Molly Beck:

Kitchens said the formula could be improved for school districts with declining enrollment, increasing enrollment and small, rural school districts with spending levels capped at below $10,000 per student. Olsen also funding for open enrollment and charter and private voucher schools also could be examined.

“Over the years we’ve continually changed little pieces of the formula and often times it’s just to affect a problem in one or two school districts, but too many times when you fix one problem in one place it causes a problem somewhere else,” he said, adding he wants to start with a blank slate and go “in any direction that the evidence leads us.”

But he also noted Wisconsin’s school funding formula is well-regarded “so it may well be in the end we decide to stick with the basic framework and build around that.”

In Wisconsin, school districts are funded through local property taxes, state aid and federal funding. Schools receive the largest amount of their state funding through a general fund that distributes money through a formula that gives more to districts with more students with challenges, including those who live in poverty. Districts also receive money from several funding streams including through a certain amount per pupil, currently set at $450 per student.

Rather interesting to see the $10,000 per student mentioned in the article.

Madison spends far more, now nearly $20,000 per student.

Alan Borsuk:

Private schools, most of them religious, using vouchers. The total for voucher students this year (28,702) is up a few hundred from a year ago and is edging toward a quarter of all the Milwaukee kids who receive a publicly-funded education. What a huge change from a generation ago, when the number was zero.

Charter schools. In total, just over 15,000 students are in charters not run as part of conventional school systems. That’s 13% of all the publicly-funded kids. That percentage has stayed about the same in recent years and charter growth has slowed.

Open enrollment into suburban public schools. Wisconsin allows parents to enroll their children in schools in districts other than the one they live in. This year, about 5,600 Milwaukee kids (a bit under 5% of the city’s school kids) are going to public schools in other districts. But open enrollment has fallen since it hit 6,900 four years ago, in large part because suburban districts have made fewer seats available. Probably another reason MPS enrollment has stabilized.

UW Center for European Studies:

Torsten Schimanski is Director of Open Enrollment Training for the New Jersey Manufacturing Extension Program (NJMEP), a non-profit organization dedicated to the improvement and success of manufacturing companies in New Jersey. Previously, Mr. Schimanski served as the Head of the Training and Learning Center for Festo Didactic, a global player in the field of industrial automation and education. His expertise is in the field of apprenticeship program development. He is an advocate for dual-education paid-apprenticeship concepts. He began his own career with an apprenticeship in banking and finance in Germany. Torsten Schimanksi offers to address such issues as the skills gap and talent development. He will deal with the challenges faced by industry in the U.S. when it comes to job training.

Star Tribune:

Alternatives to traditional public schools — namely open enrollment and charter programs — have taken hold in Minnesota in a big way. They’re so popular that nearly 1 in 6 of the state’s 850,000-plus school-age children opt out of their neighborhood schools.

According to a recent Star Tribune series and data analysis called “Students in Flight,” 132,000 Minnesota kids left their home school or district last year to attend either a charter or a different school program. The exodus occurred, for the most part, because parents and students were not getting what they wanted from their attendance-area public schools, and charters and open enrollment gave them the opportunity to go elsewhere.

Those choices also create challenges for the schools and districts left behind.

State education funding follows individual students, so there are financial winners and losers. Districts such as St. Paul and Minneapolis that have lost thousands of kids to charters, for example, are both dealing with multimillion-dollar deficits, in part due to declining enrollment. As the Star Tribune analysis shows, open enrollment and charters have proved especially popular with students of color. While white students represent 60 percent of all students who use open enrollment, a higher share of nonwhite students make the choice to leave.

Locally, Madison continues its none diverse K-12 world.

We have long spent far more than most government funded school districts (now nearly $20,000 per student), yet we’ve long tolerated disastrous reading results. Yet, Madison’s non diverse governance model continues unabated, aborting the proposed Madison Preparatory IB Charter school and more recently a quasi Montessori charter proposal.

BEENA RAGHAVENDRAN AND MARYJO WEBSTER:

Once it was the biggest school district in the state. Now Minneapolis Public Schools is the biggest loser in Minnesota’s robust school-choice environment, surrendering more kids to charter schools and other public school options than any other district.

And unlike most other school districts in the state, most of the defections in Minneapolis are occurring among black families. The 9,000 departing black students make up more than half of the districtwide total, according to a Star Tribune analysis of state enrollment data.

Families cite a variety of reasons for leaving the city’s school system, ranging from safety concerns to a belief that academics elsewhere are better than in Minneapolis, which has struggled for years to close the more than 50-percentage-point gap between white and black student achievement.

Minneapolis schools officials say they’re confident they can reverse the trend and boost academic achievement so high that families will once again choose the city’s schools.

But some parents can’t wait for promised change. Jessica Rogers, a south Minneapolis mom who used to work for the district’s nonprofit arm, sent her son to a Robbinsdale-run elementary school and has picked Minnehaha Academy for middle school.

“He needs nurturing,” Rogers said. “That’s not going to happen at Minneapolis Public Schools.”

Related:

Open enrollment leavers.

Madison’s long term, disastrous reading results.

They are all rich white kids and they will do just fine – NOT!

Madison now spends nearly $20,000 per student….

Anthony Lonetree and MaryJo Webster:

Heaser always considered herself an advocate for St. Paul’s public schools, but the East Side mother of three faced a dilemma a few years ago when her son approached middle-school age.

Stick with a St. Paul public school, or join the tens of thousands of Minnesota students who leave their home districts every year?

Today, Heaser’s seventh-grade son attends John Glenn Middle School in Maplewood, where he has the opportunity to take advanced math and language arts classes lacking in their St. Paul neighborhood schools.

“It has been a great fit so far,” Heaser said.

Minnesota students have had the right to attend school in other districts since 1990, but the number of elementary and high school students exercising that option is surging. Last year, about 132,000 Minnesota students enrolled in schools outside their home district, four times the number making that choice in 2000, a Star Tribune analysis shows.

School choice options — open enrollment and charter schools — have proved especially popular with nonwhite or minority students, according to the Star Tribune’s analysis of the racial breakdown of students who opt out of their home district. While white students represent 60 percent of all students who open enroll, a higher share of nonwhite students make that choice.

Because state education funding follows the pupil, the student exodus from their home district to other cities and charter schools is magnifying budget pressures in districts that lose more students than they gain. It’s also transforming the racial diversity of schools across the Twin Cities.

Open enrollment means some districts, like Columbia Heights and Brooklyn Center, have become revolving doors, losing nearly as many students as they take in from other districts. It means some districts, like Minnetonka, are able to fill classroom seats that would otherwise be empty, while others like Burnsville-Eagan-Savage and Osseo now struggle to attract students who live in the district.

Locally, open enrollment has found more studnts leaving the Madison School District.

Wisconsin State Journal:

Q&A

What is the main challenge facing the district and how would you address it?

Elliott:I believe space for increased enrollment will become an issue. Will we need to put a cap on open enrollment? This is a conversation the School Board has already started and one I hope to continue to seek answers to as a board member.

Stuessy:Expanding current facilities and adding staff to meet the educational needs of a growing school district. We have been very fortunate to have a supportive community that has stepped up to fund the needs to date.

In what ways can the district improve, and how would you do that?

Elliott:I would love to add my voice to the conversations and advocate for other parents to continue to move our school in a positive direction. I also feel strongly that we will see challenges trickle down from the national and state level into the local level with the appointment of Betsy DeVos as secretary of education and our current election for state superintendent.

Stuessy:Our schools continue to improve through the efforts of our outstanding superintendent, outstanding teaching staff and outstanding support staff. They have the knowledge to continuously make the changes needed to keep improving the students’ educations.

Alan Borsuk:

Just when it seemed like the annual trends involving the education landscape of Milwaukee had become predictable and boring, a couple of unpredicted things happened.

Around this time every year since 2008, I’ve put together a chart showing where Milwaukee children are getting a publicly funded education, sector by sector. I try not to get too hung up on “sector wars,” but the trends for school enrollment are crucial to understanding our complicated education scene.

In summary, the percentage of students enrolled in the conventional Milwaukee Public Schools system was falling by 1 to 2 percentage points almost every year. Use of publicly funded vouchers to attend private schools, almost all of them religious, was rising each year (this year, just under a quarter of the city’s students are in the voucher program). Enrollment in non-MPS charter schools was rising each year. And the number of Milwaukee children going to public schools in the suburbs rather than in MPS, using the state’s open enrollment law, was rising substantially.

Jordan Posamentier

ESSA provides states with the opportunity to incentivize school districts to expand parent choice. States now have the freedom to relax their NCLB-driven state laws while incentivizing local authorities to go about improving choice in their school systems.

ESSA replaced NCLB, but the law of the land leading up to reauthorization was shaped by the Obama administration’s waiver program. The Department of Education used those waivers to compel states to pass a number of rather prescriptive laws, which tied the hands of districts in some policy areas. Perhaps the most onerous requirement was performance-based teacher evaluations, which—while well intentioned—were also highly constraining.

ESSA cleared the regulatory deck established by the waiver program, but by and large, the state laws that passed because of those waivers are still on the books. To unbind districts from those laws, states can now do one of three things: repeal the waiver-driven laws, weaken them, or waive them with the condition that districts do something awesome. The latter is the sleeper policy in ESSA.

Several states have already set up waiver processes for laws that might or might not have been NCLB-waiver driven. For example, Arkansas allows districts to seek waivers from state law in order to gain the same flexibilities that charter schools have—so long as they have at least one open enrollment charter school within their boundaries. Texas (which didn’t receive an NCLB waiver) has a similar package. Georgia has several to pick from.

Alan Borsuk:

Another possibility: I have floated in the past a fantasy of creating a school oversight board that would control the faucet for public money for schools in Milwaukee. Leave the structure of MPS, vouchers and charters in place, but put a board above them that would require individual schools to show good cause why they are worthy of public support. Sort of like a super chartering authority.

Of course, there is the option of not doing much to change things. Every year, the percentage of Milwaukee children enrolled in the conventional MPS system goes down by one to two points. Most likely, within three to four years, less than half will be in MPS, with the rest generally in charter schools, private schools, or suburban public schools available through the open enrollment option. In other words, MPS is in deep long-term trouble already. Maybe those who don’t like MPS can just let existing trends keep working.

Milwaukee Journal Sentinel Editorial.

Molly Beck:

The added funding comes from a $250 per student special funding stream for school districts in the second year of the budget, according to the legislation package proposed by Republican co-chairs of the Joint Finance Committee.

At the same time, the 1,000-student cap on the statewide voucher program would be lifted and students with disabilities would be eligible to apply for vouchers for the first time under a separate program. No more than 1 percent of a school district’s enrollment could receive vouchers, however.

The plan assures that private schools receiving school vouchers would receive about $7,200 for each K-8 student and about $7,800 for each high school student, the committee leaders said Tuesday. Walker’s proposed expansion would provide schools considerably less per student.

The voucher expansion would be paid for in a manner similar to the state’s open enrollment program for public schools — tax money would follow a student from the public district to the private voucher school. The plan could ultimately cost school districts about $48 million over the biennium, according to a Legislative Fiscal Bureau memo drafted last week for Assembly Speaker Robin Vos, R-Rochester.

The package also proposes to adopt Walker’s budget language that prohibits the state superintendent from promoting the Common Core State Standards, and from adopting new academic standards created by the Common Core State Standards Initiative, though there are none in the works.

Erin Richards & Jason Stein:

Special-needs vouchers would allow parents of children with special needs to use taxpayer money to send their child to a private school. Standalone bills have been defeated twice in recent years, in large part because every established advocacy organization for those with disabilities have opposed the bills in public hearings.

Their chief concern: Private schools are not obligated to follow federal disability laws. They point to examples in other states where, in their view, under-qualified operators have declared themselves experts and started tapping taxpayer money to serve such students.

Critics also say the proposal would erode taxpayer funding for public schools.

Patrick Marley, Jason Stein & Erin Richards:

The GOP proposal would also phase out the Chapter 220 school integration program, put the Milwaukee County executive in charge of some low-performing Milwaukee Public Schools, create an alternative system for licensing teachers and require that high school students take the civics test given to those applying for U.S. citizenship.

Another provision would allow home-school students, virtual school students and private school students to participate in public schools’ athletic and extracurricular programs.

The plan would also reshape how the Racine Unified School Board is constituted, requiring it to have members representing different regions of the school district. Some of the students in that district are represented by Assembly Speaker Robin Vos (R-Rochester) and Sen. Van Wanggaard (R-Racine).

Republicans were able to come up with more money for public schools and voucher schools in part by making a $105.6 million payment to public schools in July 2017 — outside of the two-year spending plan they are developing. That means the payment wouldn’t be counted in the budget lawmakers are writing, even though taxpayers would ultimately bear those costs.

