very different character. Among conservative Christians, home schooling became a tool for binding children to fundamentalist beliefs they felt were threatened by exposure to other points of view. Rightly educated, those children would grow into what HSLDA founder Michael Farris called a “Joshua Generation” that would seek the political power and cultural influence to reshape America according to biblical principles.

## I’ve known a number of people who chose home schooling. In many cases, academic rigor was a significant factor. Religion was for some as well.

Perhaps these links might offer a bit of background:

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

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 reading instruction, requiring it to align with cognitive science research about how children learn to read. Several of them say they were motivated by APM’s Sold a Story podcast.  

Six states passed laws to change the way reading is taught since Sold a Story was released last fall. At least a dozen other states are considering similar efforts.  

The surge in activity is part of a wave of “science of reading” bills that more than half the states passed into law over the last decade — as parents, teachers, researchers and other advocates pushed legislators to make changes. But since Sold a Story, lawmakers are taking a closer look at what curriculum schools are buying and, in some states, attempting to outlaw specific teaching methods.  

Three states had already effectively banned cueing, the discredited practice covered in Sold a Story. The cueing theory holds that beginning readers don’t need to learn how to sound out written words because they can rely on other “cues” to figure them out, like the pictures on a page or the context of the sentence. This year another 10 states are seeking bans, three of which have already passed. 

The legislative efforts come at a time when fourth-grade reading scores in the United States have declined consistently since 2015, according to a nationwide achievement measurement conducted by the National Center for Educational Statistics.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Troy Closson:

As New York embarks on an ambitious plan to overhaul how children in the nation’s largest school system are taught to read, schools leaders face a significant obstacle: educators’ skepticism.

Dozens of cities and states have sought to transform reading instruction in recent years, driven by decades of research known as the “science of reading.” But the success of their efforts has hinged in part on whether school leaders are willing to embrace a seismic shift in their philosophy about how children learn.

Already in New York City, the rollout has frustrated principals. The schools chancellor, David C. Banks, is forcing schools to abandon strategies he says are a top reason half of students in grades three to eight are not proficient in reading.

But principals will lose control over selecting reading programs at their schools, and their union has criticized the speed of change. And many educators still believe in “balanced literacy,” a popular approach that aims to foster a love of books through independent reading time but that experts and the chancellor say lacks enough focus on foundational skills.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Wisconsin coalition for education freedom:

Wisconsin Watch has released its third article in a series attempting to discredit the great work choice programs do in Wisconsin. Their latest article misrepresents admission policies of choice schools while ignoring the fact that public schools often engage in admission practices that would be illegal for schools participating in the state’s choice programs.
Wisconsin Watch is again making false claims.

• In their most recent article, Wisconsin Watch again misrepresents school choice admission practices and now adds a false narrative that schools “expel” students with disabilities at will. Their claims don’t match reality, nor is a single example provided.
• Fact: Schools in Wisconsin’s choice programs may not discriminate against any eligible family based on a student’s disability.i
• As with many individual public schools, individual private schools are not required to provide a full range of disability services. Parents who choose to enroll their student do so only after being fully informed of available services.
  Some Wisconsin public schools have admissions processes that would be illegal for private choice schools.
• Public school districts often have specialty public schools, in addition to their residentially assigned schools. Public schools are permitted to create admission requirements for these schools.
• Public schools having admission requirements is not a new phenomenon, with the practice being documented in Wisconsin for decades.ii (Link)
• Today, specialty schools like those in Milwaukeeiii (Link) use a points system to admit students based on their report card scores, attendance, standardized test scores, and an essay. In Green Bay,iv (Link) students must complete a test for admission to a school for the gifted.
  1
• Choice schools must admit students on a random basis if there is excess demand with few exceptions, primarily related to being in the same family as an existing student.v (Link)
  Public schools reject students in the public school full-time open enrollment program.

