Sarah Darmanjian:

“When enough people who can afford to leave New York State are gone, who will be left to pay for the infrastructure, health care, schools and other necessities?” said Sen. Tedisco. “This is a bi-partisan effort to shine the light on this problem that’s causing people to leave our Upstate communities and to find out why the Empire State is fast becoming the ‘Empty State’ so we can change the agenda to keep them here,” he said.

Roundtable discussions with small businesses, workforce development, health care, education, economic growth and development, manufacturing and technology representatives will be held once data from the questionnaires have been collected.

According to U.S. Census information, N.Y.’s population has steadily decreased over the past 4 years. The Empire Center said they estimate approximately 1.4 million residents have moved out of N.Y. and gone to other states.

Let’s Compare: Middleton and Madison Property Taxes

2019: Madison increases property taxes by 7.2%, despite tolerating long term, disastrous reading results

In addition, Madison recently expanded its least diverse schools.

Meanwhile, Madison’s taxpayer supported K-12 district continues to plan for a substantial tax & spending increase referendum this fall.

Wall Street Journal:

The nearby table borrowed from our friends at Cornerstone Macro captures the magnitude of the tax increases on labor and investment income that Democratic presidential candidates are proposing. The top marginal federal tax rate on labor is currently about 40% including the Medicare tax.

Eliminating the ceiling for the payroll tax would increase that to above 50% including both the individual and employer shares of the increase. Including both is right economically because it captures the full cost of hiring an additional worker. The much higher top marginal rate for Mr. Sanders in the table is for his Medicare for All tax.

And that’s before the candidates’ proposed income-tax hikes. It’s also before state and local taxes, which in some states could bring the marginal rate north of 60%.

And that’s before the Democratic tax increases on investment income, specifically capital gains. All of the leading candidates want to tax capital gains at the same rate as regular income or higher, which hasn’t been the law since the top individual tax rate on income was 28% after the 1986 Reagan tax reform. Higher taxes on capital reduce investment, which means slower productivity growth and ultimately slower wage growth.

Meanwhile, Madison’s taxpayer supported K-12 district continues to plan for a substantial tax & spending increase referendum this fall.

Scott Girard:

The Madison Metropolitan School District could continue its expansion of the Community Schools program as soon as the 2021-22 school year.

School Board members will receive an update on the program, which offers expanded services at four schools to help serve as a “hub” to their surrounding community, at a Monday Instruction Work Group meeting beginning at 5 p.m. at the Doyle Administration Building.

MMSD began its Community Schools program in 2016-17 at Leopold and Mendota elementary schools, expanding it to Lake View and Hawthorne in the 2018-19 school year. The schools ask parents, students and neighborhood residents to help identify school issues and find solutions to address them. The district website defines them as “a welcoming and inclusive place that builds on the assets of the community to help serve the identified needs of the students, families and community through well integrated and coordinated, strategic partnerships.

Madison taxpayers spend far more than most K-12 school districts. Yet, we have long tolerated disastrousreading results.

Madison K-12 administrators are planning a substantial tax & spending increase referendum for 2020.

Commentary

Madison School District projects loss of 1,100 students over next five years, yet 2020 referendum planning continues.

Madison School Board approves purchase of $4 million building for special ed programs

2013: What will be different, this time? 2019: Jennifer Cheatham and the Madison Experience

Joel Kotkin:

Recently these policies have been propelled by largely flawed notions that increasingly high density would make housing cheaper and produce lower GHG emissions. Actually, the densest places with the strongest regulation are almost always those with the highest levels of unaffordability. Yet it is in the energy arena where “green policies” have solicited the greatest push-back in a large number of countries.

Some, like British Marxist historian James Heartfield, see the emergence of “green capitalism” as a new ruse for the upper classes to suppress the lower by creating artificial scarcity in everything from energy to housing and food.

The high energy costs derive from zealous climate change politics claiming that any energy source outside solar and wind are inherently dangerous to the health of the planet. This has included both the largest contributor to emissions reductions — replacing coal with natural gas — and emissions-free nuclear power. This dogmatism underlies efforts by government planners to raise the price of fuel in order to reduce consumption and force people onto transit.

Madison is planning a large tax and spending increase referendum in 2020.