Jessie Opoien

The funds will restore a $127 million cut next year that was proposed in Walker’s budget, and will provide an additional $100 per pupil in state aid the following year.

“It was really a challenge, but it was everybody’s first priority, and we made it,” said Sen. Alberta Darling, R-River Hills.

Darling and Rep. John Nygren, R-Marinette, said Republicans also plan to move forward with a statewide expansion of the voucher program, capped at 1 percent of the students in each district.

The expansion would be modeled after the state’s open enrollment system, and would increase the amount of per-pupil aid for taxpayer-funded voucher schools to $7,200 per K-8 student and $7,800 per high school student.

That expansion will change the amount of funds that public schools receive, but Darling and Nygren declined to say by how much it could be.

“We don’t want the schools to suffer,” Darling said. “What we want to do is have the strongest education system we can for every child.”

Alan Borsuk:

Every school day, more than 8,000 children who live in the city of Milwaukee head off to school in Milwaukee suburbs.

I think of that as the equivalent of, say, six high schools or 16 elementary schools that are serving Milwaukee kids outside the city lines. That has a lot of impact, even as the complex picture of city-suburban school choice continues to evolve.

This is one form of evolution that Gov. Scott Walker is, presumably, willing to speak his mind on because his proposed state budget calls for ending the voluntary racial integration program known as Chapter 220, which is the oldest of the city-suburban programs.

But the story of city kids going to suburban schools actually has three chapters. In addition to 220, there is extensive use of the state’s open enrollment law and growing use of a provision, now four years old, that allows city kids to attend suburban religious schools.

Here’s a primer on these three often-overlooked but important aspects of educating the children of Milwaukee.

Related: where have all the students gone?

The Madison School District (3MB PDF):

Five Priority Areas (just like the “Big 10”) but who is counting! – page 6:
– Common Core
– Behavior Education Plan
– Recruitment and hiring
– New educator induction
– Educator Effectiveness
– Student, parent and staff surveys
– Technology plan

2014-2015 “budget package” 3MB PDF features some interesting changes, beginning on page 92, including:

1. + $986,314 to other Wisconsin public school districts due to Outbound open enrollment growth and $160,000 for Youth Options (page 108)

2. + 5.3% Teacher & Staff Health insurance spending is $44,067,547, or 11% of total spending! (Page 92). Total teacher & staff benefits are $73,248,235 or 18% of total spending. Let’s compare (as best we can):

Madison: 18% budget web page. Note, Madison’s is likely higher than 18% as I did not count all “funds” beyond teachers and certain staff. I’ve sent an email to the District for a complete number.

Middleton: 15.7% 2013-2014 Budget (PDF) Middleton – Cross Plains School District Budget web page. Middleton’s document summarizes spending across all funds (Page 8), something that I did not find in the Madison document (Pages 110-123 summarize aspects of Madison’s spending).

Boston: 14.1% Boston Schools 2013-2014-2015 budget xls file) Boston schools’ budget information.

Long Beach: 15.9% (Long Beach Budget Document (PDF)) Long Beach budget information.

Madison Superintendent Cheatham cited the Boston and Long Beach Schools for “narrowing their achievement gap” during a July, 2013 “What Will be Different This Time” presentation to the Madison Rotary Club.

3. “Educational Services” (Page 96) benefits are $21,581,653 up 4.5%.

4. “Food Services” (Page 98) benefits are $2,446,305, up 4.2%.

5. 10.3%: MSCR’s health insurance cost increase (page 99). MSCR spending and property tax growth (“Fund 80”) has been controversial in the past.

The Madison School District’s per student spending has been roughly constant for several years at about $15,000. Yet, certain budget elements are growing at a rather high rate, indicating an ability to manage effectively by reallocating and raising tax dollars or the presence of a rather fluid budget.

“focused instead on adult employment”

Retired Ripon Superintendent Richard Zimman’s 2009 Madison Rotary speech is always worth revisiting:

Zimman’s talk ranged far and wide. He discussed Wisconsin’s K-12 funding formula (it is important to remember that school spending increases annually (from 1987 to 2005, spending grew by 5.10% annually in Wisconsin and 5.25% in the Madison School District), though perhaps not in areas some would prefer.

“Beware of legacy practices (most of what we do every day is the maintenance of the status quo), @12:40 minutes into the talk – the very public institutions intended for student learning has become focused instead on adult employment. I say that as an employee. Adult practices and attitudes have become embedded in organizational culture governed by strict regulations and union contracts that dictate most of what occurs inside schools today. Any impetus to change direction or structure is met with swift and stiff resistance. It’s as if we are stuck in a time warp keeping a 19th century school model on life support in an attempt to meet 21st century demands.” Zimman went on to discuss the Wisconsin DPI’s vigorous enforcement of teacher licensing practices and provided some unfortunate math & science teacher examples (including the “impossibility” of meeting the demand for such teachers (about 14 minutes)). He further cited exploding teacher salary, benefit and retiree costs eating instructional dollars (“Similar to GM”; “worry” about the children given this situation).

Zimman noted that the most recent State of Wisconsin Budget removed the requirement that arbitrators take into consideration revenue limits (a district’s financial condition @17:30) when considering a District’s ability to afford union negotiated compensation packages. The budget also added the amount of teacher preparation time to the list of items that must be negotiated….. “we need to breakthrough the concept that public schools are an expense, not an investment” and at the same time, we must stop looking at schools as a place for adults to work and start treating schools as a place for children to learn.”

The price of budget spaghetti manifests itself via little to no oversight – see legitimate questions on the District’s most recent $26,200,000 maintenance referendum (another tax increase looms). These documents, while reasonably detailed, are impossible to compare to recent budgets.

The demise of Lawrie Kobza’s 2 page “citizen’s budget” will lead to growing cost of living and achievement gaps, including nearby Districts such as Middleton where a comparable homeowner spends 16% less on property taxes.

From the Wall Street Journal‘s Opinion Journal
CROSS COUNTRY
Black Flight
The exodus to charter schools.
BY KATHERINE KERSTEN
MINNEAPOLIS–Something momentous is happening here in the home of prairie populism: black flight. African-American families from the poorest neighborhoods are rapidly abandoning the district public schools, going to charter schools, and taking advantage of open enrollment at suburban public schools.
Today, just around half of students who live in the city attend its district public schools. As a result, Minneapolis schools are losing both raw numbers of students and “market share.” In 1999-2000, district enrollment was about 48,000; this year, it’s about 38,600. Enrollment projections predict only 33,400 in 2008. A decline in the number of families moving into the district accounts for part of the loss, as does the relocation of some minority families to inner-ring suburbs. Nevertheless, enrollments are relatively stable in the leafy, well-to-do enclave of southwest Minneapolis and the city’s white ethnic northeast. But in 2003-04, black enrollment was down 7.8%, or 1,565 students. In 2004-05, black enrollment dropped another 6%.

(more…)

Abbey Machtig:

State aid payments are influenced by factors like enrollment, district spending and local property values. Assistant Superintendent of Financial Services Bob Soldern told the Wisconsin State Journal via email the district had been planning to receive about $50 million in state support.

Nichols said she doesn’t think the additional money from the state dramatically changes the district’s financial situation.

“I don’t think for the long haul in terms of the future forecasting of our budget … there will be a huge shift,” she said.

Statewide, the general aid paid to school districts for 2024-25 totals $5.6 billion, according to DPI. Nearly 70% of districts are estimated to receive more general aid from the state, while about 30% are estimated to receive less. Eight districts are estimated to have no change in aid.

DPI is anticipating “greater than usual volatility” in the estimates due to inaccuracies and delays in financial reporting from Milwaukee Public Schools.

The state aid amounts will be finalized in October.

——-

John Jagler:

Dear Milwaukee media. Stop saying MPS is going to “lose” $81 million this year. Or that aid will be cut. It makes it seem like the district is a victim. Instead try: MPS received $81 million more than it should have because of incompetence and is now being held accountable.

Corrinne Hess:

Quinton Klabon, research director with the conservative Institute for Reforming Government, said solving the budget gap will be painful. 

“No cut will be invisible, so every curriculum purchase, every contract, and every staffing decision must justify itself going forward,” Klabon said. “How MPS handles these summer months will determine whether students get the education and services they deserve. Rebuilding trust with parents begins now.”

State aid is the largest form of state support for Wisconsin public schools

DPI calculates general school aids through a formula that uses property values in the district, enrollment and district spending.

The current estimates are based on the 2023-25 biennial budget and pupil count and budget data reported by school districts to the DPI. 

Due to previously reported delays in financial data reporting by Milwaukee Public Schools, the DPI anticipates greater than usual volatility in these estimates.

“Figures used in this estimate may change by a greater than usual amount for the certification of general school aids,” according to a DPI press release. “The department therefore encourages caution when utilizing this estimate.”

Statewide, estimated general school aids for 2024-25 total $5.58 billion, a 4.2 percent increase from 2023-24. 

Madison taxpayers have long supported far above average K – 12 spending. Per student spending ranges from $22,633 to $29,827 depending on the spending number used (!)

Enrollment notes.

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:

At $607 million, the Madison School District’s pair of referendums set for November will be the second-largest ask of voters by a school district in Wisconsin history.

It comes in behind Racine’s $1 billion referendum, which passed in 2020 by only five votes. The dollar amount Madison is requesting has been described as “unprecedented” in district history by the Wisconsin Policy Forum — not to mention the tax impacts homeowners would see if both questions were approved.

Madison property owners are being asked to fork over a lot of money.

The Madison School District, however, is not alone in its increasing reliance on referendums to fill operating budget holes and to pay for new construction. Other Wisconsin school districts, including Madison suburbs, also have put a number of big referendums on ballots in recent years.

While the dollar amounts are significantly less than what Madison schools are requesting this fall, Madison’s population — estimated by the U.S. Census Bureau at about 280,000 — is significantly greater as well.

It’s hard to make direct comparisons of the tax implications of various referendums, including those Madison is proposing, over the years. Inflation, property values, population changes, and the fact that operating referendums frequently ramp up over a period of time all have an impact.

But for context, here’s a look at the large school referendums Madison and other Dane County voters have approved in recent years.

——-

Madison, meanwhile excels in unopposed school board elections.

Yet:

Madison taxpayers have long supported far above average K – 12 spending. Per student spending ranges from $22,633 to $29,827 depending on the spending number used (!)

Enrollment notes.

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:

but probably won’t because — Forget it, Jake, it’s Madison WI!

School employees harassed police as they arrested an 18-year-old student criminal for carrying a loaded weapon inside La Follette high school, according to the most excellent report from Chris Rickert of the WI State Journal, made after an open records request. 

One Kyshawn M. Bankston had a Glock 9 mm handgun, two magazines with rounds in them, a scale and an empty plastic bag that had contained marijuana, police say. The young scholar lunged for that gun as police moved to arrest him. (Their police report)

——-

Madison taxpayers have long supported far above average K – 12 spending. Per student spending ranges from $22,633 to $29,827 depending on the spending number used (!)

Enrollment notes.

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:

In Madison, where the possibility of school choice arrived 23 years after Milwaukee, there are six private schools in the choice program that Smith calls “vouchers,” and those six schools enrolled 655 choice students in the school year just ended. The Madison Metropolitan School District, in comparison, has about 25,000 students.

Big ask

Perhaps Madison families will see some of the growth common elsewhere. Independent private schools in the city of Milwaukee educated about 29,000 children using choice grants last year, and those in Racine educated about 4,000. Nearly 19,000 kids throughout the rest of Wisconsin used choice grants.

Several more Madison schools have been cleared by state regulators to join the choice program in fall, including a second one to offer high school grades. This likely will be a blessing to Madison families looking for an alternative to a school district where, by the state’s most recent figures, only 41% of the students had been taught to read at grade level or better. By contrast, Madison’s largest private school in the choice program, Abundant Life Christian School, got 73% of its students to grade level or better in reading. 

Why Senator Smith regards this as “failing” is baffling.

When families take their children to Abundant Life or other independent options, $10,237 of state aid will follow each one, or $12,731 if they’re high schoolers — the entirety of taxpayers’ outlay. 

By contrast, in the most recent state figures, Madison Metropolitan School District spent a total of $17,944 per child in taxpayer money.

What’s more, the district may ask voters in November for another $600 million in spending, overriding the taxpayer-protecting limits set in law. The proposal would add $1,378 to the property taxes of a typical Madison home. The district says its budget is in dire straits because it used temporary pandemic aid for permanent expenses. It could have to cut its $589 million budget by about $2 million, or 0.4%.

——-

Madison taxpayers have long supported far above average K – 12 spending. Per student spending ranges from $22,633 to $29,827 depending on the spending number used (!)

Enrollment notes.

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?