Phoebe Petrovic:

As an advocacy specialist at Disability Rights Wisconsin, Joanne Juhnke regularly finds herself on the phone with parents concerned about their children’s treatment at school.

Most complaints concern public schools, which enroll the majority of students. State funding for special education has shrunk, forcing districts to struggle to provide services, and disparate treatment of students with disabilities at public schools persists. But in public school, families have a state body to appeal to: the Department of Public Instruction.

DPI is far less helpful in disputes with private schools, which under state law can legally discriminate against students who need certain disability accommodations — or even kick them out. This applies even to private schools that receive taxpayer-funded tuition vouchers to educate students.

The calls Juhnke receives from voucher families often contain the same story. A family has enrolled a child with disabilities in a private school. Administrators have begun pressuring the student to leave or have kicked them out, something public schools cannot do. The parents are shocked. They’re sure the schools can’t do that.

Many times, Juhnke has to tell them: Yes, they can.

“You went into this school choice program thinking that you were the one, as the parents, who have the choice,” she said. “Really, on the other end, the school holds more choice cards than you do, and you’re coming out on the wrong side of that.”

I find the timing of Wisconsin Watch’s articles curious, amidst budget season. Ideally, the writer might dive deep and wide into the effectiveness of our well funded k-12 system. Reading would be a terrific place to start.

This Wisconsin Watch article was referenced in a recent St Marcus (Milwaukee) podcast. St Marcus operates an extraordinarily successful choice school on the City’s near north side. Read more, here.

Governor Evers’ most recent budget proposals have attempted to kill One City Schools’ charter authorization……

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Alexander Shur:

One of them was a bipartisan measure, 2013 Assembly Bill 387, which proposed giving juvenile court jurisdiction over 17-year-olds alleged to have committed nonviolent offenses.

The bill received approval in a Senate and Assembly committee then stalled, never receiving a floor vote in either chamber.

As it stalled, Thompson, who was no longer in office, penned a Wisconsin State Journal op-ed urging its passage, saying the measure was “good policy, and makes sense for the future of Wisconsin.”

A similar proposal came back two years later as 2015 SB 280, a bipartisan measure that most Wisconsin lawmakers signed on to. But Republican interest in the measure dropped off after conservative radio host Mark Belling said the measure was soft on crime, calling the measure’s supporters “legislative sellouts.”

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Emily Hanford notes the “surge in legislative activity” amidst our long term, disastrous reading results [link].

via NAEP 4th grade results 1992-2022.

Longtime SIS readers may recall a few of these articles, bookmarking our times, so to speak:

2004: [Link]

“In 2003, 80% of Wisconsin fourth graders scored proficient or advanced on the WCKE in reading. However, in the same year only 33% of Wisconsin fourth graders reached the proficient or advanced level in reading on the NAEP.”

2005: [Link]

“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.”

2008: “Schools should not rely on only WKCE data to gauge progress of individual students or to determine effectiveness of programs or curriculum”

2010: When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

2010: WEAC $1.57M !! for four state senators.

2011: A Capitol Conversation:

1. How teachers are taught. In Wisconsin as in much of the US, prospective teachers are not exposed to modern research on how children develop, learn, and think. Instead, they are immersed in the views of educational theorists such as Lev Vygotsky (d. 1934) and John Dewey (d. 1952). Talented, highly motivated prospective teachers are socialized into beliefs about children that are not informed by the past 50 years of basic research in cognitive science and cognitive neuroscience.

Wisconsin adopted MTEL for elementary reading teachers only. Our version is known as the Foundations of Reading Test…

2013: Alan Borsuk:

The Massachusetts test is about to become the Wisconsin test, a step that advocates see as important to increasing the quality of reading instruction statewide and, in the long term, raising the overall reading abilities of Wisconsin students. As for those who aren’t advocates (including some who are professors in schools of education), they are going along, sometimes with a more dubious attitude to what this will prove.