Adam Kissel:

Let’s look at the biggest number first. Senator Booker hopes to throw $100 billion at HBCUs and minority-serving institutions (MSIs) in general. Under his plan, he would transform HBCUs into social-activist organizations in “the fight against climate change,”though it remains unclear why being historically black makes them particularly well qualified for this task.

This plan eclipses the spending idea of Senator Sanders, who wants to throw only $15 billion at HBCUs, forgive another billion or two of debt, and double current funding under the Strengthening HBCUs program of Title III of the Higher Education Act of 1965.

Here’s what we’re already spending on HBCUs under Title III. In 2019 Congress gave these 101 institutions $282 million, plus $79 million in “mandatory” money (for which the institutions need to do little but fill out a form), plus $73 million for Historically Black Graduate Institutions (including law and medical schools), plus $9 million for master’s-degree programs. Doubling this amount gives them $443 million more, or an extra $4.43 billion over ten years.

Madison taxpayers spend more than $500M annually on a K-12 structure that has long tolerated disastrous reading results.

Alexandra Stevenson and Cao Li

Madison, which has long spent far more than most taxpayer supported K – 12 school districts is planning a large referendum for 2020.

Derek Thompson:

T The idea that companies like Uber and WeWork and DoorDash don’t make a profit might come as a shock to the many people who spend a fair amount of their take-home pay each month on ride-hailing, shared office space, or meal delivery.

There is a simple explanation for why they’re not making money. The answer, for finance people, has to do with something called “unit economics.” Normal people should think of it like this: Am I getting ripped off by these companies, or am I kinda-sorta ripping them off? In many cases, the answer is the latter.
Let’s say you buy a subscription to a meal-kit company, which sends you fresh ingredients and recipes to cook at home. You pay $100 a month. The ingredients are tasty, so you renew for the second month. And the third. But by the fourth month, you’ve decided that you’ve learned enough basic tricks around the kitchen to handle roasted chicken or sautéed cod by yourself. You cancel the subscription.

Your lifetime value to this company is $400—or $100 for four months. Since you quit, the meal-kit company has to find the next “you” to keep growing. So they advertise on podcasts. Let’s say that, on average, this company can expect to add 100 new users if it spends $50,000 on podcast advertising—or $500 per new user.

If the company spends millions on podcast ads, its user base and revenue base will grow and grow. Outside analysts will gasp and marvel: This meal-kit thing is on fire! But look closer: If it costs $500 to add a new user, and the typical marginal user—like you—only spends $400 on meal kits, there is no path to profitability. The road leads to the red.

Madison’s $500M taxpayer supported school district plans a substantial tax increase via 2020 referendum.

Citizen Stewart:

My friends at the Network of Public Education (NOPE) have an ongoing series under the hashtag #AnotherDayAnotherCharterSchool that aims to keep your eyes trained on the supposed never-ending abuses and fraud case in charter schools.

I applaud their commitment to public integrity and I share their vigilance in rooting out grift in public systems. Yet, their myopic focus on a small subset of public schools, in this case charters, is suspicious.

Why not expose all fraud, especially in the bigger system?

Well, you’ll have to ask them. They’ve mostly blocked me on twitter for asking such questions.

I guess their unionist funders and the privileged parents they cater to in America’s suburban hoarding schools want a clean message. Traditional schools with union teachers that work with privileged parents to rig the system in favor of white, middle-class, pampered children, well, that’s good.

Schools built for, by, or in favor of children so unfortunate as not to have suburban, white, progressive, college-educated families capable of obtaining mortgages for houses near the best hoarding schools, well, you know the drill, they must be stopped.

Thus, the campaign to turn public opinion against the most popular competitor to sputtering state-run schools that employ more people than they educate, and drown in so much pension debt that they can ill-afford parents choosing anything other than district failure farms.

In the interest of truth I should tell you that fraud in public education is indeed every bit the problem that NOPE says it is, but it’s much broader than they admit.

A discussion occurred – some of it public – about a Madison taxpayer supported maintenance referendum spending audit.

Kelly Meyerhofer:

The changes would make it difficult to construct buildings funded by student fees, according to a UW-Madison student leader familiar with the approval process, which has attracted scrutiny from Republicans who say the fees are making college less affordable.

UW students will pay between roughly $1,000 and $1,600 in annual fees for bus transportation, student organizations and services such as mental health counseling. A portion of those fees may go to pay for construction of buildings such as student unions or sports recreation centers if a majority of students voting in a referendum approve such a move.