Kayla Huynh

One question on the ballot would ask voters for $100 million over the next four school years to increase spending on staff salaries and education programs. The second would ask for $507 million to renovate or replace seven aging elementary and middle schools.

The two referendums would be “unprecedented in size and scope in district history,” according to an analysis from the nonpartisan Wisconsin Policy Forum released today.

As school district leaders consider the referendums, Madison city leaders also are weighing a property tax referendum of their own on the same ballot.

That would mark the first time Madison voters are asked to consider property tax referendums from both the school district and the city.

If voters approve of the school district’s two measures, MMSD officials estimate an owner of an average-value home in Madison would see a $1,376 increase on their property tax bills by 2028. That could be on top of hundreds of dollars annually for a city property tax increase.

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Wisconsin Policy Forum (achievement?)

Another set of points for referendum voters to consider is how MMSD funding compares to other districts in Dane County and around Wisconsin. In short, the district’s revenue limit and related aid of $15,435 per student is already relatively high compared to other districts, and the referendum would accentuate that.

….

However, the middle schools in particular have low rates of utilization because of declining enrollment, with Sennett, Sherman, Toki, and Black Hawk middle schools all operating at or between 45% and 56% of their capacity. With enrollment currently projected to fall further in the next several years, MMSD officials and voters may wish to consider whether all of these schools will be used for many years to come or whether it makes sense to explore consolidating two middle school buildings to avoid at least one of the construction projects.

They may wish to engage in a similar discussion about elementary schools as well, though those facilities generally have at least somewhat higher utilization rates.

That would be the largest number of MMSD staff since at least 2013 despite the fact that enrollment is essentially at its lowest point over that period.

Sarah Lehr:

But Stein said the latest proposals are historic in size.

“This would be both from the capital and the operating side, the largest referendum questions that have ever been put to (MMSD) voters,” he said. “So certainly, this is a bigger ask than voters have ever had from the district in the past.”

Stein says Madison is contending with financial headwinds, including state-imposed limits on fundraising and waning pandemic aid. 

He also noted that money from a tax referendum approved by MMSD voters in 2020 is drying up.

Last year, Madison’s school board approved employee raises between 5.5 and 10 percent, which cost an extra $12 million in the current fiscal year. MMSD’s proposed budget for 2025 would add more than 100 full-time equivalent staff positions, and could also include additional raises.

It remains to be seen how many of those positions will be filled in a hot labor market, and Stein noted that vacancies could help patch up the budget shortfall.

“All school districts have been facing challenges from employee turnover (and) from rising inflation costs that have put pressure on their labor costs,” he said.

Madison taxpayers have long supported far above average K – 12 spending. Per student spending ranges from $22,633 to $29,827 depending on the spending number used (!)

Enrollment notes.

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?

John Schlifske:

The recent news that Milwaukee Public Schools failed to file a required financial report to the state Department of Public Instruction, that its past reports were missing data or inaccurate, and that it might have to payback millions in funds to the state is just another proof point underscoring the need for substantial governance reform. This lays open two serious deficiencies with the MPS board. 

First, is the lack of transparency and outright deceit on the part of the board. Do we really believe all this was “discovered” after the district led a push for $252 million in new property taxes? Do we really believe that no one on the board was aware of what was going on? For an elected body to misrepresent and hide the true situation at MPS immediately preceding the spring ballot initiative is outrageous and unacceptable. The board operates in star-chamber proceedings with absolutely no oversight. It no longer holds the public’s trust.

Second, the latest revelation underscores the incompetence of the board. Why weren’t they asking the tough questions? Why weren’t they seeking information as to the delay? Were they so oblivious to good governance that they didn’t even think to ask for this kind of data? No well-governed organization should ever find itself in the situation the MPS board is in right now. Moreover, this incompetence extends to the performance of the school system itself.

Milwaukee schools near bottom in national academic performance

As a city, our K-12 educational performance is near dead last, well below the national averages (based on the National Assessment of Educational Progress) in both reading and math. Think about it, we are below virtually every other major city in America. Worse, only 15.9%, and 9.9% of MPS students are on grade level on the state assessment in reading and math, respectively.

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Commentary.

Meanwhile, Madison!

Madison taxpayers have long supported far above average K – 12 spending. Per student spending ranges from $22,633 to $29,827 depending on the spending number used (!)

Enrollment notes.

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 estimated tax impact for residents is as follows:

Operational referendum: 2024-25 — $316.72 increase; 2025-26 — $315.49 increase; 2026-27 — $209.1 increase; 2027-28 — $208.28 increase; total: $1,049.58 increase in property tax bill over the next four years.

Facilities referendum: 2025-26 — $327.47 increase; 2026-27 — $328.83 increase; 2027-28 — $326.20 increase; total — $980.50 increase in property tax bills by 2028.

Since 2000, the district has put 10 referendum questions on the ballot. Eight have passed, giving the district extra money to balance its operating budget and for renovations and construction. In 2020, voters passed a $33 million operating referendum, which pays the bills to keep the district running, and a $317 million capital referendum to fund renovations to five of the district’s high schools and to build the new Southside Elementary School.

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Madison taxpayers have long supported far above average K – 12 spending. Per student spending ranges from $22,633 to $29,827 depending on the spending number used (!)

Enrollment notes.

—-

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?

Liam Beran:

The UW System hopes to downsize its remaining branch campuses amid declining student interest in associate degrees and ongoing enrollment struggles, according to an October briefing by UW System President Jay Rothman Isthmusobtained via records request. 

Five campuses have already been targeted for closure or a transition from in-person learning — UW-Platteville Richland will be completely vacated by July 1, while UW-Oshkosh Fond du Lac, UW-Milwaukee Washington County, UW-Green Bay Marinette and UW-Milwaukee Waukesha are all slated for closure or a transition to online-only classes. But the briefing, first sent to branch campus chancellors on Sept. 19, recommends that the UW System reduce the physical footprints of the remaining eight campuses and negotiate contractual exits where appropriate. 

The UW System comprises three levels of universities: two flagship research universities, UW-Madison and UW-Milwaukee, 11 comprehensive universities offering bachelor’s and graduate degrees and 13 branch campuses, offering associate and bachelor’s degrees. The branch campuses, though located elsewhere, are embedded in a nearby four-year university and operate under the jurisdiction of that university’s chancellor. 

The branch campuses are funded through a hybrid model: the counties hosting the campuses pay for the land and facilities, while the UW System covers operational costs. 

“Negotiate New Agreements with All Other Counties,” reads the title of one slide included in the briefing. “Will seek to reduce space allocations/footprints, repurpose facilities, negotiate exits where appropriate, and address any other concerns.” 

Andrew Atterberry

Gov. Ron DeSantis and Florida Republicans have spent years aggressively turning the state into a haven for school choice. They have been wildly successful, with tens of thousands more children enrolling in private or charter schools or homeschooling.

Now as those programs balloon, some of Florida’s largest school districts are facing staggering enrollment declines — and grappling with the possibility of campus closures — as dollars follow the increasing number of parents opting out of traditional public schools.

The emphasis on these programs has been central to DeSantis’ goals of remaking the Florida education system, and they are poised for another year of growth. DeSantis’ school policies are already influencing other GOP-leaning states, many of which have pursued similar voucher programs. But Florida has served as a conservative laboratory for a suite of other policies, ranging from attacking public- and private-sector diversity programs to fighting the Biden administration on immigration.

“We need some big changes throughout the country,” DeSantis said Thursday evening at the Florida Homeschool Convention in Kissimmee. “Florida has shown a blueprint, and we really can be an engine for that as other states work to adopt a lot of the policies that we’ve done.”

Education officials in some of the state’s largest counties are looking to scale back costs by repurposing or outright closing campuses — including in Broward, Duval and Miami-Dade counties. Even as some communities rally to try to save their local public schools, traditional public schools are left with empty seats and budget crunches.

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Commentary.

Chad Aldeman:

When It Spends $1.3B

This macabre joke is all-too real for San Francisco Unified, where this spring a state oversight panel took control of all budget decisions until the district balances its spending. After reviewing the district’s budget, the oversight panel decreed that the locally elected school board no longer has full authority over, “any action that is determined to be inconsistent with the ability of [the district] to meet its obligations for the current or subsequent fiscal year.” 

According to an independent fiscal analysis, the district has a number of budgetary problems: 

• It paid for employee positions using one-time federal relief funds and will need to lay them off or find other revenues or savings;
• It has not adjusted student enrollment projections to account for continued declines;
• It does not track monthly attendance data and, as a result, overstates average daily attendance in projecting future revenues; and
• Its budget office is understaffed, leading to inadequate control over its  payroll system and problems tracking employee overtime costs. 

Some parts of this story make San Francisco unique. For example, it spent $40 million in a failed effort to fix its payroll processing system. And, to avert a strike last fall, the district agreed to large salary increases — 19% over two years for teachers and 16% for service workers. 

California is also unusual in that it has a powerful oversight agency. The Department of Education’s Fiscal Crisis Team reviews district budgets to ensure they are financially solvent, and it can take over budgeting decisions if the need arises. 

STL:

Birth rates have steadily declined since the Great Recession in 2008, a cohort that will start graduating high school next year. At the same time, tuition and operating costs have skyrocketed. And with rising doubts among Americans about the value of higher education, more campus closures are “inevitable and probably necessary,” McCarter said.

Nationwide, undergraduate enrollment increased slightly this year to 15.3 million but is still down nearly 1 million students from fall 2019, according to the National Student Clearinghouse Research Center. And colleges that were already struggling before the pandemic are now running out of federal relief funds.

Fontbonne joins a growing list of private liberal arts colleges that have collapsed under financial pressures in recent years, including Lincoln College and MacMurray College in Illinois.

The Scholarship Foundation of St. Louisreleased a watchlist in March of 37 Midwestern colleges in danger of closing due to “significant financial distress” in the past five years.

——

Choose life. Notes and links on abortion,

Sarah Lehr:

A newly released third-party analysis raises concerns about the financial future of multiple state universities. 

Last year, a forecast from the Universities of Wisconsin projected structural deficits at 10 of Wisconsin’s public universities ranging from millions to tens of millions of dollars. 

Only three campuses — Madison, LaCrosse and Stout — were projected to generate enough revenue to meet expenses.

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On Thursday, the UW system released updates from an external review into the finances at seven of the universities with projected deficits.

The reports completed by the firm Deloitte point to fiscal headwinds, including falling enrollment, struggles to retain students, and the end of federal COVID-19 aid.

And, as Universities of Wisconsin President Jay Rothman noted, Wisconsin ranks 42nd in the nation when it comes to state funding for public universities. 

“While we will do our part on the expense side of the ledger, it is ultimately up to the state to decide whether it wants and can afford a weakened universities of Wisconsin,” said during a news conference on Thursday.

Chad Aldeman:

An all-time high in 2022-23, with 173,000 students & 159,000 employees, including 15,000 more teachers. See latest numbers.

According to new data from the National Center on Education Statistics, public schools added 173,000 students and 159,000 employees in the 2022-23 school year, including 15,000 additional teachers. 

On a per-student basis, staffing levels hit an all-time high.  

These numbers are in full-time equivalents (FTEs), which are adjusted based on the number of hours worked by part-time staff. The FTE numbers are a better measure of total staff time available, but the raw headcount numbers come out faster, and those suggest schools may be in for another new high in 2023-24. 

The outlook beyond that looks murkier. As districts spend down the last of their federal ESSER dollars, they may have to lay off staff or close under-enrolled buildings. To identify which communities are most at risk, I worked with Eamonn Fitzmaurice, The 74’s art and technology director, to update our data on how student-to-teacher ratios are changing across the country. Click on the map below to see the results in your community. 

Mark Lisheron:

How in good conscience, former Milwaukee Public Schools superintendent Bill Andrekopoulos wonders, can the school district ask taxpayers for $252 million without considering closing a single school?

The district’s School Support Referendum website can tell you why district leaders say the money is needed and, generally, how and when the money would be used. The site also tells voters who are being asked on April 2 to support the referendum how much of a tax hit they will take, $367 on a home assessed at the $170,000 median price of a home in Milwaukee.

Everything in the pitch to taxpayers down to the penny is predicated on the status quo, as schools across the district are grossly under-enrolled and enrollment continues to sink, he says.

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More.

Jay Captain King:

To outsiders, the term “Pretendian” might sound ugly or be discomforting. There is no universal standard for determining who is a “real” Native American and who is not. Native identity is a legal and political classification, based on filial lineage and tribal citizenship. Tribal nations have their own rules for enrollment, and some are more open than others. The Saint Regis Mohawk Tribe, for example, requires twenty-five per cent Akwesasne Mohawk blood; the Pawnee Nation of Oklahoma mandates that an ancestor be on its 1937 roll and have an eighth Pawnee blood. The Cherokee Nation, one of the two largest Native groups in the United States, will accept anyone who can prove some lineal descent in specific records.