2017: Foundations of Reading Test Results…

May 2013 – August 2014 (Test didn’t start until January 2014, and it was the lower cut score): 2150 pass out of 2766 first time takers = 78% passage rate .xls file

September 2014 – August 2015 (higher cut score took effect 9/14): 2173/3278 = 66%

September 2015 – August 2016: 1966/2999 = 66%

September 2016 – YTD 2017: 1680/2479 = 68%

2017 [3 minute transcript]:

2018: Wisconsin DPI efforts to weaken the Foundations of Reading Test for elementary teachers.

Also, 2018: “We set a high bar for achievement,” DPI spokesman Tom McCarthy said.

Still 2018: Alan Borsuk:

But consider a couple other things that happened in Massachusetts: Despite opposition, state officials stuck to the requirement. Teacher training programs adjusted curriculum and the percentage of students passing the test rose.

More 2018: “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”

2019: My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results.

2019, continued – Alan Borsuk:

The latest report on reading was really bad. here are some possible solutions. Mississippi got a lot of attention when the NAEP scores were released. It was the only state where fourth grade reading scores improved. Mississippi is implementing a strong requirement that teachers be well-trained in reading instruction. Massachusetts did that in the 1990s and it paid off in the following decade.

2020: Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration

2021: Wisconsin DPI Superintendent Jill Underly:

All right. Um, as far as the Foundations of Reading (FORT) test is concerned, I would support eliminating it. And I’ll tell you why. I believe it’s an unnecessary hoop. Um, it makes it difficult and much harder for people to become teachers, particularly when we are already struggling. Right. With recruiting and retaining teachers.

2021: Wisconsin Governor Evers vetoes AB446 and SB454 (Friday afternoon):

The bill would mandate school boards and independent charter schools to assess the early literacy skill of pupils in four-year-old kindergarten to second grade using repeated screening assessments throughout the year and to create a personal reading plan for each pupil in five-year-old kindergarten to second grade who is identified as at-risk. It would also mandate the Department of Public Instruction establish and maintain lists of approved fundamental skills screening assessments, universal screening assessments, and diagnostic assessments on its Internet site based on alignment with model academic standards in reading and language arts, and a mandatory minimum sensitivity rate and specificity rate.

2023: Wisconsin Legislative hearing on our long term, disastrous reading results: “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.”

2023: Further attempts to kill our only teacher content knowledge requirement: elementary reading “!”. Corrinne Hess:

“Only 54 percent of first-time Teacher test takers passed for the 2020-21 school year. That’s down from 66 percent in 2014-15”

2024: Ongoing Wisconsin Literacy Legislation Litigation…. Governor Evers’ partial veto – (mind the Governor’s mulligans)

Sharon Luyre:

It’s a cliché that Kymyona Burk heard a little too often: “Thank God for Mississippi.”

As the state’s literacy director, she knew politicians in other states would say it when their reading test scores were down — because at least they weren’t ranked as low as Mississippi. Or Louisiana. Or Alabama.

Lately, the way people talk about those states has started to change. Instead of looking down on the Gulf South, they’re seeing it as a model.

Mississippi went from being ranked the second-worst state in 2013 for fourth-grade reading to 21st in 2022. Louisiana and Alabama, meanwhile, were among only three states to see modest gains in fourth-grade reading during the pandemic, which saw massive learning setbacksin most other states.

The turnaround in these three states has grabbed the attention of educators nationally, showing rapid progress is possible anywhere, even in areas that have struggled for decades with poverty and dismal literacy rates. The states have passed laws adopting similar reforms that emphasize phonics and early screenings for struggling kids.

“In this region, we have decided to go big,” said Burk, now a senior policy fellow at ExcelinEd, a national advocacy group.

These Deep South states were not the first to pass major literacy laws; in fact, much of Mississippi’s legislation was based on a 2002 law in Florida that saw the Sunshine State achieve some of the country’s highest reading scores. The states also still have far to go to make sure every child can read.

