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A Professor Claimed to Be Native American. Did She Know She Wasn’t?
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.
“one-stop-shop’ for information about Wisconsin’s PUBLIC schools”
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.
62% of Americans Lack College Degree. Can They Solve the Labor Shortage?
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.
Skills-Based Hiring: The Long Road from Pronouncements to Practice
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.
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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.
Notes on financing illegal immigration
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.
School districts need to debunk teachers’ unions misleading talking points on $pending
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.
Madison’s taxpayer funded K-12 systems’s lack of transparency
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.
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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?
Overall, the Taxpayer supported Madison School District plans to spend about $591 million this school year”
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 $19,164, in 2021-22, and had the lowest math scores.
Schools nationwide closed to in-person learning on the recommendation of federal health officials in March 2020 and in some cases, such as in Madison, didn’t fully reopen until the 2021-22 school year — a year and a half later. Public health researchers have long known that the old and the sick were most at risk of dying or developing serious illness from COVID-19, and research as early as the fall of 2020 indicated that in-person schooling did not create an elevated risk of getting COVID for students or employees.
While it’s not known to what degree closing schools curbed the spread of the disease, an October 2022 analysis by the joint Madison-Dane County public health agency of COVID hospitalizations and deaths linked to in-person schooling in Dane County showed there had been no deaths and eight hospitalizations among school populations — six of students and two of teachers.
One school-age person in Dane County, a 16-year-old boy, died of COVID-19, on Nov. 25, 2020.
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$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?
J.B. Pritzker vs. Catholic Schools
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.)
The Humanities Are Alive and Well in Utah
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.
Black students bypass neighborhood schools for other options more than any other group. Two moms explain their different choices
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.
Leaders have put off making tough decisions about their public colleges for decades. The options have only grown more difficult
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….
Half Of High School Seniors Won’t Apply To Colleges Costing More Than $40,000
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.
Illinois School Climate
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.
St. Ambrose Catholic school to share space with residential apartments
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.
The Education Competition Index: Quantifying competitive pressure in America’s 125 largest school districts
By Amber M. Northern and Michael J. Petrilli
We at Fordham view this as a healthy development, both because we believe in the fundamental right of parents to choose schools that work best for their children, and because of the large and ever-growing research literaturedemonstrating that competition improves achievement in traditional public schools. That “competitive effects” are largely positive should be seen as good news for everyone, as all of us should root for every sector of American education to improve. And it means that the whole “school choice versus improving traditional public schools” debate presents a false dichotomy; we can do both at the same time. Indeed, embracing school choice is a valuable strategy for improving traditional public schools.
Yet, despite the amount of attention that school choice receives in the media and among policy wonks, politicians, and adult interest groups, the extent of actual competition in major school districts is not well understood. We were curious: Which education markets in America are the most competitive? And which markets have education reformers and choice-encouragers neglected or failed to penetrate?
Those questions prompted this analysis, conducted by David Griffith and Jeanette Luna, Fordham’s associate director of research and research associate, respectively. The study seeks to quantify the extent to which competition is occurring by estimating the number of students enrolled in charter, private, and homeschools in each of the nation’s 125 largest school districts in spring 2020 and then dividing that sum by an estimate of a given district’s total student population (which includes students in traditional public schools). The resulting quotient—the report’s measure of the competition facing a district—is the combined market share of all non-district alternatives. While this is not a perfect measure (we can’t account for inter-district open enrollment, for instance), it is as good an estimate as current data allow.
Notes on Wisconsin teacher compensation (focus on salary; no mention of district benefit spending)
“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.”
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
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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.
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
“Some schools with less than 5% proficiency in math and English are rated as “Meets” or “Exceeds” expectations on the current report card”
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?
“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”
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.
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Curiously, the article fails to include enrollment data….
Lawmakers approve changes to race-based programs at Wisconsin colleges
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.
How Early Morning Classes Change Academic Trajectories: Evidence from a Natural Experiment
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.
One Culprit in Rising College Costs: Administrative Expenses
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.
$pending more for fewer students: Madison
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
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?
We’ve lost our advantage on education’: Democrats grasp for wins on public schools
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.
Curious, context free school choice commentary
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?
Reflecting on 17 years leading UW-La Crosse
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.”
Commentary on Milwaukee College Prep Programs
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.
School Choice and Student Outcomes
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.
Notes on Madison’s $581M 2023-2024 K-12 Budget; property tax increases
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?
Wisconsin Ups the Voucher Ante
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.
Notes on Declining Student Population
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.
An Interview with Rick Hess: The Great School Rethink
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.
Rethinking core Governance Assumptions
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.
Madison full-day 4k students had gains similar to half-day peers
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?
How the Teachers Union Broke Public Education
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.
Boston now spends more per student than any other large school district in the nation
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?
Notes on Madison’s taxpayer supported K-12 school district $pending priorities; $597.9 million budget…
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?
Recently, Soros Funded Wisconsin Watch released articles criticizing the Wisconsin parental choice programs and incorrectly claiming that private schools may “discriminate.
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?
Notes on Madison tax and spending priorities
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?
The closing of a small college
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.
SFUSD’s delay of algebra 1 has created a nightmare of workarounds
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.
“the primary drivers are district focus on reading, management practices, and curriculum and instruction choices”
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?
America is fighting the wrong university wars
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.
PROOF POINTS: Criminal behavior rises among those left behind by school lotteries
Many major cities around the country, from New York and New Orleans to Denver and Los Angeles, have changed how children are assigned to public schools over the past 20 years and now allow families to send their children to a school outside of their neighborhood zone. Known as public school choice or open enrollment, this policy gives children in poor neighborhoods a chance at a better education. Many supporters hoped it could also be a way to desegregate schools even as residential neighborhoods remain racially divided.
However, a new study of public school choice in Charlotte, North Carolina, finds a deeply troubling consequence to this well-intended policy: increased crime.
Three university economists studied the criminal justice records of 10,000 boys who were in fifth grade between 2005 and 2008. Thousands wanted to go to highly regarded middle schools, some of which were in nearby suburbs of the large Charlotte-Mecklenburg school district. Seats were allocated through a lottery.
Madison mayor election and the taxpayer supported k-12 schools
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?
Madison College alum to bring business education to African students through new partnership
“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 k-3 Phonics Requirements
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 k-3 Phonics Requirements
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)
Notes on the taxpayer supported Madison Summer School Staffing plans
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?
Notes on growth in charter and voucher schools amidst decline in traditional “government” schools (who spend far more)
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?
K-12 taxpayer $pending reporting: early growth trees vs Madison’s $597M forest edition
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.
Public Schools Lost More Than One Million Students During Pandemic
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.
2023 Madison School Board election, Christine Gomez-Schmidt bows out
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?
An obituary for Cazenovia College, my hometown school
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.
Why Are Americans Fleeing Public Schools?
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.