WILL

Here, you can view trends in enrollment, proficiency, and a host of other information.

ACT Score
This is the average composite score in the district for students who took the ACT. The highest possible score is 36.0. With few exceptions, high school juniors in Wisconsin are required to take the ACT. This does not include the ACT Aspire results. Original data can be found here.

Choice Enrollment 
The number of students in the district who participate in one of the state’s parental choice programs. Choice enrollment is attributed to the district where the choice school is located. Original data can be found here.

Chronic Absenteeism
A student is considered chronically absent if they miss more than 10% of the schooldays possible, and have been enrolled for more than 90 days. Lower numbers in our ranking are indicative of lower rates of chronic absenteeism. Original data can be found here. 

District Proficiency
There are several levels of proficiency in DPI’s data. A child is considered proficient in a subject if they score “proficient” or “advanced” on the state’s Forward exam. A child is considered not proficient if they score “basic” and “below basic” in the subject on the Forward exam. Students who did not take the test are included as “Not Proficient” in the same manner that DPI reports the results. Additional information on how these categories are created is found here.  Original data can be found within the report cards here.

DPI Report Card Rating
The categorical grade assigned to the district from DPI on a five-point scale with the categories: “Fails to Meet Expectations,” “Meets Few Expectations,” “Meets Expectations,” “Exceeds Expectations,” and “Significantly Exceeds Expectations.” Original data can be found here.

Lauren Weber:

American companies are hung up on the diploma.

Facing a long-term labor shortage, employers are looking to expand the pool of potential workers. One group—people without a college degree—holds particular promise. They make up nearly two-thirds of the U.S. population over 25, and traditionally have been ineligible for many managerial and technical positions.

A push by some companies to eliminate degree requirements has opened the door to more candidates. Yet the share of jobs that went to those candidates barely budged after the requirement was lifted, according to a new analysis.

There are several explanations for the plodding progress, from automated screening tools that favor college graduates to the difficulty of changing hiring managers’ long-held beliefs about the value of a bachelor’s degree.

Many employers say they know time and demographics aren’t on their side. Baby boomers are aging out of the workforce, U.S. birthrates are low, and shifting immigration policies make it difficult to count on reinforcements from abroad. Meanwhile, college enrollment is on the decline. Only 38% of Americans over age 25 have at least a bachelor’s degree.

Cheryl Winokur Munk

Many of the market’s top companies with the largest workforces in the nation are touting degreeless jobs and actively removing degree requirements from more job postings. The idea of hiring based on skill rather than completion of college education for certain roles has become more prevalent at a time when workers are in short supply and the economic value of a college degree is being questioned by more Americans.

But as data emerges on degreeless hiring, there are signs that some of these efforts may be falling short.

null

A new report from Burning Glass Institute and Harvard Business School focuses on how companies stack up in their efforts to hire non-degreed workers. This is important to U.S. workers, more than half of whom don’t have degrees, since it impacts their ability to get higher-paying jobs and better roles.

The total number of companies promoting efforts to hire people without degrees doesn’t mean these workers are actually getting the jobs, and in fact, there’s limited public evidence to date to support how corporate efforts are shaping up. The research from Burning Glass is an effort to quantify that. It’s based on limited data and doesn’t consider alternative pathways that people without degrees use to join organizations, such as through apprenticeships and internships. But it’s still a snapshot look at how some of the top employers in the U.S. are doing in their efforts to hire more workers based on skills versus degree attainment.

Ryan Mcmaken:

In recent months, stories from both the legacy media and the independent media have continued to pile up on how undocumented foreign nationals—also known as “migrants” and “illegal aliens”—are able to take advantage of a vast network of taxpayer funded benefits in daycare, medical care, housing, and more. 

For example, both the New York Post and Denver Post report that these foreign nationals have “overwhelmed” the Denver Health hospital system in Denver, and that the situation is “unsustainable.” Meanwhile, public schools report classrooms are filling up quickly with the children of these foreign nationals. Denver is hardly alone. The New York Post notes that both the City of New York and the state government have expanded local welfare programs, including pre-paid credit cards, to further ensure that migrants continue to receive cash and resources from American taxpayers. This is in addition to the approximately 66,000 foreign nationals who are housed in hotels and shelters, care of both New York and federal taxpayers. USAToday reports that colleges “across the country” are receiving millions in taxpayer money to offer housing to migrants at no charge. Chicago’s mayor is bragging he’s giving away $17 million in taxpayer-funded giveaways to “asylum seekers” who are presently living off the sweat of the taxpayers in government shelters. This, of course, is just a downpayment on many more planned giveaways. 

Just how much in taxpayers’ resources is going to foreign nationals? It’s difficult to estimate for a number of reasons. The spending is done through numerous different government agencies at various levels of government. Moreover, much of the money if filtered through non-profits (i.e., “NGOs”) that are labeled “charities” but are simply adjuncts of the regime. 

Once we add up $1 billion here and $77 million there, after a while we’re talking about real money, and one thing becomes abundantly clear: the regime and its partners are subsidizing the influx of foreign nationals who are promised a variety of both cash and in-kind benefits. It must also be noted that, contrary to certain myths, the largesse is not reserved for only the so-called “illegal aliens.” Legal immigrants can take advantage of the generous and well-funded American welfare state even more readily than can the undocumented migrants.

Michael Hartney, Vladimir Kogan

The belief that schools are chronically underfunded isn’t limited to Newton. According to a survey one of us conducted during the 2022 Cooperative Election Study, fewer than one in three Americans knows that the federal government sent hundreds of billions in emergency pandemic aid to the nation’s schools, a historic funding boost. (This does not include additional funding from state governments, which were rolling in money from their own pandemic bailouts.) In fact, one in five voters thinks that Uncle Sam cuteducation spending during the pandemic. This misimpression enabled the NTA to build popular support for its strikes with parents and other community members, and teachers’ unions around the country likely will rely on such ignorance in contract negotiations this summer, with the last of the pandemic-era federal aid running out in September.

In this environment, Newton’s experience may be a preview of broader labor unrest to come. Schools’ financial woes present fertile ground for union mobilization and electioneering. Public schools hemorrhaged students during the pandemic, which accelerated the enrollment declines that were already under way due to a shrinking school-aged population. Federal money allowed districts to backfill emerging budget holes and put off fraught but necessary right-sizing decisions. As that money expires, districts will be forced to confront these realities.

School-district leaders are about to find themselves in an unenviable position. Federal money is drying up. Student enrollment is declining. And unions have a history of arguing that any resulting budgetary adjustments are evidence of underfunded public education and justify teachers’ strikes. But fiscal and enrollment realities will not change, nor will the academic needs of students still reeling from pandemic learning loss.

Abigail Leavins:

Monica Santana Rosen, the CEO of the Alma Advisory Group, which consulted on the superintendent search, explained why the board thought it was important to provide a platform for students, in particular, to ask questions of the candidates, but she did not answer why additional panels were not made available to the public.

“In the end, we felt it was better to prioritize the conversations that were going to bring the best information to the broader community,” Rosen said. “We really wanted to hear what the students had to ask the candidate and how each of them were going to respond.”

“Ultimately,” she added, “the board prioritizes students and parents as those who really are the closest and have a lot at stake in giving them the opportunity to have that platform and share it with the rest of the community.”

In late January, the district announced three finalists for superintendent: Mohammed Choudhury, the former state superintendent of the Maryland State Department of Education; Joe Gothard, the superintendent of Saint Paul Public Schools and a former Madison principal; and Yvonne Stokes, a former superintendent of Hamilton Southeastern Schools in Indiana. On Feb. 6 the district hosted two interview panels; one led by students and another by parents and caretakers. These were livestreamed but neither the public nor media could attend in person. The interview panels held on Feb. 7 were not livestreamed or open to the public or media at all.

$pending is always a challenge, given the moving numbers.

Mr. Rickert mentions current school year spending of $591,000,000 for 25,581 students or $23,103 per student.

——-

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?

Chris Rickert:

Math achievement did not necessarily line up with per-pupil spending in Dane County and Wisconsin’s largest districts. Madison spent the most, for example, of the 10 county districts included in the analysis, or $18,896 per pupil in the 2021-22 school year, according to data from the state Department of Public Instruction. Among the state’s largest districts, it was second only to Milwaukee, which spent the most per student, or $19,164, in 2021-22, and had the lowest math scores.

Schools nationwide closed to in-person learning on the recommendation of federal health officials in March 2020 and in some cases, such as in Madison, didn’t fully reopen until the 2021-22 school year — a year and a half later. Public health researchers have long known that the old and the sick were most at risk of dying or developing serious illness from COVID-19, and research as early as the fall of 2020 indicated that in-person schooling did not create an elevated risk of getting COVID for students or employees.

While it’s not known to what degree closing schools curbed the spread of the disease, an October 2022 analysis by the joint Madison-Dane County public health agency of COVID hospitalizations and deaths linked to in-person schooling in Dane County showed there had been no deaths and eight hospitalizations among school populations — six of students and two of teachers.

One school-age person in Dane County, a 16-year-old boy, died of COVID-19, on Nov. 25, 2020.

——

$pending is always a challenge, given the moving numbers.

Mr. Rickert mentions current school year spending of $591,000,000 for 25,581 students or $23,103 per student.

——-

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?

Wall Street Journal:

On Thursday two Catholic schools in Chicago’s western suburbs announced they are shutting down. St. Frances of Rome School in Cicero and St. Odilo School in Berwyn said that the 164 Invest in Kids scholarship students between them represented more than half of the schools’ enrollment. Without them, the schools no longer have enough students to keep their doors open.

In a statement on Thursday, the Archdiocese of Chicago said Catholic schools in the Windy City are facing a “financial cliff” after the loss of Invest in Kids. “We are doing all that we can to keep our schools open,” Catholic schools superintendent Greg Richmond said, but “these may not be the last closures in our archdiocese.”

On Friday Notre Dame Academy in Belleville announced that it’s closing, despite “devoted labor” aimed at boosting enrollment and raising funds. The school cited the financial hardships of aging buildings and the fact that the state discontinued Invest in Kids “that benefitted our school, especially those with financial need.”

Schools like these are often the best chance for low-income families to escape rotten union schools. At Berwyn North, the neighborhood where St. Odilo school is located, 30.8% of students in third through eighth grade are proficient in reading and 18.5% in math. In the Cicero school district, 18.1% of third through eighth graders are proficient in reading and 9.8% in math. Parents will now have to send children back to these failure factories. (This data comes from the Illinois Assessment of Readiness via the Illinois Policy Institute.)

Martha Nussbaum:

I did not look forward to my visit to Utah Valley University in the fall of 2023. Facing the start of a new quarter of teaching, I felt that the trip would probably bring me little exhilaration. Bad news about cuts to the humanities kept rolling in from all sides, most recently from West Virginia University, which has cut more than 30 degree programs entirely, most in the humanities and liberal arts. I had been invited to lecture to students in the philosophy course that is required of all undergraduates at this huge (more than 43,000 students), open-enrollment public university. Although I had confidence in the skill and good judgment of Michael Shaw, the professor who had invited me, I had to wonder how likely it was that a public university in our benighted time would continue to support such a vast and ambitious undertaking at a level to make it really work.

Sarah Karp:

Blackburn and Presswood are two Black mothers in the middle of an intensifying debate about school choice, the system that allows Chicago parents to send their children to charters, magnets and selective enrollment schools, rather than be tethered to the school in their attendance boundary.

The Chicago Board of Education wants to undo that system. Leaders said it is built on a foundation of structural racism and makes inequality worse. But changing a system that some parents see as creating the only viable options for their children will be difficult and complicated. This is especially true in the Black community. CPS data shows that a third of Black students go to charter, selective enrollment or magnet schools — more than any other racial or ethnic group in the district.

Middle-class and upper-middle-class Black families in most urban cities, including Chicago, live in low-income neighborhoods far more often than white and Asian families of the same economic status, according to a Stanford study. School choice has provided a way for these Black families to escape the neighborhood schools that have historically suffered from disinvestment.

Some city leaders and school board members, including Mayor Brandon Johnson, know this conundrum well. They are among the many that trek across the city to take their children to either selective enrollment or magnet schools.

The stories of Blackburn and Presswood illuminate this complicated issue. It is not only about how money is allocated, they say, but also about how parents and students are treated and feel about their schools.

Erin Gretzinger:

Declining enrollments. Changing demographics. Tightening budgets. And, above all, an “evolving student marketplace.”

All these elements led Jay O. Rothman, president of the University of Wisconsin system, to announce in October that the system was closing one two-year campus and ending in-person instruction at two others. More closures may be on the horizon, as Rothman ordereduniversity leaders to examine the financial viability of the remaining 10 two-year campuses.