"Alabama ranked 49th in NAEP reading scores for low-income fourth-graders; in 2022, it ranked 27th. Amid the pandemic that saw most states lose ground, Louisiana soared from 42nd to 11th. Mississippi ranks second-highest in the country, after Florida." https://t.co/qRBWSNo2pQ

— Emily Hanford (@ehanford) May 17, 2023

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

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

Corrinne Hess:

Since the pandemic, fewer Wisconsin students have reliably made it to school. The state’s attendance rate reached a new low of 91 percent last year and chronic absenteeism continues to be an issue, with more than 22 percent of students missing at least a month of school. 

The picture is even more grim for high school students. The latest state data shows more than a quarter — 26 percent — of Wisconsin high school students missed a month of the 2021-2022 school year.  

A student is considered chronically absent when they attend less than 90 percent of school days. The overall attendance rate for Wisconsin high school students was 89.7. Milwaukee Public Schools high school students attended only 70 percent of the time.

Attendance is an important measure of student engagement and a predictor of future achievement, dropout or late graduation. And attendance rates have been dropping since the COVID-19 pandemic began.

School avoidant behavior, also called school refusal, is when a school-age child refuses to attend school or has difficulty being in school for the entire day. Several mental health experts told USA TODAY it has become a crisis that has gotten worse since the COVID-19 pandemic.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Will Flanders and Matt Levene:

Forward Exam scores show that Wisconsin students are struggling in reading. Currently statewide, only about 36.8% of students scored proficient or higher on the Forward Exam, meaning the majority of students are falling behind. Reading problems cut across all socioeconomic and racial lines. Much attention has been focused on the “Science of Reading,” and the persistence of reading curricula around the state that are not focused on these metrics. The Science of Reading is a ‘back to the basics’ approach that is focused on learning phonics, increasing vocabulary, and sounding out words rather than the context-clue based “guessing” techniques that have become popular in recent decades. Until now, it has not been possible to take a statewide look at what curricula districts are using for reading, and whether this choice has a relationship to student outcomes.

This paper takes advantage of a new dataset available from the Department of Public Instruction that details the curricula used in each district around the state. We correlate reading outcomes on the Forward Exam with some two of the most widely criticized curricula that rely on “Whole Language” techniques—Lucy Calkins and Fountas and Pinnell.

Key takeaways include:

Whole Language techniques are still in wide use. About 44% of schools around Wisconsin under the high school level are still using Lucy Calkins and/or Fountas and Pinnell.

Use of Lucy Calkins is correlated with lower proficiency. Controlling for a number of other factors that are known to affect reading scores, the use of Lucy Calkins is correlated with about a 2.1% decline in ELA proficiency. No relationship was found with Fountas and Pinnell, possibly due to lower usage rates.

Combined, use of either curriculum is correlated with lower proficiency. Controlling for a number of other factors known to affect reading scores, the use of Lucy Calkins or Fountas and Pinnell is correlated with 2.7% lower reading scores.
Policymakers should consider adopting best practices from the Science of Reading. States like Mississippi have seen significant jumps in reading proficiency by moving away from Whole Language methods to science-based methods. The evidence here suggests Wisconsin could benefit from doing the same.

A list of district-level reading curricula is available on WILL’s School Scorecard. Visit https://will-law.org/school-scorecard/ to see what is in use in your community.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

I think this is broadly correct, but there are strong teacher unions across Europe too. They were overruled by a political consensus in favor of kids. The US lacked this consensus. We don’t put kids first. https://t.co/OqW1XfnWa6 pic.twitter.com/H0jn2VFHUl

— Anya Kamenetz (@anya1anya) May 12, 2023

Pre-pandemic test score results (blue bubbles) show enormous district-level inequality. Post-pandemic results (orange arrows) are generally worse.

District-level info is available. https://t.co/YQRjKkxalg pic.twitter.com/At3K5aucnz

— Alexander Russo (@alexanderrusso) May 12, 2023

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

I wonder if your average Wisconsinite knows how much better Mississippi’s students are doing than Wisconsin’s.