This Tiny West Texas HS Has Five Boys. Three of Them Made the State Cross-country Meet.
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.
Is it worth another round on the mythical teacher crisis?
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.
“The Madison school district’s 2022-23 budget has increased from the preliminary $561 million budget adopted in June”
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?
Chicago Neighborhood high schools losing students
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.
Columbia Acknowledges Reporting Incorrect Figures in Past U.S. News Ranking:
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].
Elections and school choice
Pennsylvania Senate hopeful John Fetterman (D.) opposes vouchers that let children in failing public school districts attend private and charter schools. But the progressive champion, who lives in one of Pennsylvania’s worst performing school districts, sends his kids to an elite prep school.
Fetterman’s kids attend the Winchester Thurston School in Pittsburgh, where parents pay up to $34,250 for a “dynamic” learning environment and an “innovative” approach to teaching. They would otherwise go to schools in Woodland Hills School District, where graduation rates are far below the state average. The local elementary school that serves Fetterman’s town of Braddock is in the bottom 15 percent of the state in academic performance. Fetterman and his wife Gisele have sent at least one of their three kids to Winchester Thurston for the past seven years. A 2018 news article mentioned that Fetterman sends his kids to a private school in Pittsburgh, though the school was not identified. Gisele Fetterman has been a “WT parent” since at least 2015. Last year, Winchester Thurston praisedGisele, a “WT Mom,” for her help on an art project.
Fetterman’s embrace of school choice for his own family opens him up to allegations of hypocrisy on several fronts. Fetterman, the lieutenant governor, has made his Republican opponent Mehmet Oz’s wealth a centerpiece of his campaign. He has also called for increased funding for public schools, though by sending his kids to private school he is diverting funds from Woodland Hills under a state funding formula that awards money to districts based on enrollment.
K-12 Governance Climate: Washington DC Vaccine Requirement
Per D.C.’s Office of the State Superintendent of Education website, “Beginning in the 2022-23 school year, the COVID-19 vaccine is required for school enrollment and attendance in the District of Columbia for all students who are of an age for which there is a COVID-19 vaccination fully approved by the US Food and Drug Administration (FDA).”
As of right now, that means D.C. students aged 12 and up will have to be vaccinated or they will be unable to attend school in person.
The vaccine requirement makes D.C. an outlier in the nation, as many of the larger school districts recommend but do not require a COVID-19 vaccine in order to attend school in person.
The Daily Signal then asked the mayor about whether or not it was appropriate to respond to kids who aren’t vaccinated by forcing them to attend school virtually.
“You’ve never heard me say that,” Bowser said.
Alarming stories about a lack of teachers are nothing new. The current panic is unusual only in its intensity
But it’s the headline and lede from April 7, 2009.
Alarming stories about teacher shortages are nothing new. I’ve written A LOT about them over the years, going back to at least 2000. But such stories predate me, and I was able to find a warning about impending teacher shortages in The Journal of the National Education Association from October 1921.
The current panic is unusual only in its intensity. Dozens of stories about teacher shortages appear every day in local newspapers and websites. And when reports start showing up on the evening TV news and “Good Morning America,” you know it’s a national media storm.
Another unusual aspect this time is the handful of researchers and reporters fighting the wave. Chad Aldeman of the Edunomics Lab, Christine Pitts of the Center on Reinventing Public Education — both writing in The 74 — Jess Gartner of Allovue, Melissa Kay Diliberti and Heather L. Schwartz of The RAND Corp., Jill Barshay of The Hechinger Report and Matt Barnum of Chalkbeat have all questioned the crisis narrative.
Average citizens normally don’t pay too much attention to public education staffing levels. But you don’t need to delve into a lot of numbers to understand what’s happened in the last 20 years.
According to the National Center for Education Statistics, in fall 2000 there was one teacher for every 16 students. In fall 2019, there was one teacher for every 15.9 students.
Through wars, recessions, changes of political parties in power, changes in enrollment and every other possible variable, America’s schools still managed to provide the same ratio of teachers to students.
Catholic K–12 education is strong and can become stronger
Kathleen Porter-Magee
One reason we often overlook the American Catholic school “system” is that it isn’t much of a system at all. Rather than being led by a central authority, American Catholic schools are a great example of our country’s commitment to local civic institutions. From the dawn of Catholic education in the United States, schools were created by local communities — largely parishes, but also religious orders — for local communities. This agile, community-centered orientation contributed to the sector’s responsiveness and leadership through the Covid-era crisis.
Indeed, in March 2020, Catholic-school leaders had the autonomy and flexibility to assess the local threat and didn’t need to wait for guidance from a sprawling bureaucracy about how to act. As a result, many Catholic schools were among the first to close. Then, in fall 2020, when it had become clear that children were among those least vulnerable to the virus, and when we had more information about how to mitigate “super spreader” events, Catholic schools found a way to reopen while traditional public and charter schools stayed closed. By September 2020, 92 percent of Catholic schools had reopened for in-person or hybrid learning, compared with just 43 percent of traditional public schools and 34 percent of charter schools. These decisions were driven not by a centralized bureaucracy but rather by the community-focused leadership of principals and pastors who saw how much families needed in-person community and learning.
At the same time, the independent, autonomous spirit that allowed for such transformative leadership during Covid has allowed many Catholic schools to resist the latest curriculum fads and stand firm in favor of a rigorous classical and classically inspired education.
Indeed, it’s that principled leadership that is at the core of the most successful Catholic models. For example, the Institute for Catholic Liberal Education has sparked a renaissance in many parish schools by fostering an embrace of a classical curriculum infused with church teaching. Similarly, the network of Chesterton Academies stands as a telling counter-trend to closing schools and declining enrollment. By combining a classical curriculum with “a focus on truth, goodness, and beauty” and formation in virtues and faith, the network has grown from one school in 2008 to 27 today.
What will it take to keep this renaissance growing?
Faculty layoffs
Angela Bilia made $18,000 last year as an adjunct at the University of Akron. She once made more — triple, in fact — doing nearly the exact same job.
In the early months of the pandemic, the Ohio university laid off close to 100 faculty members, including Bilia. But the service Bilia had provided to the university — teaching “the bread and butter courses” of the English department for over 15 years — was still needed. So the university hired her back as an adjunct.
“For people like me,” she said, “it was like an assassination of our careers.”
For people like me, it was like an assassination of our careers.
Before the layoffs, Akron had been struggling. From 2011 to 2020, undergraduate enrollment dropped nearly 40 percent. “The sky has been falling,” one professor said. Discussion of faculty cuts over time was already underway. When the Covid-19 pandemic struck, in the spring of 2020, everything changed. And layoffs were needed sooner.
When the university announced the cuts, the then president of the faculty union called it a “bloodbath.” Since then, similar cutbacks have followed elsewhere. Henderson State University, in Arkadelphia, Ark., laid off 67 faculty members after it declared a state of financial exigency; Ithaca College, in upstate New York, cut the full-time equivalent of 116 faculty positions.