Starting in the fall, for example, each UW-Madison student will pay an additional $173 to help fund major upgrades to recreational facilities. About 87% of students approved the increase in a 2014 referendum that brought a third of campus to the polls.

Derek Thompson:

The counties that make up Los Angeles, Chicago, New York City, and Philadelphia shed a combined 2 million domestic residents from 2010 to 2018. For many years, these cities’ main source of population growth hasn’t been babies or even college graduates; it’s been immigrants. But like an archipelago of Ellis Islands, Manhattan and other wealthy downtown areas have become mere gateways into America and the labor force—“a temporary portal,” in the words of E. J. McMahon, the founder of the Empire Center for Public Policy. “The woman from Slovakia comes to Queens, lives in her second cousin’s basement, gets her feet on the ground, and gets a better apartment in West Orange, New Jersey,” he said. Or a 20-something from North Dakota moves to Chicago after school, works at a consultancy for a few years, finds a partner, and moves to Missoula.

The Madison school board is planning various tax and spending increases referendums. I wonder what the various population forecasts reveal?

Madison has long spent far more than most taxpayer supported school districts ($18.5 to 20k per student, depending on the district documents).

Yet, we have long tolerated disastrous reading results.

Suburban Madison area school districts grew substantially from 199-2019. Madison remained largely flat.

Taylor Swaak:

Parents blasted L.A. Unified officials at a school board hearing this week — one even bursting into tears — offering an angry glimpse into the fractured trust between the community and the district just one week after voters overwhelmingly rejected a new parcel tax.

Many of the more than 20 speakers at Tuesday’s four-hour session expressed ongoing frustration with the ambiguity of L.A. Unified’s $7.8 billion operating budget and Local Control Accountability Plan (LCAP), a three-year plan updated annually that outlines the district’s goals and actions for improving student outcomes. Tuesday’s meeting was the first since L.A. Unified’s bid for a $500 million-a-year “Measure EE” parcel tax failed at the polls, and was also the first time the finalized 2019-20 budget and the LCAP were formally presented to the public. The board will vote on both next Tuesday.

“All of the voters are tired of you,” parent Luz Maria Montoya said in Spanish. “We don’t know what work you are doing.”

Some parents said district documents don’t clearly explain changes to student programs and services for next year. Others added that there isn’t transparency or robust “monitoring” of how L.A. Unified’s expenditures, such as professional development and training for teachers and principals, yield actual results for students. Montoya, for example, called district services for English learners and special education students “an embarrassment.” A few also accused L.A. Unified officials and principals of keeping parents out of budget and policy discussions — treating them “as sheeps, as herds,” as one speaker said— rather than welcoming them to the table as a partner.

“We have a lot of barriers” to knowing what’s going on, said parent María Daisy Ortíz, who addressed the board in Spanish. “We want to work with you, not against you. But respect us. … No one returns the wasted time to our children.”

Voters rejected two out of three Madison school district referendums in 2005

Mark Sommerhauser:

The increased tax bills are driven largely by Evers’ plan to boost by 2% the amount counties and municipalities could collect through local property tax levies.

But a countervailing effect comes from Evers’ plan to give a $1.4 billion infusion of state aid to school districts in the next two years. That would enable the state to shoulder a larger share, relative to local property taxpayers, of school district costs.

Rep. John Nygren, R-Marinette, co-chairman of the Legislature’s budget committee, said in a statement that the report shows how Evers’ budget would mark a shift from budgets enacted under former Gov. Scott Walker.

“The fact is, the Governor’s budget raises property taxes by the largest amount in a decade,” Nygren said. “Republicans have a record of cutting taxes and remain committed to this goal, whereas the governor would rather increase taxes to grow government in Madison.”

Evers spokeswoman Melissa Baldauff said part of the projected property tax increase is due to voters approving referendums to increase their property taxes to fund their local school districts — which she said Evers can’t control.

Notes and links on Madison’s $20k per student budget.

The Wisconsin Department of Public Instruction “DPI”, lead for many years by new Governor Tony Evers, has waived thousands of elementary reading teacher content knowledge requirements. This, despite our long term, disastrous reading results.