READING
White: 0.5 years ahead
Black: 2.0 ahead
Latin: 1.0 ahead

MATHEMATICS
White: tied
Black: 2.0 ahead
Latin: 1.5 ahead

Not insulting him; I wouldn’t have guessed! https://t.co/TOT3CtG3WG

— Quinton Klabon (@GhaleonQ) May 12, 2023

“More than 30 states have already adopted laws or are moving towards requiring school districts to use the science of reading approach.

“But partisan gridlock in Wisconsin has kept the state from moving forward on a comprehensive reading plan…” https://t.co/CbAlExCotq

— Mark Sommerhauser (@msommerhauser) May 12, 2023

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Will-Law

Recently Wisconsin Watch released articles criticizing the Wisconsin parental choice programs and incorrectly claiming that private schools may “discriminate.” This memo provides resources and information about the false claims made in the article and talking points to refute them. 

The claims that private schools may “discriminate” are false. 

These claims are false. Wisconsin Watch claims that federal law “allows religious entities to discriminate against LGBTQ+ students” and that schools in the parental choice program may discriminate against LGBTQ+ students or those with disabilities “once that student is enrolled.” 

Private schools are governed by different laws than public schools.  There are specific prohibitions of discrimination that apply to private schools participating in the parental choice program. For example, Wisconsin law requires private schools in the choice programs to do a blind admission process. Schools are not permitted to create barriers for enrollment for student based on anything other than the DPI application and income verification forms. Private schools are allowed to give existing students and their siblings eligibility preferences.  

Private schools are not permitted to “discriminate” against students with disabilities. 

The Obama Administration began a misguided investigation into private schools in the Milwaukee Parental Choice Program in 2011. DPI, at that time, correctly stated that private schools in the program have a different legal standard to serve students with disabilities. Despite a three-year investigation, there were no instances of discrimination found. 

Private schools have a different legal standard than public schools for students with disabilities. 

Public schools are subject to several state and federal laws regarding the education of students with disabilities including the requirement that public school districts may not deny any student access to a “Free and Appropriate Public Education” and receive specific funds to educate children with disabilities. Even within public school districts, not all individual schools are required to provide a full range of special education services.

Private schools must meet a different legal standard. Section 504 of the Rehabilitation Act and the Title III of the Americans with Disability Act (ADA) set forth requirements for private schools. 

Title III of the ADA requires private schools to make “reasonable modifications” for individuals with disabilities to access the facility and prohibits private schools from discriminating against individuals based on their disability. Changes to accommodate may not fundamentally alter the nature of the goods and services provided by the private school or impose an undue financial or administrative burden on the private school. Similarly, Section 504 requires private schools to make “minor adjustments” for individuals with disabilities to access the facility. Private schools may consider  the nature of the program provided and the expense of accommodations sought when serving individuals with disabilities under Section 504. 

Furthermore, private schools participating in the Wisconsin Special Needs Scholarship Program, to specifically serve students with disabilities, must meet with families to complete an agreement to discuss the educational needs of each student and to explain special education resources available at the school. Participating private schools are also required to provide reports to parents about student progress.

The Wisconsin Watch articles do not specifically claim a private school violated the federal laws regarding students with disabilities. 

Private schools in Wisconsin serve hundreds of students with disabilities.

Academic research found that private schools in Wisconsin parental choice programs serve many students with disabilities. Reported disability rates are often lower because choice schools lack the financial incentive public schools have for identification.

This is further supported by the growing participation in the Special Needs Scholarship Program, a state-funded program to give students with disabilities funding to attend a private school of their choice. Since the program’s creation in 2015, participation has grown by 815%, from 215 to 1,986 students. 

Private schools in the choice program welcome all students. 