Chinese Student Visas to U.S. Tumble From Prepandemic Levels
Sha Hua, Karen Hao and Melissa Korn
The number of U.S. student visas issued to Chinese nationals plunged by more than 50% in the first half of 2022 compared with pre-Covid levels, with the U.S. losing ground as the most-coveted place for Chinese students to pursue higher education abroad.
Even before the pandemic, Chinese students were shifting their study-abroad sights elsewhere, driven by doubts about whether they would feel welcome in the U.S. and the emergence of more domestic and international alternatives. Travel restrictions and heightened safety concerns during the pandemic accelerated that decline.
In the first six months of 2022, the U.S. issued 31,055 F-1 visas to Chinese nationals, down from 64,261 for the same period in 2019, according to data from the U.S. State Department. The drop has hit revenue at big and small colleges and universities around the country, including state flagships.
American Bar Association Scraps Controversial Diversity Proposal After Blowback
The American Bar Association on Monday axed a proposal to require law schools to “diversify” their student bodies after more than a year of warnings from law professors that the plan would force schools to violate federal law.
The proposal, first released in May 2021, would have required law schools to submit annual progress reports on minority enrollment to the American Bar Association. Law schools that failed to boost the enrollment of “underrepresented groups” would have been at risk of losing their accreditation.
The proposal underwent three rounds of revisions before finally being withdrawn by the association’s house of delegates, which did not rule out revisiting the proposal at a later date. An early draft had warned that U.S. anti-discrimination laws were “not a justification” for “non-compliance” with the diversity standard, a line that drew criticism from many in the legal community, including from elite universities.
Ten Yale Law School professors said in a public comment filed in June 2021 that the proposal “instructs schools to risk violating state or federal law in order to retain certification.” As late as February 2022, law professors were raising “legal concerns” about the “use of racial balancing or quotas,” according to a memo from the bar association summarizing the feedback it received.
Salary increase discussions in the Madison School District
Jones’ questions included specific suggestions for using available funding for further increasing the salary schedule instead of what’s currently planned, including new positions like the Village Builders initiative, and cutting district and administrative staff positions that were “difficult to fill for the 2021-22 school year.”
District leaders have continually blamed a challenging state budget that offered no increase in the revenue limits, which provide a maximum amount the district can take in through the combination of local property taxes and state aid.
“We certainly are not getting everything we need to do in recurring resources to do everything we want,” MacPherson said. “What we’re putting forward tonight represents the best of what we have to date.”
He pushed against suggestions of using one-time money to pay for ongoing expenses like salary increases, noting uncertainty around the next state biennial budget, set to be approved next summer, and declining enrollment. One question Monday focused on using fund balance, which serves basically as the district’s emergency fund, toward further increasing the salary schedule.
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”
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.
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our 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?
Notes on the Current School Climate
The summer program where I’m currently teaching enrolls about seventy students between the ages of six and twelve. Classes are technically open to any child in the district, but only a few parents actually sign their children up themselves; instead, the vast majority of kids are registered for the program by a teacher who was concerned with their academic performance the previous year. Parents can choose to accept or reject the enrollment, but the acceptance rate is something like 90% – it’s free, after all, and plenty of these parents are already looking for a safe place to send their children while they work during the day.
This “enroll first, ask questions later” approach removes many of the obstacles that keep struggling students from engaging with other summer programs, many of which have complicated application processes and require children to meet certain academic standards. However, it also means many families aren’t particularly invested in the program itself and, as a consequence, both parent and student engagement is lower than it might otherwise be.
Early on, an administrator confessed that this sort of setup could lead to “attendance issues,” which I took to mean some kids showing up late or even skipping class once in a while. Nine of the eleven students in my grade level were absent the first day. The next day, it was ten. By the end of the week, I had one student consistently attending and a few who had been officially withdrawn by their parents – but there were still eight children on my roster who were technically enrolled while having never once shown up.
College Board Will Not Make Public AP Data by Race
The College Board will no longer make public data on race and the scores of those who take Advanced Placement exams.
The change was first noted by Jon Boeckenstedt, vice provost for enrollment management at Oregon State University, who wrote on Twitter that the change was “the most 1984-esque example of College Board-speak I’ve seen in a while” because the College Board says “withholding data is now called ‘streamlined reporting.’”
Jaslee Carayol, director of communications at the College Board, said the data are available to some. “AP provides demographic data to schools, districts, and state departments of education. Schools and districts have already received their AP data for the 2022 AP Exam Administration and, later this month, AP data will be delivered to state departments of education. Researchers who would like access to AP data can make requests via online form,” she said.
The data from 2018 show that Asian students excelled on the exams in biology, calculus (advanced), computer science, English language and composition, and U.S. history.
Purdue Backs Off Income-Share Agreements
An early adopter of income-share agreements, Purdue has paused new enrollments in its plan, citing servicing challenges amid the switch to a new vendor. Critics won’t be sad to see them go.
Purdue University has paused new enrollments in its income-share agreement program, a financing mechanism both praised as a bold experiment to make college more accessible and criticized as a predatory scheme that traps students in dodgy and expensive contracts.
Known as Back a Boiler, the program was quietly paused earlier this month, with a message posted on Purdue’s website around the same time that President Mitch Daniels announced his forthcoming retirement and a successor was selected through a secretive search process.
Purdue officials say suspending Back a Boiler is a technical matter, citing a change from one vendor to a different one that doesn’t originate new income-share agreements but will continue to service existing ones. Critics, however, believe that pausing new enrollments marks the death of the Back a Boiler program.
Other higher ed observers wonder what the pause signals for the future of such agreements.
Only a radical change will break our academic monoculture.
In the 18th century, the University of Basel faced a nepotism-driven crisis. Of its 80 professorships, about 50 were controlled by just 15 families. The university’s enrollment and reputation were in decline. In response, they implemented a new method for choosing appointments: a structured lottery system. There was a rigorous, standardized procedure to arrive at the final three candidates. Then, one of the three was chosen randomly.
Not everyone was happy with the system. One scholar, for example, was a finalist 10 times without being chosen, while others lucked into positions on their first try — including one at just 23 years old. But there were also marked benefits. Most obviously, the nepotistic chain was largely broken. There were also reports of decreased envy and jealousy, and greater satisfaction with the final decisions, even among those who did not win the job. And among those who did win, the knowledge that they had been chosen by lottery increased their humility and modesty.
Notes on Wisconsin’s lagging school governance diversity
Will Flanders
Unfortunately, Gov. Tony Evers rejected recent attempts to create a friendlier environment for charters. In April, he vetoed bills to expand the number of authorizers, make it easier for high-quality charter schools to expand, and lift the cap on the number of charter schools authorized by the College of Menominee Nation or the Lac Courte Oreilles Ojibwa Community College. These bills would have made it easier for more charter schools to open across the state, either under existing authorizers or a new authorizer. After charter school enrollment jumped by nearly 5,000 students between the 2019-20 and 2021-22 school years, Evers’ vetoes ignore the demand for public charter schools by Wisconsin families.