Chan Stroman tracks the frequent Foundations of Reading (FoRT) mulligans:

Yet the statutory FoRT requirement is now deemed satisfied by “attempts” to pass pic.twitter.com/xSS0lxgo8g

— Chan Stroman (@eduphilia) March 28, 2019

Contrary to what was represented to @usedgov in the approved state ESSA plan pic.twitter.com/fuNKxlc0Q7

— Chan Stroman (@eduphilia) March 28, 2019

DPI Rhetoric: “We set a high bar for achievement”.

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

Foundations of Reading Elementary Reading Teacher Exam Results.

December, 2018: “The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

2013: Madison’s long term, disastrous reading results.

2011: A Capitol Conversation on Wisconsin’s Reading Challenges.

K-12 attempts to address learning include the implementation – and abandonment – of “one size fits all” courses, such as English 10 and “small learning communities“.

2009: An emphasis on adult employment.

2006: “They’re all Rich White Kids, and they’ll do just fine” – NOT!.

2005: Lowering the bar – When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed…and not before:

Yet, spending continues to grow, substantially. Governor Evers has proposed a double digit increase in K-12 tax and spending for the next two years. Once in a great while, a courageous soul dives in and evaluates spending effectiveness: a proposed (not heard from again) Madison maintenance referendum audit.

“Any impetus to change direction or structure is met with swift and stiff resistance. It’s as if we are stuck in a time warp keeping a 19th century school model on life support in an attempt to meet 21st century demands.” – Former Ripon Superintendent Richard Zimman.

2011: A majority of the Madison School Board aborted the proposed Madison Preparatory Academy IB Charter School. Curiously, former school board member Ed Hughes, who voted against Madison Prep, is supporting Kaleem Caire for school board, 8 years hence. Yet, how many students have we failed as time marches on?

Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results:

Of the 65 students plus or minus it kind of changes this year 24 of them are regular ed students.

Another way to say they don’t have an IEP so there is no excuse for that reading intervention in (that group).

12 of those 24 have been enrolled in Madison School since Pre-K kindergarten or kindergarden. 12 students have been in Madison Schools.

They have High attendance. They have been in the same (you know) feeder school they have not had high mobility. There is no excuse for 12 of my students to be reading at the first second or third grade level and that’s where they’re at and I’m angry and I’m not the only one that’s angry.

The teachers are angry because we are being held accountable for things that we didn’t do at the high school level. Of those 24 students, 21 of them have been enrolled in Madison for four or more years.

Mulligans.

Bethany Blankely:

“Will massive increases in spending actually improve student outcomes?” WILL asks. According to an analysis of education spending and outcomes, WILL says, “probably not.”

WILL’s Truth in Spending: An Analysis of K-12 Spending in Wisconsin compares K-12 spending on Wisconsin public schools and student outcomes. Based on the most recent available data, Wisconsin’s K-12 education spending is comparable to the rest of the country, but it already spends more money, on average, than the majority of states, according to the report. Wisconsin spends $600 per pupil more than the median state spends.

Based on WILL’s econometric analysis, no relationship between higher spending and outcomes exists in Wisconsin. On average, high-spending districts perform the same or worse on state-mandated exams and the ACT relative to low-spending districts, the analysis found.

Slinger and Hartford school districts spend significantly less than the state average on education but their students’ Forward Exam performances are significantly higher than other districts, the report found. By comparison, White Lake and Bayfield districts have “woeful proficiency rates despite spending far more than the average district,” the report states.

In Evers’ budget address, he said, “more than one million Wisconsinites have raised their own property taxes to support local schools in their communities,” Matt Kittle at the MacIver Institute notes. “But they chose to do so,” Kittle says, “through the mechanism of referendum that offers school districts the ability to set their own priorities and not make taxpayers elsewhere pick up an ever-increasing portion of the tab.”

Evers’ budget plan calls for a return to the state picking up two-thirds of K-12 funding, but would put more money into the state’s long-failing schools, Kittle notes, “while he looks to punish Wisconsin’s school choice program.”

This is counterintuitive to the facts, WILL argues, as private choice schools and charter schools in Wisconsin achieve more with less. According to recent analysis, these schools achieve better academic outcomes despite spending thousands less per student than traditional public schools.

Madison spends far more than most taxpayer supported K-12 school districts, now around $20,000 per student.

Yet, we have long tolerated disastrous reading results.

“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”

Bethany Blankley:

Slinger and Hartford school districts spend significantly less than the state average on education but their students’ Forward Exam performances are significantly higher than other districts, the report found. By comparison, White Lake and Bayfield districts have “woeful proficiency rates despite spending far more than the average district,” the report states.