“It’s time for us to realign our branch campuses to current market realities and prepare for the future,” Rothman said in a….

Mulligans are easier….

Emily Whitford:

With Americans again struggling to repay $1.6 trillion in student debt (second only to mortgage debt), high school seniors (and their parents) are becoming increasingly price sensitive in their college search. For private colleges that have long relied on a combination of high sticker prices, offset by big financial aid packages, this could be a problem.

In a new survey of current high school seniors registered on the Niche.com college search and review site, 89% said a school’s published price would affect the likelihood they’ll apply or inquire about that school, up from 76% of last year’s seniors who said this. (While the survey is a self-selected sample, it’s a large one, with 24,000 teens completing the survey this year.)

Even more dramatic: 59% of the 89% who described themselves as price sensitive—in other words, 53% of all seniors—said they flat out wouldn’t consider a school that costs more than $40,000 per year in total. Private colleges, on average, charged $41,540 in tuition alone for the 2023-24 academic year, up 4% from the year before, per the latest numbers from the College Board. Concern about prices goes along with growing doubts among Niche users that they’ll be able to pay for college—fewer than a quarter now say they’re confident they can afford college.

Shawn Fleetwood:

On Thursday, Parents Defending Education reported that students attending the Illinois Mathematics and Science Academy (IMSA) orchestrated a protest and walkout on Dec. 8 demanding harsh punishments for individuals who have “bias incident reports” filed against them. According to the academy’s website, anyone from IMSA students to alumni and visitors can file on-the-record or anonymous reports alleging incidents of “bias” committed by other IMSA community members. The reports are then investigated by school staff such as the chief human resources/equity officer and/or the director of diversity, equity and inclusion (DEI).

IMSA students who participated in the Dec. 8 demonstration, however, are demanding the high school take its leftist policies even further. Included in their list of demands are requests for the school to publicize a list of “possible consequences for students following a bias incident report,” including “detentions, removal from leadership positions, suspensions, expulsions, and notification to parents.” 

But the students who chanted “Silence is complacence!” and “Why are our pronouns not used?” during the Dec. 8 demonstration didn’t stop there. They also want the university to notify any “potential future colleges” that offending students may consider transferring to or attending in the future, after they are presumably expelled for their supposed transgressions. In essence, the demonstrators want to destroy possible offenders’ future educational and career prospects based on potentially-anonymous reporting of “incidents” like not using a person’s preferred pronouns.

Nicholas Garton:

St. Ambrose Academy, a Catholic school in Madison, will be the new anchor tenant in the Holy Name Heights apartment building despite residents’ concerns about safety.

Holy Name Heights is a mixed-use apartment building, which will have the school on the first two floors and existing residential apartments on the third floor. It is a unique arrangement in that St. Ambrose will be the only full-time school sharing a building space with a residential apartment in the city. The center has about 58 residential units.

Madison’s Plan Commission last week approved a zoning modification to allow St. Ambrose to move into the building, which is on the west side at 702-726 S. High Point Road and 601-701 S. Junction Road. The building, originally a seminary, is owned by the Madison Catholic Diocese.

St. Ambrose plans to convert over 23,000 square feet of space previously used by Catholic Charities on the first and second floors of the building, and use a pool and gymnasium that are also in the building.

St. Ambrose, currently housed at 3 Point Place also on the west side, has 187 students but representatives from the school said they might expand enrollment once in the new space. The school is for students in grades 6-12 and provides what St. Ambrose leaders call a traditional Catholic classical education.

Scott Girard:

“Wisconsin’s Teacher Pay Predicament,” published today by the nonpartisan Wisconsin Policy Forum, says it’s likely to get more challenging for districts to match the rising cost of living, even as many of the largest school systems gave out record wage increases ahead of the 2023-24 school year.

That includes the Madison Metropolitan School District, which gave staff an 8% increase in base wages — the largest allowed by the Wisconsin Employment Relations Commission. School Board members and Madison Teachers Inc. said it was necessary to keep employees amid an ongoing teacher shortage.

“After years of declines in real wages, teachers and public school advocates may welcome the recent raises for school staff, but the increases also leave a difficult path ahead for district finances,” the Policy Forum report notes.

The nonprofit’s report finds that in 2009, the median gross teacher pay was at $51,069. In 2023, that had risen to $59,250 — but that was over $8,000 less than what it would have been if tied to inflation.

The Forum suggests there are a mix of factors at play, including the exodus of experienced teachers in 2012 after the Legislature and then-Gov. Scott Walker passed Act 10, which limited union collective bargaining rights. Teachers who left their jobs were largely replaced by younger, lower-paid teachers, which reduced the median salaries.

“With Wisconsin teachers leaving the public school classroom at an average annual rate of 8% from 2009 to 2023, this factor has likely held down salaries,” the report states, and adds that “constraints in district spending and in actual increases in teacher salary also clearly impacted these numbers.”

Wisconsin Policy Forum

Other factors either cushioned or exacerbated this impact. Act 10 required teachers to pay greater health care and pension contributions, which limited staff compensation but helped balance school budgets. Starting in 2016, school districts increasingly turned to referenda asking voters to increase local property taxes beyond their revenue limits.

Declining student enrollment, however, has further tightened the limits for districts over these years. In particular, the decrease in student enrollment (-5.8% from 2009 to 2023) occurred without a decrease in the number of teachers (+0.3% over the same time period), leaving some districts stretching fewer overall dollars than they would otherwise have across largely static personnel

———

Teachers should be well paid and address things like the Foundations of Reading. Massachusetts increased compensation when implementing MTEL.

Madison K-12 healthcare $pending.

Also, union fees are not mentioned.

Related:

The world’s third-richest person, worth roughly $161 billion according to Forbes, will also ditch Washington State’s hefty taxes, likely saving him billions of dollars over the long term, according to securities filings, tax lawyers and accounting experts.

People will use this to argue for more public-school spending. But the reality is we spend more on schools in real dollars than we did in 2000. What has happened to teacher pay is what has happened to all of us-massive inflation under @JoeBiden https://t.co/3otkibbXz0

— Will Flanders (@WillFlandersWI) November 30, 2023

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?

Kelly Meyerhofer:

UW-Parkside projects a $5.3 million deficit for the 2023-24 school year.

Huron consultants will be on campus next week to help the university find ways to manage its deficit, Menke said.

The UW system is already paying a different consulting firm, Deloitte, $2.8 million this school year to evaluate the financial health of its universities, according to a contract the Milwaukee Journal Sentinel obtained through the state public records law.

Huron is assisting with short-term budget planning, UW system spokesperson Mark Pitsch said. The cost is between $15,000 and $20,000.

—-

Curiously, the article fails to include enrollment data….

Anya van Wagtendonk

Assembly lawmakers on Tuesday approved a wide range of proposals that would affect higher education in the state, including an automatic-admission policy for the flagship campus at the Universities of Wisconsin and standardized rules around free speech on state campuses, which Republicans argued would expand intellectual diversity and Democrats warned would have a chilling effect.

Lawmakers also approved changing higher education programs aimed at expanding minority enrollment so that they remove race-specific language and target students deemed “disadvantaged” instead.

The slate of higher education legislation comes amid a political battle over pay raises for most UW employees. Assembly Speaker Robin Vos, R-Rochester, has said those increases will be on hold until the UW System eliminates positions related to Diversity, Equity and Inclusion, known as DEI.

Late last month, Gov. Tony Evers filed suit against Republican lawmakers, saying blocking the raises oversteps their legislative authority.

Anthony LokTing Yim

Using a natural experiment which randomized class times to students, this study reveals that enrolling in early morning classes lowers students’ course grades and the likelihood of future STEM course enrollment. There is a 79% reduction in pursuing the corresponding major and a 26% rise in choosing a lower-earning major, predominantly influenced by early morning STEM classes. To understand the mechanism, I conducted a survey of undergraduate students enrolled in an introductory course, some of whom were assigned to a 7:30 AM section. I find evidence of a decrease in human capital accumulation and learning quality for early morning sections.

Lamont Jones, Jr.

As college costs continue their decades-long climb, pushing U.S. student loan debt to nearly $1.8 trillion and counting, rising administrative costs are likely to contribute to higher costs for students.

The central mission of higher education is teaching, but in recent years administration has enlarged as a share of institutional spending. Some observers and researchers who promote greater financial transparency and accountability in higher education are concerned that growth in professional nonteaching positions is generally outstripping faculty hiring, even as student enrollment declines.

Dave Cieslewicz:

Despite being the fastest growing large community in Wisconsin the Madison public school system is losing students. Last year the district lost almost 900 students. Why?

In a story in Isthmus last week long-time school board member Nicki Vander Meulen mused on the causes for the loss of market share to private schools and neighboring districts. She offered three theories: Madison has older facilities, larger schools are off-putting to parents, especially after COVID, and some schools in other districts are just closer to students’ homes.

Those are all plausible answers, but none of them are slam dunks and both Vander Meulen and the Isthmus reporter avoided the elephant in the classroom.

Let’s start with Vander Meulen’s theories.

It’s true that some Madison school buildings are going on a century old. But a couple of years ago voters approved a massive building referendum. All the high schools are getting big makeovers, most of the other schools are getting some upgrades and a brand spanking new elementary school has just opened. Those projects are either done or well underway and the results are visible and positive. If the building age argument ever had much juice it’s being squeezed out as we speak.

The size of the student population issue also could be real. But the decline started before COVID. Madison’s numbers are 7% lower since 2013 in a city that has grown at a steady clip of about 1.1% a year.

and

Abbey Machtig:

The board also discussed on Monday potential changes to the way budget amendments are suggested and reviewed. The board is preparing to vote on the final version of the district’s 2023-24 budget next month, after approving a preliminary version in June.

The changes would make it so board members need to submit a request to the district’s deputy superintendent in order to make an amendment to the budget. These requests would need to be received five business days before the board meets.

Soldner said the request would also need to acknowledge the financial effect of a proposed change. He cited the recent pay increases for teaching staff and custodians as an example, which he said collectively cost the district an additional $30 million in ongoing expenses.

“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?

Juan Perez, Jr.

Public schools are confronting significant post-Covid enrollment shifts to private and home schools. Policies that grant students access to school options beyond their traditional neighborhood campus are popular. That has left Cardona to protect the schoolhouse castle, navigate longstanding disagreements between labor unions and liberal education reform groups, and advance a distinctive Democratic vision of education that appeals to families and voters.

“We shouldn’t be promoting private schools because our neighborhood schools are not making the grade,” Cardona said as he rolled from an exurban Minnesota technical college toward a city dual-language elementary school. “We should make sure we’re working to support our neighborhood schools to make the grade.”

Here’s the thing. Private choice is taking off — and fast.

Republican governors in Arkansas, Iowa, Ohio, Florida and elsewhere are now presiding over major expansions of programs that give families public subsidies to pay for private school tuition and other education expenses. Oklahoma officials are also leading a campaign to open explicitly religious public schools, which some church leaders and conservative advocates see as a monumental leap for school choice and religious liberty.

Public school enrollment meanwhile dropped by 3 percent in the first year of the coronavirus pandemic, a plunge of some 1.4 million students. There are also signs liberals have failed to regain the broad trust on education they once held with voters.

“Neither the administration, nor the left, has offered an alternative to the private school choice options that Republicans are offering,” said Elorza, a former mayor of Providence, R.I., who supported then-Gov. Gina Raimondo’s bid to have the state take over his city’s troubled school system and made headlines when he declared his family would not send their young son to the city’s public schools.

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?

Kelly Meyerhofer:

Joe Gow, the longest-serving current chancellor in the University of Wisconsin System, announced plans Wednesday to step down as leader of UW-La Crosse at the end of the 2023-24 school year.

Gow, 62, will transition to a faculty role after more than 17 years leading the 9,400-student campus.

Enrollment at UW-La Crosse last fall was slightly larger than when Gow started in 2007, a remarkable feat for the chancellor of a regional campus at a time when fewer students are available to recruit and an increasing share of them are opting out of four-year college degrees.

The university’s finances are also stronger than most other regional UW campuses, finishing the 2023 fiscal year without a deficit.

“It’s a team effort, of course,” Gow told the Milwaukee Journal Sentinel. “If I’ve been successful at anything, the main thing I’ve done is getting the right people into the right leadership positions to make things happen.”

Corrine Hess:

Milwaukee’s college prep programs have shown improvement in growing academic achievement for Hispanic children, but not Black students. And access to programs are often too limited to create institutional change across the city.

Those findings are part of a recent report by the Black and Latino Ecosystem and Support Transition, or BLEST, Hub at Marquette University which highlights the Black and brown college student perspective.  