Charter schools find themselves under attack not only in Wisconsin, but around the nation. Recent proposed rules from the Department of Education for charters would work to restrict supply, and decrease the ability of charters to compete on a level playing field with other public schools around the country. To remain a leader in education reform, Wisconsin must buck this trend. Let’s create an environment where innovative educators feel welcomed rather than shunned, and where students who aren’t having their needs met in their zone public school have all possible options for an alternative.
The pandemic is speeding up the mass disappearance of men from college
Women now comprise nearly 60 percent of enrollment in universities and colleges and men just over 40 percent, the research center reports. Fifty years ago, the gender proportions were reversed.
“We were already not doing so hot,” Ponjuan said. “This pandemic exacerbates what’s happening.”
“How do you go away to college and leave your family struggling when you know that if you just worked right now, you could help them right now with those everyday needs?”
none
Lynnel Reed, head guidance counselor, University Park Campus School
It’s also opened jobs for young men from Worcester high schools at grocery stores and at Amazon, FedEx and other delivery companies, said Lynnel Reed, head guidance counselor at University Park, nearly two-thirds of whose students are considered economically disadvantaged. The school is in a neighborhood of fast-food restaurants, liquor stores, used-car lots, dollar stores and triple-deckers — homes usually shared by three families, one on each level, that are a staple of urban New England.
“How do you go away to college and leave your family struggling when you know that if you just worked right now, you could help them right now with those everyday needs?” Reed said.
Notes on “the war on tests”
The Test-Free Movement in a Historical Context
Forces within, from slavery to school segregations under Jim Crow laws to race-based admissions, have tried to corrupt the grand proposal of equality and merit. Like previous illiberal bargains to categorize students by race, the central focus of test-free admissions is also preoccupied with immutable features of the individual, under the fashionable banner of social identities, rather than observable academic performance. But unlike historical race-based practices that were rooted in bigotry and racism, arbiters of “equitable” college admissions in the modern era claim they are waging battles against the evil spirits of white supremacy, systemic inequities, and structural racism.
The movement away from merit-based considerations started with the holistic evaluation model, in which academic, nonacademic, and environmental factors are compounded to build a full profile of the applicant. Harvard invented the model nearly a century ago to limit Jewish enrollment. But even with capturing unmeasurable factors for holistic evaluations, the racial composition of student bodies at selective U.S. colleges and universities was still not squarely reflective of America’s general demographics.
Many thus have turned to race-based affirmative action to artificially drum up the admission numbers of the so-called underrepresented minority students (URMs). Applicants with statistically significant academic gaps are lumped into the same freshman classes. Yet again, this soft experiment of race-conscious admissions fell short of achieving the goal of racial diversity. In spite of the broad-spectrum implementation of race-based affirmation action, the share of URMs at elite institutions has decreased since 1980.
Getting Rid of the Tests in the Name of Equity
Declining student count vs Growing $pending
We have heard a lot about educator shortages recently, but over the past few weeks the media have sounded the alarm over a different shortage: students.
The Associated Press, Washington Post, Chalkbeat, Politico and The 74 are national outlets that highlighted steep declines in K-12 public school student enrollment and the dangers of layoffs and deep budget cuts when federal relief money is gone.
Chicago, Minneapolis and Sacramento — all cities with recent teacher strikes — proposed cuts to find money to pay labor costs amid declining enrollment.
Mandates, closed schools and Dane County Madison Public Health.
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”
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.
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our 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?
Notes on transparency in University of Wisconsin System Admission, and a Governor Evers veto
Republican lawmakers criticized the Regents’ decision and have pushed for more transparency in the admissions process. They passed a bill requiring UW campuses to rely only on “objective” admissions criteria and publish the criteria on their websites.
Democratic Gov. Tony Evers vetoed the bill Friday, echoing concerns raised by UW officials that the bill would reduce enrollment and harm workforce development. He also pointed out that nowhere in the bill is the “objective” criteria Republicans want to be used in admissions defined.
Notes on Faith and Education
American men are dropping out of college in alarming numbers. A slew of articles over the past year depict a generation of men who feel lost, detached and lacking in male role models. This sense of despair is especially acute among working-class men, fewer than one in five of whom complete college.
Yet one group is defying the odds: boys from working-class families who grow up religious.
As a sociologist of education and religion, I followed the lives of 3,290 teenagers from 2003 to 2012 using survey and interview data from the National Study of Youth and Religion, and then linking those data to the National Student Clearinghouse in 2016. I studied the relationship between teenagers’ religious upbringing and its influence on their education: their school grades, which colleges they attend and how much higher education they complete. My research focused on Christian denominations because they are the most prevalent in the United States.
I found that what religion offers teenagers varies by social class. Those raised by professional-class parents, for example, do not experience much in the way of an educational advantage from being religious. In some ways, religion even constrains teenagers’ educational opportunities (especially girls’) by shaping their academic ambitions after graduation; they are less likely to consider a selective college as they prioritize life goals such as parenthood, altruism and service to God rather than a prestigious career.
However, teenage boys from working-class families, regardless of race, who were regularly involved in their church and strongly believed in God were twice as likely to earn bachelor’s degrees as moderately religious or nonreligious boys.
You may sacrifice educational and career opportunities if you prioritize parenthood, altruism, and service to God, but you may sacrifice parenthood, altruism, and service to God, if you prioritize educational and career opportunities.
For what shall it profit a man, if he shall gain the whole world, and lose his own soul?
School Finance Report: English Language Learners
Indira Dammu and Bonnie O’Keefe:
Nationwide, English learners (ELs) are a fast-growing and diverse student population in the K-12 public school system. Today, the Southeast region of the U.S. is home to more than 710,000 EL students, who speak about 400 different languages and account for 15% of EL students in the country. This number is quickly increasing as certain states in the region see unprecedented growth in EL enrollment. Despite the trends, state education finance systems in the Southeast have not adapted to support the unique learning needs of EL students.
Bellwether Education Partners’ report, Improving Education Finance Equity for English Learners in the Southeast, examines state funding policy structures and data in nine Southeastern states — Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, and Tennessee — and shares a set of policy recommendations based on promising, equitable funding practices. The report includes a supplemental interactive data tool, accessible here.
As the report shows, state school funding systems in the Southeast have a lot of room for improvement in EL policy, but the region also has an important opportunity to be a leader nationally and demonstrate what transformational and equitable funding systems for EL students can look like.
The fallout from the pandemic is just being felt. “We’re in new territory,” educators say.
The kindergarten crisis of last year, when millions of 5-year-olds spent months outside of classrooms, has become this year’s reading emergency.