In Evers’ budget address, he said, “more than one million Wisconsinites have raised their own property taxes to support local schools in their communities,” Matt Kittle at the MacIver Institute notes. “But they chose to do so,” Kittle says, “through the mechanism of referendum that offers school districts the ability to set their own priorities and not make taxpayers elsewhere pick up an ever-increasing portion of the tab.”

Evers’ budget plan calls for a return to the state picking up two-thirds of K-12 funding, but would put more money into the state’s long-failing schools, Kittle notes, “while he looks to punish Wisconsin’s school choice program.”

Locally, Madison spends around $20,000 per student, yet we have long tolerated disastrous reading results.

“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”.

Madison’s property tax levy growth:

Details, here.

Jessie Opoien:

Wisconsin voters approved record levels of additional spending on K-12 schools by passing 90 percent of the referendum questions on ballots throughout the state in 2018.

More than $2 billion worth of referendum initiatives were approved over the course of the year, according to a report released Tuesday by the nonpartisan Wisconsin Policy Forum.

The number of referendum efforts to raise local property taxes in exchange for more spending on schools was the largest seen since 2001, at 157. Voters approved 90 percent of those questions, according to the Policy Forum analysis.

According to unofficial election results, a large chunk of the new spending — $1.37 billion — was approved on Nov. 6, when voters turned out in record numbers to vote in the state’s midterm elections. Nearly 80 referendum questions across 57 school districts were approved on midterm ballots.

Taxpayer funded k-12 school district tax base assessments have grown in recent years, somewhat “hiding” spending increases. Expanding assessments create more room for spending growth.

Spending far more than most, Madison has long tolerated disastrous reading results.

Matthew DeFour:

“I’m glad to see at least last year there was pretty broad-based support,” Walker said.

Immediately after Walker’s speech, Evers came on stage to hand out an award and deadpanned, “How ironic,” before responding: “Any time any governor adopts my budget, it’s a good day.”

In an interview with the State Journal afterward, Evers said he’s happy that Walker added money for K-12 schools — some $649 million in new spending over the biennium — “but the fact is for the last five years he cut $1 billion out (and) not counting inflation we’re not back to where we should be.”

“We’re still running behind,” Evers said. “That’s one of the reasons why I’m running (for governor). We haven’t made up that money they took from us in the past.”

Evers, who spoke at the convention on Wednesday, said school board members told him they saw the increased education funding as either not enough, given how many districts are still proposing referendums to exceed state-imposed revenue limits, or they see it as a political ploy.

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

Molly Beck:

Nygren’s plan would allow school districts with the low-revenue caps to increase the amount they spend from the current $9,100 per student limit to $9,400 per student next school year. The limit would increase by $100 each school year until it reaches $9,800 per student by the 2022-23 school year.

According to the Department of Public Instruction, the proposal would apply to about 120 of the state’s 422 school districts, including Mount Horeb, Baraboo, Milton, Portage, Prairie du Chien, Watertown, Westfield, Sparta and Tomah.

If all of the eligible school boards voted to take full advantage of the increase, property tax levies would increase by at least $22.5 million next school year, according to the Wisconsin Association of School Boards. Seven school districts would not be able to take advantage of the proposal because of recent referendum rejections including Chilton, Darlington, Howard-Suamico and Southern Door school districts.

A spokesman for Nygren said he would begin seeking support from other lawmakers this week. A spokesman for Senate Majority Leader Scott Fitzgerald, R-Juneau, did not respond to a request for comment.

Madison spends nearly $20,000 per student, despite tolerating Molly Beck:

Nygren’s plan would allow school districts with the low-revenue caps to increase the amount they spend from the current $9,100 per student limit to $9,400 per student next school year. The limit would increase by $100 each school year until it reaches $9,800 per student by the 2022-23 school year.

According to the Department of Public Instruction, the proposal would apply to about 120 of the state’s 422 school districts, including Mount Horeb, Baraboo, Milton, Portage, Prairie du Chien, Watertown, Westfield, Sparta and Tomah.

If all of the eligible school boards voted to take full advantage of the increase, property tax levies would increase by at least $22.5 million next school year, according to the Wisconsin Association of School Boards. Seven school districts would not be able to take advantage of the proposal because of recent referendum rejections including Chilton, Darlington, Howard-Suamico and Southern Door school districts.