The group began in 2019 as a collaboration of Marquette, the University of Wisconsin-Milwaukee, Milwaukee Area Technical College and Milwaukee Public Schools to build a greater understanding of the needs of Black and brown students in Milwaukee. 

As Milwaukee’s Hispanic population has grown over the last 20 years, there have been increasing efforts by many charter and choice high schools and the city’s universities to intentionally interact with Latino students.  

Over the last decade, Cristo Rey, two of the Carmen Schools and St. Augustine Preparatory Academy opened on the city’s south side. During that same time, Hispanic enrollment increased 114 percent at Marquette University and 76 percent at UW-Milwaukee, the report found.  

Walter Lanier, CEO of the African American Leadership Alliance of Milwaukee and one of the founders of the BLEST Hub, said the strides made for Hispanic students are good. But Black students continue to need support.

Will Flanders

As private school choice programs expand at a rapid pace across the nation, a common complaint is that they will harm public schools. In Wisconsin, where a large increase in private school choice funding was recently passed, a state senator claimed that public schools would be “defunded,” despite $1 billion in public school increases being passed at the same time. In Iowa, where a ground-breaking Education Savings Account was passed earlier this year, the director of Iowa’s School Board Association complained that the funding “can be better spent serving the 485,000 students in public schools, given the needs that they have.” With school choice options growing across the nation, it is important for policymakers to know whether these complaints are valid. Fortunately, new research is able to answer this question.  

We analyzed data from Wisconsin, where one of the nation’s oldest school choice programs began in Milwaukee in 1990. In addition to the Milwaukee program, Wisconsin has been home to a statewide school choice program since 2013, providing a lengthy time frame to study. We compared public school proficiency outcomes across districts as enrollment in school choice increased. Contrary to the doom-and-gloom predictions of some choice opponents, we found that there was no impact on math outcomes, and a positive relationship to reading outcomes—as choice enrollment in a district increased, so did public school test scores. In other words, the growth of school choice did not harm public schools and may have even helped them.

Scott Girard

In total, the 2023-24 preliminary budget spends $581 million. The board will vote on a final budget in October after enrollment is finalized.

The budget includes a deficit of $15 million for this year, but $11.5 million in ongoing costs are covered by one-time federal COVID-19 relief money that won’t be available next fall — meaning the 2024-25 budget is starting in a much larger hole.

That means the district will likely need to make cuts and ask voters in another referendum for more property taxes to fund operations. Former School Board member Christina Gomez Schmidt, who led the committee that developed the budget this spring until she left her seat in April, said during public comment Monday that “overextending the current budget will create challenging budgets going forward.”

“This budget will make the fiscal cliff even higher without a plan that I can see to address the long-term shortfall it will create,” she said, acknowledging the importance of investing in staff.

Current board members have also acknowledged the difficult year ahead, and interim Superintendent Lisa Kvistad, at her first full board meeting in the role Monday, said the budget “demonstrates how we value our staff” and invests in classrooms.

“While federal pandemic funding will go away after this fiscal year, our needs will not,” Kvistad said. “Therefore, the board of education, myself and my cabinet will continue to look at where we can adjust, repurpose and find additional sources of revenue.

“We have decisions to make, and we can make them together.”

Tax rates will drop from $9.97 per $1,000 of property value to $9.10. With home assessments increasing, though, the average homeowner will pay an additional $104.05 toward the school district, according to the preliminary budget.

“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:

These changes bring the scholarships to 73% of per-pupil union school funding from about 61%, according to the Wisconsin Institute for Law and Liberty (WILL). It’s the biggest school-choice advance in the state in years. Charter schools also get a per-pupil boost of $1,727 to $10,991. A voucher program for special needs students increases by about $1,600 to $14,671 per student. A proposal at play in the Legislature’s budget negotiations could increase the voucher and charter amounts hundreds of dollars more.

Based on a survey of school leaders with School Choice Wisconsin last year, WILL estimates that at least 18,000—and likely thousands more—voucher seats could be created thanks to the larger scholarships. At least one private high school in Milwaukee that closed last year cited “inadequate” state funds as a factor. Some high school leaders interviewed by School Choice Wisconsin said their schools’ viability was in doubt without an increase in the voucher amount.

Democratic Gov. Tony Evers has been hostile to school choice, including attempting to freeze enrollment at schools that take the vouchers. But he signed the bill last week, and part of the deal is $1 billion in additional funding for union-run schools. Two Democrats in each chamber also voted for the bill.

Jessica Grose:

The number of school-age children in America is declining. At least one reason is the fallingbirthrate after the Great Recession. And declining university enrollment based on a lower school-age population — which has been described as a “demographic cliff” — is something that some colleges are already grappling with.

K-12 public school systems around the country are facing a similar demographic reality. Declining enrollment hit cities like Chicago and states like Michigan before Covid, and the pandemic hit many other school systems — Philadelphia, New York City, Seattle and several districts in the Boston suburbs — like a wrecking ball. As The Times’s Shawn Hubler reported in May, “All together America’s public schools have lost at least 1.2 million students since 2020,” according to a survey from the right-leaning American Enterprise Institute.

Choose Life.

Michael F. Shaughnessy, via email:

1. Rick, COVID came, it saw, and it conquered, and it impacted a lot of schools. In your new book, The Great School Rethink, you discuss the pandemic’s effects and the aftermath. Can you talk a bit about the consequences of COVID-19 on the education system?

Look, during COVID-19, when schools shuttered across the nation, educators and families suddenly had to scramble. The shift to remote learning spurred new practices and led teachers to explore new skills and attempt new strategies. The pandemic altered household routines and upended how tens of millions of families interacted with schools. Even as schools opened back up, disruption lingered. Students had suffered staggering learning loss. Behavioral and disciplinary issues were rampant. Enrollment in the nation’s public schools declined by more than one million students, the biggest drop ever recorded. Schools struggled mightily to answer the challenges of a once-in-a-century cataclysm highlighted and exacerbated longtime frailties that were hiding in plain sight.

2. One consequence of COVID was a switch to online instruction for many students. How do you think this worked out?

Initially, harried school leaders responded to school closures by throwing classrooms online—telling unprepared teachers to essentially move their classroom onto a screen filled with glazed-eyed, muted kids. Some schools even implemented a widely reviled practice, derisively termed “Zoom in a room,” in which masked students sat six feet apart in classrooms staring at screens, supervised by a nonteacher, while their teacher taught remotely. This stuff was a debacle. It was glitchy, rote, and dehumanizing. It was technology at its impersonal worst.  

This was always going to make for a worse experience. At the same time, online instruction created new opportunities for instructional delivery. Just three or four years ago, the technology for virtual tutoring was something totally alien to most parents and teachers. Today, millions of families think it’s no big deal to enroll kids in online courses, when appropriate, and students are more acclimated to such settings. Used well, this potentially opens a whole world of opportunities to customize course-taking and instructional support.  

3. As we “catch our breath” and transition back to normal in education, we may have an opportunity to re-evaluate and re-assess what we are doing. But are people doing this? If not, how would you recommend people go about it?

Some of the early signs aren’t promising. When funders, advocates, and the US Secretary of Education started burbling about the need for a post-pandemic “Great Reset,” the grandiose rhetoric left me cold. Look, given what I do all day, I’m well aware that the easiest thing in the world to do is talk about school improvement. It’s a whole lot easier to write white papers, deliver keynotes, and churn out colorful PowerPoints than to change things in real schools for real kids.  

As I pondered the opportunities to do better, it struck me that there’s less need for a Great Reset than a great rethink. Instead of more self-assured answers, there might be more value in helping to ensure that we’re asking the right questions. If that impulse doesn’t come naturally to many of those passionately seeking to improve schools, that just may make it all the more necessary.  

4. In The Great School Rethink, you address some of the issues coming out of the pandemic. What do you see as the main challenges for education leaders?

Here’s how I see it. As families, communities, and neighborhoods dealt with the fallout from COVID-19, many things became newly clear. Too much school time gets wasted. The parent-school relationship has grown distant. Families need more and better school options. Schools are too inflexible and don’t make good use of new technologies. This doesn’t mean that we need yet another eleven-point plan from on high. Leaders should resist the impulse to come up with those complicated plans, and instead ask hard questions about how schools use time and talent, what they do with digital tools, and how they work with parents. 

5. What has COVID taught us about what makes an effective teacher?

During the pandemic, I heard a lot of highly regarded teachers saying that they were having trouble adjusting to online teaching—that their repertoire wasn’t designed for pixel-based instruction. At the same time, plenty of school leaders remarked that they were pleasantly surprised to find that teachers who’d sometimes struggled in classrooms were surprisingly adept when online. The pandemic taught us that some in-person skills translate to remote learning, but not all of them. And remote learning may utilize skills that don’t count for as much in person.  

This can all get pretty complicated. But one simple takeaway is that it’s nuts to solely think of teachers as either “good” or “not good.” When we say that an educator is effective, the first question should be “At what?” And the second question should be, “How do we get them doing more of what they’re effective at?” 

6. I hear from a lot of educators that we need more time in the school day or year. Do you agree that we need to extend those to make up for lost time during COVID?

Advocates and public officials have long argued that American students need to spend more time in school. Reformers will insist that American students spend too little time in the classroom compared to their international peers. But the Organisation for Economic Co-operation and Development reportsthat, on average, U.S. students attend school for 8,903 hours over their first nine years in school—which is 1,264 hours more than the OECD average.

It turns out that enormous amounts of time get wasted in the school year. For instance, researchers studying schools in Providence, Rhode Island, estimated that a typical classroom in a Providence public school is interrupted over 2,000 times per year and that these interruptions combine to consume ten to twenty days of instructional time. Before locking kids into dingy school buildings on a sunny afternoon or warm summer’s day, we should first be sure that we’re productively using the 1,000+ hours a year that schools already command.  

7. In The Great School Rethink, you talk about what teachers actually do during the school day. Can you share some of your thoughts on this?

Teachers perform many, many different tasks each day. They lecture, facilitate discussions, grade quizzes, monitor hallways, fill out forms, counsel kids, struggle with obstinate technology, and much else. Yet when I work with teachers, they almost invariably report that they’ve never been part of a meaningful effort to unpack what they do each day. That makes it tough to know if time is being used effectively or what might be done differently. 

If you get teachers to list out what they do each day, you’ll often find that many teachers are spending a lot of time on things that they don’t think matter the most for kids. Post-Covid, school leaders should start asking how they can get teachers to do more of the hand-on-shoulder work that makes the profession meaningful. 

8. There’s a lot of concern right now about students’ mental and emotional well-being. Given what we saw during the pandemic, is that a product of technology? Or is there any way that these new technologies can help with that?

It’s clear that kids’ mental health took a beating during the COVID-driven isolation. Today, kids are enmeshed in fewer social networks than ever before. They are far less likely than they once were to engage in things like church groups, the Boy Scouts, and 4-H clubs. One oft-overlooked downside of this isolation is that kids now encounter fewer potential mentors, which matters for everything from learning to college admissions to landing a job.  

Technology can help with some of this. They can provide students, especially those who don’t have a lot of educated adults in their lives, with access to mentors they might not otherwise encounter. For instance, platforms like ImBlaze and Tucson, Arizona-based CommunityShare streamline the act of locating experts and potential partners. School systems can partner with these agencies to increase student engagement with potential mentors. This is the human dimension of mentoring, which is something that risks getting lost in all the enthusiasm for AI-enabled tutoring. 

9. Rick, after the pandemic, there has been a lot of consternation about school choice laws coming out of red states. Can you tell us about what’s going on here?

You’re right to be puzzled about the proliferation of school choice laws, commonly billed as education savings accounts. Essentially, they entail states depositing a student’s education funds into a dedicated account which families then use to mix-and-match education goods and services from schools and other providers. ESAs are, in large part, a response to the limits of school choice. School choice isn’t a great solution for parents who like their schools but have more specific concerns.  

And given that the lion’s share of parents say they like their kid’s school, this means that school choice isn’t much help for many students or families. But because these programs frequently require parents to pull their children from public schools to be eligible for the ESA, are subject to a variety of restrictions, depend mightily on execution, and may be available to only a limited number of families, we’re a long way from the kind of radical evolution that supporters seek and critics fear. 

10. Who is publishing your book and how can interested readers get a copy?

The Great School Rethink was published by Harvard Education Press. Readers can purchase a copy on Harvard’s website, or through familiar platforms like Amazon or Barnes & Noble. And, if you visit just the right bookstore, you may be able to pluck a copy off the shelves. 

I should say that any readers interested in ordering bulk copies for professional development or book clubs can reach out to my assistant, Greg Fournier (greg.fournier@aei.org), who will be happy to work with Harvard to get them the best possible price.

Learn more, here.