As the pandemic enters its third year, a cluster of new studies now show that about a third of children in the youngest grades are missing reading benchmarks, up significantly from before the pandemic.
In Virginia, one study found that early reading skills were at a 20-year low this fall, which the researchers described as “alarming.”
In the Boston region, 60 percent of students at some high-poverty schools have been identified as at high risk for reading problems — twice the number of students as before the pandemic, according to Tiffany P. Hogan, director of the Speech and Language Literacy Lab at the MGH Institute of Health Professions in Boston.
Children in every demographic group have been affected, but Black and Hispanic children, as well as those from low-income families, those with disabilities and those who are not fluent in English, have fallen the furthest behind.
“We’re in new territory,” Dr. Hogan said about the pandemic’s toll on reading. If children do not become competent readers by the end of elementary school, the risks are “pretty dramatic,” she said. Poor readers are more likely to drop out of high school, earn less money as adults and become involved in the criminal justice system.
Please get this straight: It wasn't just an awful pandemic that "compounded" an unfortunate situation but also a series of school system actions including prolonged shutdowns, inadequate remote, & failure to prioritize vulnerable kids.
— Alexander (@alexanderrusso) March 8, 2022
https://t.co/XrST2EyGJ9
Mandates, closed schools and Dane County Madison Public Health.
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”
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.
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our 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?
Minneapolis St. Paul Teachers Vote to Strike
and narrowly averted a walkout two years before that. Its 2,500 teachers are the best-paid in the state, with an average salary in the 2020-21 school year of $85,457. District officials, who recently announced they would close several schools because of drops in enrollment, have said their hands are tied by a $43 million budget shortfall.
They also say class-size caps in the current contract have been an impediment to increased enrollment. In the 2020-21 school year, St. Paul Public Schools enrolled 35,000 students. District officials project that next year, the number will drop to 32,000.
Minneapolis teachers have not struck since 1970, according to media reports. The district has seen a more dramatic drop in enrollment than St. Paul, and taken fewer steps to adjust. In 2016, it had nearly 35,500 students. This year, enrollment is hovering around 29,000. If Minneapolis’ 2,500 educators do walk out, some big questions will be put to the test.
A year ago, the district and the union began negotiating a contract to cover the 2021-23 school years, with any increases in compensation and benefits applying retroactively to June 2021, when the last contract lapsed. The union’s educational assistant chapter is also negotiating a new contract on the same timeline.
Commentary on the taxpayer supported Madison K-12 school climate
While all city employees at one time were required to live within the city limits, the residency requirement was eliminated for Madison Metro drivers in the 1980s and in subsequent years for other unionized employees as well. Arguments to keep the requirement were based in part on concerns over a dwindling middle class, while opponents have cited the high cost of living in Madison and the quality of suburban schools.
Dan Rolfs, a community development project manager for the city and a union representative for the Madison Professional and Supervisory Employee Association, told Brogan that members have had concerns about sending their kids to public schools in Madison and were drawn to the new high school facilities of Verona, DeForest and Sun Prairie.
It’s understandable. The resource-rich tech and science labs, professional looking athletic facilities, expansive aquatic centers, and unique greenhouses in these suburban schools would be a draw for any parent. Who doesn’t want the best education for their children?
According to a 2021 report from the Madison school district, enrollment has been “decreasing slightly since the 2014-15 school year” and the district projects another decrease next school term. Enrollment for 4K-12 in 2021-22 was 25,936 students, down 482 students from 2020-21.
Mandates, closed schools and Dane County Madison Public Health.
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”
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.
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our 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?
Boys and mental health commentary
The data are clear. Boys are more than twice as likely as girls to be diagnosed with attention-deficit/hyperactivity disorder, according to the Centers for Disease Control and Prevention; are five times as likely to spend time in juvenile detention; and are less likely to finish high school.
Unfortunately, it doesn’t get better when boys become adults. Men now make up only 40.5 percent of college students. Male community college enrollment declined by 14.7 percent in 2020 alone, compared with 6.8 percent for women. Median wages for men have declined since 1990 in real terms. Roughly one-third of men are either unemployed or out of the workforce. More U.S. men ages 18 to 34 are now living with their parents than with romantic partners.
Mandates, closed schools and Dane County Madison Public Health.
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”
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.
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our 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?
Notes on discipline and character in the taxpayer supported Madison K-12 school district’s governance
Spot quiz: What word will not be spoken by any of Madison’s candidates for school board? Time’s up! Groucho Marx’s secret word is “discipline.” Discipline is defined as “training to act in accordance with rules; activity, exercise or a regimen that develops or improves a skill.”
Discipline is the sine qua non (more Latin) of education. Mathematics, language, music, athletics — they’re all disciplines. All have rules that require mastery. All require effort — showing up, paying attention, listening to the one who teaches, doing the work.
Here’s the math: Discipline = Education = Success — never more so in our knowledge-based economy. If Madison’s growing cadre of car thieves has one thing in common, it is they are functionally illiterate. Doing crime is the surest way to fail, but Madison’s Woke progressives would rather play identity politics and guilt-trip history than demand performance.
Which is why the Werkes reminds parents that you do have a choice — if not at the ballot box, you can vote with your feet. The Wisconsin School Choice program (as opposed to the Milwaukee and Racine versions) is open for business until April 21 for enrollment next school year. We count 12 eligible non-public schools here in Dane and Columbia counties. Your child may qualify based on family income. Apply here.
If your family does not qualify, consider a more successful public school. Open Enrollment continues until 4:00 pm April 29.
Mandates, closed schools and Dane County Madison Public Health.
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”
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.
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our 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?
Mission vs organization: taxpayer supported k-12 edition
Monday’s Washington Post featured a long, front-page article by the estimable Laura Meckler titled “Public schools facing a crisis of epic proportions.” In it, she skillfully summarized a laundry list of current woes facing traditional public education:
The scores are down and violence is up. Parents are screaming at school boards, and children are crying on the couches of social workers. Anger is rising. Patience is falling.
For public schools, the numbers are all going in the wrong direction. Enrollment is down. Absenteeism is up. There aren’t enough teachers, substitutes, or bus drivers. Each phase of the pandemic brings new logistics to manage, and Republicans are planning political campaigns this year aimed squarely at failings of public schools.
Public education is facing a crisis unlike anything in decades….
As I’m sure Ms. Meckler would agree, this is a “supply side” lamentation, a catalog of woes as seen from the perspective of those inside the education system. She might instead have written a very different article describing the “crisis” as viewed by consumers of public education. (You know—students, parents, taxpayers, us folks.) Such a piece might have read more like this:
The schools our kids attended were closed so long that students lost whole years of learning. Those from families with limited means lost even more. Those schools were closed far longer than they needed to be, apparently because the adults who work in them didn’t want (or were scared) to return and those running them put their employees’ interests ahead of those of their students and parents. We watched the firemen and nurses and utility workers keep coming to work despite the pandemic. Why not the teachers?