Private schools in the choice program choose to participate in the program, with full knowledge that they are opening their doors to students and families from all different backgrounds and beliefs. Many of these schools participate because they want to serve as many students as possible. 

Private schools in the choice program may not require participation in religious classes. 

Once enrolled, all students are subject to the policies of the school, religious policies included. If families disagree with the religious beliefs of the school, state law permits families to opt their children out of religious instruction. 

Additionally, the choice program is a voluntary program that empowers families to choose the school that best fits their child’s needs. Families are always free to choose to send their children to a school that matches their values.

Religious schools have a constitutional protection to serve students based on their beliefs. 

The U.S. Constitution protects the free exercise of religion. This allows religious schools to teach and make decisions based on their religious beliefs. For private, religious schools, this includes decisions relating to policies and procedures at the school. 

Both the Wisconsin Supreme Court and U.S. Supreme Court have determined that parental choice programs are legal. 

The claims that taxpayer dollars should not go to schools that enforce their religious beliefs has been litigated both in Wisconsin and most recently in the U.S. Supreme Court. The U.S. Supreme Court has made clear that if states choose to create and provide a parental choice program the state may not discriminate against faith-based schools and may not bar students from using public funds to attend religious schools. 

With private schools, the choice ultimately lies with the student, parent, and family. 

All families deserve to access high-quality schools that meet their child’s needs. Far too many families are stuck in their assigned public schools, but school choice provides families with the option to attend the school that is the best fit for their child.

Ultimately, parents and students have every right to go to a school that matches their moral convictions.  The whole idea behind school choice is if a parent or student is upset with how a school is run, then they can in fact go somewhere else and take their money with them. 

For additional questions, please contact:

Nic Kelly, kelly@parentchoice.org

Libby Sobic, libby@will-law.org

Notes and links on “Wisconsin Watch”

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

WILL

• Of Wisconsin-based teachers, 88.5% of donations went to Democratic candidates or organizations. Even when considering only those who list a Wisconsin address, donations still disproportionally favor Democrats.
• 100% of donations from the Wisconsin Education Association Council (WEAC) Conduit went to Democrats. This is via the donation pass-through organization of state teachers’ unions. Those who give to the intermediary organization “WEAC We Can Do It” have donations earmarked to specific candidates that are “pro-public education.”
• WILL has created a map of donations from teachers on our website. This will allow policymakers to take a more granular look at teacher ideology in their own communities.
• The position of teachers’ unions on issues like school choice is at odds with the general public. As of February 2022, a School Choice Wisconsin survey found that 77% of Republicans expressed support for school choice, as did 53% of Independents and 36% of Democrats.
• This paper also serves to highlight further potential evidence of the leftward leanings of Wisconsin classrooms. With public school teachers overwhelmingly giving donations to Democrat candidates, it is highly likely that their ideology flows into the teaching they provide to students across the state, at least to some extent. WILL has previously highlighted this.

Political Contributions of Wisconsin Teachers and Education Reform

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Ari Kauffman:

In the 23 City Schools of Baltimore, zero students are proficient in grade-level math. The Baltimore Teachers Union, unsurprisingly, is among the nation’s most influential and a top AFT ally. They partner in hurting children.

Weingarten and her totalitarians love to talk about supposed “racism,”; but if her union cared about black Americans’ lives — instead of collecting massive salariesand funding Democrats — rather than political grandstanding, they would do something since the district is majority black.

They also might do something about the fact that 40 miles down the road in the Washington D.C. public school system, only 9% of black 3rd-12th graders counted as proficient in math last year.

Why doesn’t the Washington Post or NPR care that despite the massive amount of money the nation’s capital’s residents spend per pupil, their public school teachers cannot get 1 of 10 black students proficient in math? That’s not “economic inequality”; that’s a true scandal.

It’s not much better for other groups.

Only 17% of D.C.’s Hispanic students are proficient in math. And in English, only 20% of black students and about a third of Hispanic students count as proficient.

“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 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 supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?