Tim Higgins:

The first prin­ci­ples process in­volves en­vi­sion­ing what ul­ti­mate suc­cess looks like and then be­ing open to any path that leads there. Even some­thing so in­grained in tra­di­tional school­ing, such as ac­cred­i­ta­tion, showed how Musk’s mind ap­plied first prin­ci­ples rea­son­ing in de­ci­sion mak­ing, rais­ing very sim­ple ques­tions: “What’s ac­cred­i­ta­tion? Why does it ex­ist? What’s it for? What’s the cost? What’s the op­por­tu­nity cost of do­ing that?”

Meanwhile, Madison largely continues with a static k-12 system. This despite long term, disastrous reading results.

Scott Girard:

A report last month showed that students in Madison schools’ full-day and half-day 4-year-old kindergarten programs had similar academic gains over the 2021-22 school year.

The results of the study, which covers the first year of the Madison Metropolitan School District’s full-day 4K program, weren’t a surprise to Director of Early Learning Culleen Witthuhn, given how “tricky” it is to look at academic information for 4-year-olds.

Plus, Witthuhn said, the full-day 4K implementation wasn’t necessarily about seeing better test results for 4-year-olds.

“(That) really wasn’t our goal or our intent,” Witthuhn said. “It was really to provide access to families who typically might not have been able to have any high-quality, early learning experiences at all otherwise.”

Accessing half-day programming can be difficult for families experiencing homelessness, or who have parents or caregivers who work full-time throughout the day, Witthuhn said. 

Full-day programs in MMSD, on average, included more students of color and children whose parents did not attend college compared to the half-day programs, according to the Madison Education Partnership study.

The district began its full-day 4K program in fall 2021 and expanded it for this school year, with enrollment growing from 237 in the first year to 417 in the second.

This fall, it will once again grow with five more classrooms at additional 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?

Alex Gutentag:

What makes the NEA’s bargaining approach so remarkable is the fact that this union and its counterpart, the American Federation of Teachers (AFT), have recently inflicted profound racial and social injustice on the country’s school children in the form of extended school closures.

As an Oakland public school teacher, I was a staunch supporter of the teachers union and was a union representative at my school for three years. In 2020, however, I began to disagree with the union when it prevented me from returning to my classroom long after studies proved that school reopening was safe, even without COVID-19 mitigation measures. In my experience, the union’s actions were not motivated by sincere fears, but rather by a desire to virtue-signal and maintain comfortable work-from-home conditions.

Although union bosses like Randi Weingarten continue to obfuscate their role in school closures, the historical record is clear: The union repeatedly pushed to keep schools closed, and areas with greater union influence kept schools closed longer. Politicians, public health officials, and the media certainly had a hand in this fiasco, but the union egged on dramatic news stories, framed school reopening as a partisan issue, and directly interfered in CDC recommendations. Teachers saw firsthand that virtual learning was a farce and that children were suffering. While there may be plenty of blame to go around, teachers’ abandonment of their own students was a special kind of betrayal.

I am well aware that there were many problems plaguing public education before school closures, and that teaching was a challenging and exhausting job. Today, however, the crisis teachers face is an order of magnitude worse than it was in 2019, and this crisis is almost entirely self-inflicted. Public school enrollment is plummeting, kids are refusing to go to school, and disciplinary problems are spiraling out of control.

Many districts are in freefall. In Baltimore, one high school student told the local news that, “The rising number of violence within city public schools has been unfathomable.” More than 80% of U.S. schools have reported an increase in behavior issues. Nearly half of all schools have teacher shortages, and teachers continue to leave in droves.

Nationally, the chronic absence rate doubled, and it is not showing signs of improvement. In one San Francisco elementary school, almost 90% of students were chronically absent in the 2021-22 school year. In New York City, 50% of all Black students and 47% of all Latino students were chronically absent. Parents have no idea how far behind their kids really are, and schools cannot repair learning loss on a mass scale because the available workforce is simply not up to the task.

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?

Scott Girard:

This year, the two sides are about $11.7 million apart, with MMSD offering a 3.5% increase in its draft budget and MTI, the teachers union, asking for the maximum 8%. MTI, as it did last year, has rallied and spoken out publicly about its concerns should the district remains at 3.5%, including intensifying the district’s ongoing staff shortage.

District officials have said the 3.5% is the best they can do right now amid uncertainty surrounding the state budget and long-term fiscal challenges like decreasing enrollment and the coming end of federal COVID-19 aid.

Below, the Cap Times explains the numbers behind the disagreement. (Budget deep dive)

“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?

Scott Girard;

The encouragement comes as the union and the Madison Metropolitan School District disagree over a proposed wage increase in next year’s budget, among other items. Hundreds of MTI members and supporters showed up to the April School Board meeting, where the 2023-24 budget proposal was made public, to demand an 8% increase in base wages and smaller class sizes.

In a challenging budget cycle full of uncertaintyover what the state will provide, the district’s current proposal includes a 3.5% base wage increase.

Teacher Appreciation Week runs May 8-12 this year. Last year during Teacher Appreciation Week, MTI and the district officially exchanged proposals for base wage increases that were significantly far apart.

“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?

Kelly Meyerhofer and Drake Bentley:

Cardinal Stritch University, which has been serving students since 1937, is closing its doors at the end of the spring semester, the college president announced Monday.

“We’re all devastated by this development, but after examining all options this decision was necessary,” President Dan Scholz said in a video announcement. “I wish there was a different path we could pursue. However, the fiscal realities, downward enrollment trends, the pandemic, the need for more resources and the mounting operational and facility challenges presented a no-win situation.”

The university Board of Trustees recommended the closure to the Sisters of St. Francis of Assisi after determining the Fox Point school “could no longer provide high-quality educational experiences our students deserve,” he said. The Sisters accepted the recommendation and set the closing in motion, Scholz said.

The announcement came as a shock to the close-knit campus, and to its broader community.

Rex Ridgeway

All parents want opportunities for their children to excel academically. However, reaching the top in math at San Francisco Unified School District, is like climbing a cactus tree. It’s going to hurt.

At SFUSD, a math curriculum limiting student advancement currently exists; especially hindering socio-economically disadvantaged students from advancing in math. This is counter to what parents expect from a school district.

In 2014, SFUSD denied access to algebra 1 for all eighth graders, regardless of their preparation and motivation, justifying this with the word “equity.” SFUSD subsequently claimed success, but inquiring community members were denied access to supporting data. Obtaining data through public records requests, the district’s success claims were exposed to be grossly misrepresented.

SFUSD claimed algebra 1 repeat rates were reduced, but this occurred by removing a post-course test requirement. SFUSD claimed an increased enrollment in advanced classes, but this occurred by calling a class “advanced” that was not. A lack of transparency, and manipulating data to justify policies, demonstrates how SFUSD operates.

The benefits of eighth-grade algebra 1 are clearly explained in an open letter signed by nearly 1,800 science, technology, engineering and math professionals. This course initiates a five-year pathway to STEM readiness culminating in AP calculus in 12th grade.

California Reading Report Card:

As in the 2019 Report Card, funding and share of high-need students had very little correlation with results. There are top performing districts with over 90% high-need enrollment, and low performing districts with less than 40%.

The clear message is that it is not the students themselves, or the level of resources, that drive student reading achievement – the primary drivers are district focus on reading, management practices, and curriculum and instruction choices. The top performing districts come in all types: urban, rural, and suburban, across 9 different counties, with high-need students levels ranging from 39% to 94%. Any district can succeed at teaching reading.

New this year is a break-down by percent of limited-proficiency English Learners (ELs). With ELs, districts are tasked with teaching both English and reading; short-comings in either will yield low results. Districts with higher shares of ELs may have lower results, but still out-perform many districts with a similar student mix by as much as 25 percentage points.

A very small number of districts (7 in total) bucked the pandemic-driven trend. Palo Alto Unified, one of 2019 lowest performers, improved by 9 percentage points, and was the state’s most improved district. Their Every Student Reads Initiative, started in 2021, appears to be having positive impact. Newark Unified improved by 5 percentage points.

How the Rankings Work

Districts are ranked by the percent of economically disadvantaged Hispanic/Latino (Latino) students who “meet or exceed” grade level for the CAASPP 3rd grade ELA test in 2022. For measuring improvement, we compared to the same results for 2019.

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.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Oliver Bateman:

But while his rhetoric is grabbing headlines, DeSantis’s battle for ideological control of curricula is merely a distraction from the much greater crisis in education — the one that troubled me during my own time in academia. Instead of kvetching about CRT and bathroom access, our governors ought to be completely restructuring the country’s lower-tier state universities, which, aside from one or two flagships per state, are generally third-rate operations. Nationwide college enrolment has declined by 9.4% in the past two years, and these schools have been hit especially hard. State-funded universities are having their budgets slashed and adjuncts are even more overworked and underpaid; there is more focus on ineffective online classes, and worse learning outcomes for students who have been paying to watch ill-run Zoom courses in their cramped dorm rooms.

DeSantis’s own state is a textbook example of academic bloat. The State University System of Florida consists of 12 public universities, with 341,000 enrolled students, of which only four are engaged in what the Carnegie Classification of Institutions of Higher Education refers to as “very high research activity”. The rest of these institutions, such as the enormous Florida Atlantic University, are vast and shabby post-secondary “student warehouses”, similar to UT-Arlington.

It is these universities, not the tiny New College of Florida, that constitute the real threat to public education — and not because they are “woke”, but because their retention and graduation rates are horrific. They are enrolling students, taking their federally-subsidised student loans, and barely graduating around 50% of them. The students, mostly commuters unsure of what to do with themselves but unable or unwilling to enter the workforce after high school, drift in and either drop out immediately, pocketing their first helping of financial aid, or linger forever, accumulating vast amounts of debt for a degree in a vague, meaningless subject like “Communications” or, as at UT-Arlington, “University Studies”.

The more complicated the system becomes, the more difficult it will be to reform it. America’s public post-secondary education depends on a welter of separate and sometimes overlapping budgets, but to be eligible to get a cut of the all-important $235 billion pool of federal financial aid, colleges have to meet Kafkaesque accreditation standards. Each state works with a cartel-like private accreditor, subjecting all universities to its review, regardless of the ambitions or capabilities of their student bodies. Typically, the result is a report that numbers hundreds of pages with innumerable recommendations, which creates absurd amounts of work for administrators and often drives excessive spending increases in order to meet supposed shortfalls in facility or faculty quality.

Scott Girard:

The debate also featured discussions about how high-density developments affect Madison Metropolitan School District’s student population and whether it is time to bring police back into schools.

Reyes said there is concern among some residents that large housing developments taking place all over the city are pricing some families out of areas and diminishing school enrollments. She said that as mayor she wants the school district to be represented on Madison’s Plan Commission so that schools have a voice in development proposals.

Rhodes-Conway pointed out that there already is a slot reserved for the MMSD superintendent on the Plan Commission but that no one from that office has ever decided to serve in the position.

“We have asked repeatedly to have the school district appoint someone to the Plan Commission,” Rhodes-Conway said. “They have declined so far, which I think is really disappointing. In the meantime, we need to listen to what the district has told us, which is that we need more housing.”

Reyes, who was Madison School Board president during much of the pandemic, said she did not see collaboration between the school district and the mayor’s office during her tenure.

“This is the first time I’ve heard that there was a relationship between the school district and the mayor’s office,” Reyes said about Rhodes-Conway meeting with the superintendent. “During the pandemic we were on our own and did not have the support of the mayor.”

“It’s possible the superintendent didn’t keep my opponent informed of his calendar, but we met every week during the pandemic about how we could keep schools safe, keep kids fed and do virtual learning for kids who could not learn at home,” Rhodes-Conway replied.

On the topic of school safety, Rhodes-Conway pointed to the city’s Community Alternative Responsive Emerging Services, or CARES – a unit dedicated to deescalating tensions during a mental health crisis – as a program that could help school safety. CARES started in September 2021 during Rhodes-Conway’s first term as mayor.

Reyes said she believes it is time to consider whether to return school resource officers to school beats. Reyes, a former law enforcement officer, voted against removing police from schools prior to the pandemic during her tenure on the School Board, but then reversed course in the wake of George Floyd’s murder and voted to remove the resources officers from Madison schools.

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.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Kimberly Wethal

“In Africa, for example, our people were using WhatsApp to study — that’s not the way to study, WhatsApp is a platform for communication,” Kabre said. “We can do better, and in fact, we can do even something much bigger that can really cover more areas, and also partner with institutions to have good content.”

For MATC, also known as Madison College, its partnership with Kabre fits neatly into one of its established initiatives. As part of its Africa Initiative, MATC sees the continent as an area of growth, both in terms of curriculum and international student enrollment. About 70% of sub-Saharan Africa’s population is under the age of 30, but there’s a skilled labor gap — less than 10% of traditionally college-age people there are enrolled in a post-secondary program and there are not enough universities to meet demand.