Worse, the closed schools’ failure to supply satisfactory forms of remote instruction meant that millions of children forgot how to study, how to get along with other kids, how to relate to grown-ups outside their families. Idleness, lassitude, and frustration took a toll of their physical and mental health and made life extremely difficult for us parents and other caregivers, including messing up our own work lives. Many of us had no choice but to quit our jobs. No wonder many of us took education into our own hands, seeking out other schools that managed to stay open, getting serious about homeschooling, hiring tutors when we could afford it, and teaming up with neighbors to create quasi-schools. Yes, we’re angry, furious even, and yes, our kids are upset and acting out. And it didn’t get any better when we got them back into school only to discover that, instead of the Three R’s, our schools were obsessing over racial and political issues. No wonder we’re protesting at school board meetings. No wonder a bunch of politicians are using our unhappiness to get themselves elected. And it’s no help at all when folks in Washington seem more interested in sending money and coddling misbehavers than in whether our children are learning.
Yes, it would have been a very different sort of lamentation. The point, though, isn’t journalism per se. It’s what’s the proper perspective from which to view the semi-meltdown of traditional public education: the system’s perspective or the perspective of those for whose benefit it exists and whose tax dollars pay for it? If the nation is still—or again—at grave risk because its children aren’t learning enough (and in many cases seem not even to be in places of learning), where ought responsibility for the melting be placed?
I’m not exactly saying the public schools had it coming. Nobody (except perhaps the denizens of a mysterious Wuhan laboratory) had any idea what was coming, and nobody is ever fully prepared for a full-scale catastrophe. No giant system that’s been doing the same thing for decades can be expected to turn on a dime. The inertia is profound. And yet, in many ways, the educational failures of the past several years were far worse than they needed to be because of long-standing characteristics of American public education. It’s worth recounting three of those.
Mandates, closed schools and Dane County Madison Public Health.
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”
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.
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our 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?
Taxpayer supported K-12 governance legislation
Wisconsin State Senator Alberta Darling:
Wisconsin has a reputation for reform. It’s time we regain our status as a national leader and innovator for education reform,” Darling said, “We are putting parents and their children firstw , we are going to increase transparency and accountability, and we will be funding students, not systems.”
- Parental Bill of Rights – Establishes several parental rights relating to decisions regarding a child’s religion, medical care, records, and education, and creates a cause of action for the violation of these rights. Allows a parent to bring a suit if those rights are violated.
- School Choice Expansion – Opens school choice to all Wisconsin families by removing state enrollment caps, family income limits, and grade entry points – marking the beginning of true school choice for all our students and families.
- Milwaukee Public School Reform– Establishes by 2024, MPS will be divided into smaller community districts that are more manageable and accountable to parents and their communities. The new community district boundaries will be developed by a commission made up of elected officials with a vested interest in the community, including the Mayor of Milwaukee, the Governor, and the State Superintendent.
- School Accountability Reports – Establishes uniform standards for school accountability reports. Our state’s educational accountability system relies heavily on the state school and district report card. This bill improves the accountability reports to provide a consistent assessment of student success.
- High-Performing Charter Replication and Creation of Statewide Charter Board – Charter schools are public schools that operate with less red tape. This bill will streamline replication for the highest performing charter schools in our state and will increase opportunities for more students and families statewide.
- Property Tax Credit after Virtual School – Increases the school property tax credit for residents of school districts that are closed to in-person instruction for more than 10 days of instruction during the second half of the 2021-22 school year. Many working families were left last minute to find options for their children, and this money will help offset some of those incurred costs.
Mandates, closed schools and Dane County Madison Public Health.
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”
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.
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our 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?
“Due to high volume, the system is temporarily unavailable”
It’s the latest snapshot of just how many parents in Wisconsin want to explore educational options for their kids.
Tuesday was the first day for parents to enroll in the state’s Private School Choice Program. By midday, the state’s website crashed because of a flood of applications.
“Due to high volume, the system is temporarily unavailable,” read a note at the Department of Public Instruction’s website.
Jim Bender with School Choice Wisconsin is not surprised.
“We know from talking to schools that interest in the program is very high. Many new parents are seeking options,” Bender said.
Bender said it won’t be known just how many more parents will opt their kids out of traditional public schools until the fall.
But the trend is that more parents will make a choice.
Enrollment figures from last year showed more students enrolled in Wisconsin’s four school choice programs.
While Tuesday brought a flood of parents to Wisconsin’s private school enrollment, next week could see even more parents apply for the state’s Public School Open Enrollment, which begins next week.
Bender said parents shouldn’t have to wait, either for enrollment periods or overwhelmed websites, to improve their child’s education.
Mandates, closed schools and Dane County Madison Public Health.
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”
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.
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our 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?
Why San Francisco’s School Board Recall May Be One Of 2022’s Most Important Elections
Even the Democrat-led city government of San Francisco had enough with the board. It filed a lawsuit against both the SFUSD and its board in February 2021, accusing them of ” failing to come up with a reopening plan even as numerous other schools across the U.S. have reopened.” But SFUSD reopened only elementary schools last April and didn’t return to full-time in-person learning for all K-12 until fall 2021.
Board President López claimed the long delays didn’t cause any learning loss because children were “just having different learning experiences than the ones we currently measure,” and they learned more “about their families and cultures by staying home.” Her tone-deaf comments angered many parents, who have witnessed their kids’ academic and emotional struggles at home due to the school closures.
The school district has experienced such a sharp decline in student enrollment during its long closure that it had to implement a steep cut this school year to fill a budget hole of $125 million.
Social Justice at the Expense of EducationSecond, the school board focused on leftist politics rather than education. In 2019, the board voted to cover a mural depicting slavery and Native Americans at George Washington High School, a decision that would cost taxpayers between $600,000 to $1 million. Fortunately, the mural will stay after a San Francisco Superior Court judge overturned the school board’s decision last year.
In January 2021, rather than focusing on reopening schools, the board voted to rename 44 schools, including Abraham Lincoln and George Washington High Schools. Even Democrat Mayor London Breed expressed her disbelief in a statement, saying, “I can’t understand why the school board is advancing a plan to rename all these schools when there isn’t a plan to have kids back in those physical schools.”
WHY SAN FRANCISCO’S SCHOOL BOARD RECALL MAY BE ONE OF 2022’S MOST IMPORTANT ELECTIONS
Even the Democrat-led city government of San Francisco had enough with the board. It filed a lawsuit against both the SFUSD and its board in February 2021, accusing them of ” failing to come up with a reopening plan even as numerous other schools across the U.S. have reopened.” But SFUSD reopened only elementary schools last April and didn’t return to full-time in-person learning for all K-12 until fall 2021.