MATC signed partnerships with Kenya-based Rift Valley Institute of Business Studies and the University of Gambia last fall and is collaborating with UW-Madison to craft an African Studies certificate that could launch as early as this fall.

“The discussion we’ve had over the past few months (is) how can we assist those countries here in Africa to see some of the educational programs that we have?” MATC President Jack Daniels said. “It also fits within our mission of providing training, and we’ve done a great job here in the state of Wisconsin in terms of providing the types of skill-based training folks need for jobs.”

Texas Education Agency:

Each school district and open-enrollment charter school shall provide for the use of a phonics curriculum that uses systematic direct instruction in kindergarten through third grade to ensure all students obtain necessary early literacy skills (TEC §28.0062)

Texas Education Agency:

Each school district and open-enrollment charter school shall provide for the use of a phonics curriculum that uses systematic direct instruction in kindergarten through third grade to ensure all students obtain necessary early literacy skills (TEC §28.0062)

Olivia Herken;

The district doesn’t need to approve any new funds to provide this raise, and instead, the enrollment for summer school this year will be capped at 4,000 students to be able to hike pay within the already approved budget.

The pay raise increases staffing costs from $2.8 million last year to $3.5 million.

Green said every year the district invites about 7,000 students to apply for summer school, and hears back from about 4,000 to 5,000. On average, about 5,500 students are served. Last year, there were about 3,520 students who were enrolled at the start of summer.

Although no new funding needs to be approved, the School Board will vote on the item next week largely to update the district’s handbook to give more flexibility for summer school pay in the future and start the base pay at $28 going forward.

“Summer school is an important tool to maintain and advance academic and social outcomes for our students and our ability to staff this program is important,” Madison School Board Member Savion Castro said at a work group meeting Monday. “I am impressed that we have found a way to include some level of pay increase for staff in this program so that we can fully staff it while keeping in the same funding footprint as prior years.”

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?

Olivia Herken:

Enrollment in Wisconsin’s traditional public schools has continued to decline since the start of the pandemic.

There isn’t a single answer as to where students are going and why. A nationwide declining birth rate and changing trends in where families live are big contributors.

But there’s clearly a growing appetite in Wisconsin for more alternative schooling, including charter schools and home-schooling.

Ten new independent charter schools have opened across the state since 2019, with 35 options now available. Other options that break the traditional mold have also sprouted, from a new forest school in La Fargeto an expanding campus at Madison’s private Hickory Hill Academy.

2011: a majority of the taxpayer funded Madison School Board aborts the proposed Madison Preparatory Academy IB Charter School in a 5-2 vote.

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?

Scott Girard:

UPDATE: In a letter to the editor submitted to the Cap Times after the article below was published, One City Schools founder and CEO Kaleem Caire wrote that the school would not count the ninth and 10th grade students who will be leaving for enrollment purposes.

“This would be disingenuous, and we do not operate this way,” Caire wrote. “We could do this, but we won’t.”

Department of Public Instruction communications specialist Chris Bucher wrote in an email Wednesday afternoon that the department’s requirements for enrollment remain in place, meaning a student must be both enrolled and in attendance on the day of the second Friday count or in attendance on a day both before and after the count, in the case of an absence on the count day.

With One City’s high school classes continuing until Jan. 20, it remains unclear what will happen if students are still attending One City but not counted as part of the school’s enrollment.

Caire’s full letter can be read here.

Olivia Herken also fails to note Madison’s enormous K-12 funding, now about $23k/student annually.

There are two enrollment counts a year: One on the third Friday in September, and another on the second Friday in January, which is this week.

Independent charter schools like One City receive four payments from the state throughout the fiscal year based on that year’s enrollment.

These funds are the primary source of state aid for independent charter schools, Bucher said, and are based on a rate set by the state (this year’s is $9,264 per student) multiplied by how many students are enrolled.

An analysis of outcomes and spending would be useful as well.

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?

Former Madison Mayor Dave Cieslewicz:

MTI wants One City to fail, but our community should want it to succeed. Caire has the right ideas but he’s taking on a very tough task. He is focussing his entire program on reaching kids, especially poor Black kids, who have the deck stacked against them. He is emphasizing order, discipline and high expectations. He’s providing structure for kids’ lives that is often lacking at home.

This is going to take time. One City started in 2018 with preschool and kindergarten and has been adding a grade each year. The community should rally around One City, get it through it’s growing pains, allow it to build out to a complete K-12 program and see what happens. Because I think that what will happen will be excellent.

Ben Chapman & Andrea Fuller:

Public schools in the U.S. have lost more than a million students since the start of the pandemic, prompting some districts across the country to close buildings because they don’t have enough pupils or funding to keep them open.

The school board in Jefferson County, Colo., outside Denver, voted in November to close 16 schools. St. Paul, Minn., last summer closed five schools. The Oakland, Calif., school board last February voted to close seven schools after years of declining enrollment and financial strife.

Scott Girard:

In her message to constituents, Gomez Schmidt listed a series of district accomplishments in her three years on the board, including navigating the pandemic, adopting new K-5 reading curriculums, investing in the “science of reading” and seeing the community approve a record referendum.

“I am grateful that this experience has challenged me in how I think about achievement, disparities, privilege, and opportunity,” she wrote, coming one day after a vote on standalone honors classes. “My sincere hope is that we can collectively find ways to continue to have necessary and challenging discussions with respect for one another. Our children deserve to see us model how to collaborate and build consensus to solve complex problems.”

Thanking her supporters for the opportunity to serve in the role, Gomez Schmidt also looked forward, writing that the district “must decide what we expect from, and for, our public schools,” which face “significant” challenges.

“Declining enrollment, disparities in achievement, staff recruitment and retention, needed investment in our aging facilities, and a clear, multi-year strategic plan are a few of these,” she wrote. “Yet we have a Governor dedicated to education, incredibly strong support for public schools in Madison and Fitchburg, and a developing vision for the future.

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?

Zachary Marshall:

Cazenovia College, a small, picturesque school outside of Syracuse, New York, is shutting down after nearly 200 years in operation due to severe financial circumstances.

I grew up in the Village of Cazenovia and my first college teaching position was at Cazenovia College. The school’s approaching closure at the end of the spring 2023 semester is a huge loss for the local community.

For the rest of the country, Cazenovia College exemplifies trends and data points that have plagued academia since COVID-19. At the time of the closure announcement in December, the College’s enrollment was down 40% from its peak after it spent large sums on “technology and campus safety measures.” Between 2020 and 2022, American colleges and universities experienced a 3.5% total decline in enrollment, largely driven by the pandemic.

Founded in 1824 as a Methodist seminary, Cazenovia College subsequently evolved into a non-sectarian junior and women’s college before becoming a co-educational bachelor’s-degree-granting institution in 1988. The college also boasts Stanford University founder Leland Stanford as an alumnus, local news outlet Syracuse.com recently reminded its readers.

John D. Harden and Steven Johnson

The pandemic transformed the landscape of K-12 education. Some parents withdrew their kids from public school and placed them into private or home schools. Their reasons varied: Many preferred private schools that offered in-person instruction; others distrusted public schools’ pandemic precautions.

It’s not clear whether those trends will stick, and the factors are complex. So far, data show that since 2019, private enrollment is up, public enrollment is down and home schooling has become more popular. Families flocked to private and home schools at the greatest rate in a decade, according to American Community Survey estimates from the U.S. Census. The government projects that K-12 public school enrollment — already facing demographic pressures — will drop further to about 46 million students by fall 2030, according to the National Center for Education Statistics, reversing decades of growth.

The Washington Post Magazine asked parents why they chose private or home schooling, and what the right to control their child’s education means to them. In written responses, many parents said they believed their child’s special needs or abilities were best served in a private school. Others thought public schools focused too much on teaching to standardized tests and not enough on social and emotional learning. Still others wanted to raise their children in the tradition of their faith — the sort of decision at the core of Pierce v. Society of Sisters.

Jeff Miller:

Participation trophies are a good way to elicit eye rolls: Let’s not salute someone for merely showing up.

But no one has yet created an award that could properly honor what three cross-country runners from tiny Valentine School accomplished by completing the class 1A state meet held earlier this month at Old Settlers Park in Round Rock.

Junior Eduardo Cardenas-Ramirez finished 36th; his older brother, senior Erick Ramirez, placed 85th; and sophomore Robert Alvarado came in 102nd in a field of 146 top qualifiers from around the state. Why would that be worth recognizing? Because the three runners make up 60 percent of their school’s entire male enrollment, and the town of Valentine, located about 35 miles northwest of Marfa and 25 miles east of the Mexico border, is home to an estimated 73 total residents.

Early on the Thursday morning before the meet, Valentine’s cross-country contingent—McWilliams, assistant coach and social studies teacher Bianca Porras, and the four runners—boarded the school’s Suburban for the nearly five-hundred-mile ride to Round Rock. The trip would have normally taken about seven and a half hours, but Porras built in some educational stops along the way. They headed to San Antonio before going up Interstate 35, with visits to the Alamo, the River Walk, and, by spontaneous popular demand, the Buc-ee’s in New Braunfels.

Kevin Drum:

There is probably no force in the universe that can stop the Times and other big news outlets from publishing this drivel. But I can keep trying. Here’s a chart that’s different from others I’ve published on this subject, but amazingly says the exact same thing:

There is no tsunami of teachers quitting. The quit rate has been flat for the past few years and this year it’s down. The average quit rate in 2022 is within a tenth of a point of the average rate in 2019.

There is no massive outbreak of unfilled job openings. Over the past five years, total K-12 student enrollment has been absolutely flat and the number of new teacher hires has been precisely the same as total separations.

The number of unfilled job openings is higher than it used to be, but this is most likely due to an increase in indirect teaching jobs: diversity coordinators, special ed supervisors, senior mentors, etc.

I need to be very clear here: None of this means there are no problems in our schools. None of this means teachers don’t have legitimate gripes. And none of it means there are no teacher shortages anywhere.

Olivia Herken:

We have extended ourselves beyond a balanced budget with this calculated use of fund balance to make this historical investment in our hourly staff,” board member Christina Gomez Schmidt said, “which we have heard is very important.

“I do want to recognize that our obligation in the next year’s planning and budget is to make the structural changes that we indicated would be needed to balance this investment and not create a structural deficit for future budgets,” she said. Some of those proposed structural changes include repurposing or eliminating 100 positions in the district.

“I know this discussion tonight is about the 2022-23 budget, but beyond this year I’m concerned about future budgets and the future of funding for public education in Wisconsin,” she said.

Board member Savion Castro said, “I think we’re going to have to look at another referendum in the coming year or two, given our fiscal situation.” (Taxpayer supported political activity)

Madison taxpayers have long spent more than most k-12 school districts, now more than $22,000 per student.

Scott Girard: It continued the ongoing drop since the onset of the pandemic, which has seen the district go from 26,977 students in fall 2019 to 25,244 in this year’s “third Friday count,” which is completed on the third Friday each September. This year’s drop, however, was smaller than the past two years, which saw drops of 1,032 and 470 students.

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?

Sarah Karp:

One of the justifications given for phasing out the West Side’s Crane High School is that most students in the attendance boundary are “voting with their feet” to go elsewhere. Only 17 percent of the students living in the neighborhood this year attend Crane, notes Chief Portfolio Officer Oliver Sicat.

But Crane’s situation is far from unique. In just the last five years, the percentage of students attending their neighborhood high school fell by 10 percent, from nearly half in 2006-2007 to about 37 percent in 2010-2011, according to a Catalyst Chicago analysis of CPS data.  

Five years ago, no high school enrolled fewer than 20 percent of the students in its attendance area.  Last year, nine schools did, and Hirsch and Tilden enrolled just 13 percent of students in their neighborhood.

Dyett High School in Washington Park, also slated for phase-out and eventually closure, enrolls 19 percent of its area’s students.

The flight from neighborhood schools is not just happenstance: It is the result of the district’s orchestrated policy to give students more choices. Those choices include magnet and selective enrollment high schools, which have been a mainstay for years. But over the past decade, the number of options grew significantly, with charter, military and contract high schools opening up. They now serve 26,000 students, five times the population these new schools enrolled in 2000.

Wall Street Journal:

In response to the concerns raised by Professor Michael Thaddeus on his faculty website, the school said in Junethat it would review past years’ data submissions and wouldn’t participate in this year’s U.S. News & World Report ranking of the nation’s best colleges. …

Also Friday, the school released two sets of numbers for what is known as the Common Data Set, a standardized set of figures that schools can voluntarily publish detailing information about student enrollment, graduation rates, financial aid and faculty, among other subjects [Understanding Columbia’s Common Data Set].