Board President López claimed the long delays didn’t cause any learning loss because children were “just having different learning experiences than the ones we currently measure,” and they learned more “about their families and cultures by staying home.” Her tone-deaf comments angered many parents, who have witnessed their kids’ academic and emotional struggles at home due to the school closures.
The school district has experienced such a sharp decline in student enrollment during its long closure that it had to implement a steep cut this school year to fill a budget hole of $125 million.
Social Justice at the Expense of EducationSecond, the school board focused on leftist politics rather than education. In 2019, the board voted to cover a mural depicting slavery and Native Americans at George Washington High School, a decision that would cost taxpayers between $600,000 to $1 million. Fortunately, the mural will stay after a San Francisco Superior Court judge overturned the school board’s decision last year.
In January 2021, rather than focusing on reopening schools, the board voted to rename 44 schools, including Abraham Lincoln and George Washington High Schools. Even Democrat Mayor London Breed expressed her disbelief in a statement, saying, “I can’t understand why the school board is advancing a plan to rename all these schools when there isn’t a plan to have kids back in those physical schools.”
Punishment for Making Hard Choices in a Crisis: Federal Prison
This is a scenario we all know well: Responding to a crisis, the federal government quickly doles out sizable sums of relief dollars for schools with confusing rules about how education leaders can use it.
Here’s the part that’s maybe not so familiar: The federal government then discredits, prosecutes and imprisons an education leader for what amounts to a procedural error in spending the money, an error that (by the way) yields the leader no personal gain.
This is not a made-up scenario. It happened to Julia Keleher.
It’s a scenario that could have a chilling effect on district and state education leaders across the nation who are right now tasked with moving quickly to deploy federal relief funds.
Today’s crisis is the Covid-19 pandemic, and the $190 billion in federal pandemic relief money sent to states and districts is the closest thing to a blank check we’ve seen. Clearly there’s no playbook for this moment, and successive waves of U.S. Department of Education guidance have left many leaders unclear about how they’re allowed to spend the money.
Flash back to 2017, and the crisis was Puerto Rico, decimated from Hurricane Maria and facing a deepening financial predicament. With many of its historically low-performing schools in disrepair, and massive enrollment declines as families fled the island, the education system was in bad shape. The federal government sent nearly $500 million to rebuild schools and revamp the education system. Puerto Rico’s then-Secretary of Education, Julia Keleher, signed contracts to tackle the most immediate challenges quickly, including repairing buildings and working to resume and improve learning for the island’s remaining students as quickly as possible.
Frustrated by Chicago Public Schools’ union battles, a growing number of weary parents enroll kids in city’s Catholic schools
After enduring the hardships of Chicago Public Schools’ teachers strike in 2019, a delayed reopening of schools during the COVID-19 pandemic and a seemingly endless stretch of remote learning, Pilsen resident Christina Castro decided last fall to transfer her three children to Catholic schools.
“The public school system was already so unpredictable, and once we were in a pandemic, it definitely wasn’t heading in a positive direction,” said Castro, 36.
She enrolled her two youngest children at St. Ann School, just a two-block walk from their home, and transferred her eldest daughter, a junior, to De La Salle Institute, a private Catholic high school on the city’s South Side.
“We received financial aid — my older daughter earned a merit scholarship — and all three of my kids are thriving in their new environment,” Castro said.
10 times universities said no to the woke mob in 2021
Campus Reform has covered various instances of colleges, faculty, and students fighting back against leftist ideology in 2021.
Below are the top 10 examples of sanity prevailing this year.
10. Hillsdale’s ‘1776 Curriculum’ is a patriotic response to the ‘1619 Project’
Hillsdale College announced its ‘1776 Curriculum’ that helps K-12 students appreciate America. Hillsdale’s curriculum was created by “teachers and professors—not activists, not journalists, not bureaucrats”. It was made in response to Nikole Hannah-Jones “1619 Project.”
9. BREAKING: ASU rejects student demands, refuses to ban Rittenhouse from future enrollment
Arizona State University refused to give into students’ demands to ban Kyle Rittenhouse from attending the university. After heated protests on campus, ASU told Campus Reformthey will treat Rittenhouse’s application “as any other would be” if he applied.
“As a university that measures itself by whom it includes and how they succeed, should he choose to seek admission in the future, his application will be processed as any other would be,” the school told Campus Reform.
Districts use Covid taxpayer and borrowed $ to protect status quo
Public school enrollment fell 3 percent last year and it’s down again this year in major cities, writes Chad Aldeman, policy director of Georgetown’s Edunomics Lab.
Fadumo D. Kahin, right, dressed her family in Highwood Hills Elementary’s school color — orange — to protest the school’s possible closure at an Oct. 28 St. Paul School Board meeting. Photo: Jaida Grey Eagle/Sahan Journal
A few districts are downsizing to match the fall in per-pupil revenue, but federal Covid aid is allowing districts to keep “under-enrolled schools open and fully staffed in the hopes that students come back.” That’s a dangerous gamble.
Beth Hawkins tells a tale of two cities on The 74.
Already losing students before the pandemic, Minneapolis Public Schools’ enrollment fell by more than 12 percent since fall of 2019-20. St. Paul has lost almost 10 percent.
An alarming trend in K-12 math education
Today, I’m turning over Shtetl-Optimized to an extremely important guest post by theoretical computer scientists Boaz Barak of Harvard and Edith Cohen of Google (cross-posted on the windows on theory blog). In addition to the post below, please read—and if relevant, consider signing—our open letter about math education in the US, which now has over 150 signatories, including Fields Medalists, Turing Award winners, and Nobel laureates. Finally, check out our fuller analysis of what the California Mathematics Framework is poised to do and why it’s such an urgent crisis for math education. I’m particularly grateful to my colleagues for their writing efforts, since I would never have been able to discuss what’s happening in such relatively measured words. –Scott Aaronson
Mathematical education at the K-12 level is critical for preparation for STEM careers. An ongoing challenge to the US K-12 system is to improve the preparation of students for advanced mathematics courses and expand access and enrollment in these courses. As stated by a Department of Education report“taking Algebra I before high school … can set students up for a strong foundation of STEM education and open the door for various college and career options.” The report states that while 80% of all students have access to Algebra I in middle school, only 24% enroll. This is also why the goal of Bob Moses’ Algebra Project is to ensure that “every child must master algebra, preferably by eighth grade, for algebra is the gateway to the college-prep curriculum, which in turn is the path to higher education.”
Former Temple Business School Dean Guilty in Rankings Scandal Fraud Case
Moshe Porat — who led the school for more than two decades until he was fired for the misrepresentations in 2018 — shook his head quietly as the jury announced it had found him guilty of federal conspiracy and wire fraud charges now likely to send him to prison.
It took the panel of eight women and four men less than an hour to conclude that he, along with two of his subordinates, had for years knowingly embellished the data they were sending on Fox’s students to the magazine U.S. News & World Report, allowing its online MBA program to achieve its No. 1 ranking for four straight years.
The distinction helped Fox more than double its enrollment for the program between 2014 and 2017, raking in millions in tuition payments from students and donor dollars.
“The hope is that this case sends a message to other college and university administrators that there are real consequences to making representations that students and applicants rely on,” Assistant U.S. Attorney Mark B. Dubnoff said. “So many people turn to these rankings … to help them make informed decisions of where to go to college, graduate school, and it’s important that people are honest and fully truthful with the representations they make.”
N.Y. school spending: through the roof, with little to show for it
Preliminary data on the 2019-2020 school year released by the U.S. Census Bureau reveals that New York now spends more than $30,000 per K-12 student, further entrenching its position as the most expensive public education system in the country. Despite this new public school spending milestone, falling enrollment anddissatisfied parents indicate education dollars aren’t doing enough to help kids.
All told, New York spends $30,772 per student each year. This number doesn’t account for recent influxes of cash including $13 billion in federal COVID relief and a $3 billion state dollars for last school year that taxpayersare footing the bill for. New York City schools will get roughly half of this total windfall, amounting to billions in additional funding for the embattled district.
8.9% (!) Madison School District Property Tax increase, amidst substantial spending growth… (results?)
The total budget increases expenditures by 11.41% over the previous school year, which includes one-time federal and local COVID-19-related funding. The district expects a 4.5% increase in general state aid, or $40.2 million, even though the state provided no increase in the revenue limit. Enrollment, used to calculate the amount of state aid given to the district, was down 405 students during 2021-22 compared to the previous school year. The district’s total tax collections are a 1.96% increase from last year.
The Madison School Board approved a $538 million budget for the 2021-22 school year Monday night.
The budget is a $55 million increase over last year’s actual expenditures, but includes $18.9 million from federal COVID relief funds and about $20 million in unspent money that had been budgeted last year but was not needed for things like unfilled staff positions or transportation costs.
“This budget relies on re-evaluating prior year budgets and repurposing existing funds to new uses,” interim chief financial officer Ross MacPherson told the School Board Monday.
It also comes with a tax rate increase.
The tax rate had been projected in this summer’s approved preliminary budget to drop to $10.87 per $1,000 of property value from last year’s rate of $11.13. Instead, it will rise to $11.40, as the city of Madison’s equalized value unexpectedly dropped by 1.1%, even as surrounding municipalities saw a rise in valuation.
MacPherson said he is working with city officials and state Department of Revenue staff to determine why this happened, but even if they determine it was a mistake, nothing could change in time for this year’s budget.
“While we have no control over equalized valuation, we continue to work with the city of Madison and the Department of Revenue to identify the cause of this trend in future budget years,” he said.
The 27-cent jump from last year equals $81 more for the owner of a $300,000 home in the MMSD portion of their property tax bill.
WORT looks at the City of Madison’s budget.
Wisconsin “Equalized Value” report: 2021 | 2020
Taxpayer supported Madison School District tax & spending history.
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.
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our 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
Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.
Families Flock to School Choice Options Amid Pandemic
Many have made the case that the pandemic increased the movement of families away from traditional public schools. Families are moving to nontraditional options, like learning pods, as well as to more established educational options, including public charter and private schools. Now, more and more data is available that helps to confirm this notion.
The latest example comes from a study by the National Alliance for Public Charter Schools (NAPCS). They examined public charter school enrollment state-by-state over the period that included the start of the COVID-19 pandemic. Of the 42 states across the nation that have public charter schools, 39 saw a significant increase in enrollment over that time period (the only states to see a decline in public charter enrollment were Illinois, Iowa and Wyoming). The rate of enrollment growth nationwide at 7% was the highest since the 2014-15 school year. This increase is different from that seen in 2014-15 because at that time, the increase was due to a quickly growing number of new schools, which was not the case during the pandemic.
Wisconsin was among the states that saw significant growth in student enrollment. According to the research, public charter school enrollment grew by 13.8% growth even as public school district enrollment declined by about 3.8% in the state. Wisconsin ranked 11th in the rate of public charter enrollment growth among the 42 states.
This was not simply a story of public charter schools remaining open while public schools closed their doors, but rather of public charter schools having a great ability to offer options tailored to student need. For example, the study highlight public charter schools that emphasized the mental health of students and the ability offer one-to-one technological support in virtual learning as key drivers of growth.
This is consistent with research conducted by WILLwhich showed that schools that offered in-person instruction, as well as those that had pre-pandemic experience with virtual learning, grew in Wisconsin during the pandemic. Traditional school districts that went fully virtual saw a 3% decline in enrollment, while those that remained in-person, as some public charter schools did, saw far smaller enrollment declines. Virtual public schools in Wisconsin are classified as public charter schools by the Department of Public Instruction. These schools saw enrollment growth of about 4%, which likely helped to spur the overall growth found by NAPCS.
Rarely seen: School Board Accountability (!), San Francisco edition
Siva Raj often receives gifts of thanks when he’s at farmers’ markets collecting signatures to qualify a recall effort of three San Francisco school board members for the ballot. Coffee, doughnuts, cookies, strawberries. “Everything!” he said with a laugh.
But a new memo from a top Bay Area pollster outlining very grim unfavorable numbers for the three board members and strong support for recalling them, particularly among parents of kids in the city’s public schools, proved especially validating.
“It doesn’t surprise us,” Raj said. “On the streets that’s exactly what we’re seeing. Pretty much anyone who is remotely aware of the situation is eager to sign.”
Raj and Autumn Looijen, his partner, launched the recall effort of Commissioners Alison Collins, Gabriela López and Faauuga Moliga last spring after a dire year of distance learning and a number of sideshows at the board, including renaming 44 schools that weren’t open, and changing the way students are admitted to Lowell High which, like all public middle and high schools in the city, has remained shuttered to the vast majority of kids since March 2020.
The recall campaign has until Sept. 7 to turn over 51,325 valid signatures of San Francisco registered voters to the Department of Elections. So far, they’ve collected about 26,000 through weekend volunteers and are now fundraising to hire professional signature gatherers.
If students return to school like normal or close to it on Aug. 16, the anger may ease. But dropping enrollment numbers and a looming budget crisis for the school district could make the picture even worse.
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.
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results
“An emphasis on adult employment”
Wisconsin Public Policy Forum Madison School District Report[PDF]
Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceratio
“We (Madison’s taxpayer supported K-12 school district) have to design a program that will be like none other in Wisconsin and we can do that.”
The School Board approved $840,000 in the 2021-22 budget to fund MPA, covering teacher and administrator costs for one year of the program.
Many school districts in Wisconsin and around the country are considering virtual options, an acknowledgement that some parents and families preferred online learning.
Online learning has been around for decades.
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.
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results
“An emphasis on adult employment”
Wisconsin Public Policy Forum Madison School District Report[PDF]
Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.