A spokesman for Nygren said he would begin seeking support from other lawmakers this week. A spokesman for Senate Majority Leader Scott Fitzgerald, R-Juneau, did not respond to a request for comment.

Madison spends nearly $20,000 per student, despite tolerating long term, disastrous reading results. long term, disastrous reading results.

Molly Beck:

Overall, Walker proposed $11.5 billion for schools, including the $649 million increase.

A spokesman for budget committee co-chairwoman Sen. Alberta Darling, R-River Hills, said the Joint Finance Committee reduced the increase to $639 million because of reductions to funding proposed by Walker for rural school districts and for schools in the Milwaukee School District that meet academic achievement goals.

Walker in a statement thanked the committee for its actions after the package was approved 12-4, with all Republicans voting for and all Democrats voting against.

Jesse Opoien:

Darling raised her voice at one point, arguing that Democratic policies before Act 10 had “put the teachers in the back room and put the unions at the table.”

“Come on,” Darling said. “We value teachers. I’m sick of this victimizing teachers. Let’s agree that education is all of our priority.”

One measure would allow people to take online classes to earn teacher certification in high-need subjects like technology, math, engineering and science. Another would offer loans for people seeking additional education and training to become principals or other education administrators.

Lawmakers also approved a measure proposed in Walker’s budget to eliminate expiration dates for teachers’ licenses following a three-year provisional period.

It also offers resources for school districts that elect to consolidate or share some services. Districts that completely consolidate would be eligible for aid equal to $150 per student for five years after the consolidation, gradually tapering off in the following years. Districts that choose to share a grade could receive $150 per student enrolled in that grade for four years, which would taper off in the fifth year. The package also sets aside $2 million for a pilot program to provide aid to districts that share some administrative services.

Also under the plan, districts could only hold referendums during already-scheduled election days or on the second Tuesday of November in odd-numbered years, with allowances made for special circumstances, such as increased costs resulting from a natural disaster.

“Thanks to the members of the Joint Finance Committee for supporting the education portion of my budget,” Walker said in a statement. “Once signed, this budget will include more actual dollars for K-12 education than ever before in our history.”

Locally, Madison has long tolerated disastrous reading results, despite spending nearly $20,000 per student.

Additional links:

WisPolitics

AB64

SB30

Josh Elliott:

Retired mechanic Adi Astl says he took it upon himself to build the stairs after several neighbours fell down the steep path to a community garden in Tom Riley Park, in Etobicoke, Ont. Astl says his neighbours chipped in on the project, which only ended up costing $550 – a far cry from the $65,000-$150,000 price tag the city had estimated for the job.

“I thought they were talking about an escalator,” Astl told CTV News Channel on Wednesday.

Astl says he hired a homeless person to help him and built the eight steps in a matter of hours.

Astl’s wife, Gail Rutherford, says the stairs have already been a big help to people who routinely take that route through the park. “I’ve seen so many people fall over that rocky path that was there to begin with,” she said. “It’s a huge improvement over what was there.”

I’ve seen similar situations in our schools, were maintenance is limited to union employees.

Related: maintenance referendum audit.

Madison school district budget information, now about $20k/student.

Karen Rivedal:

A Madison School District review of financial practices at Black Hawk Middle School found widespread disregard for proper accounting and money handling practices under then-principal Kenya Walker, who admitted using district credit cards for personal needs and oversaw school office operations so lax they resulted in the theft of at least $1,000 from a school fundraiser and more than $10,500 in credit card charges for which the district has no receipt, among other deficiencies noted in the review.

Walker, 45, who was paid $106,466 annually, effectively resigned on April 28 after spending months on a medical leave that began in late January and caused increasing concern among parents at the school. Also in January, the district hired external reviewer Shana Lewis to begin reviewing Black Hawk’s financial practices after concerns were noted by Central Office staff about spending there.

Many of the problems noted in the review revolved around the use of some 15 district-issued credit and procurement cards that are to be used by school staff members for the purchase of low-cost goods, usually under $500. They are designed to eliminate the use of petty cash and personal funds that have to be reimbursed to staff later, setting up a more secure, cost-effective method to purchase small-dollar items for district programs and activities.

Much larger spending questions arose several years ago after a large maintenance referendum.

Kristen Hare:

Andy had been an investigative journalist at the Wisconsin State Journal, where he and Dee both worked back in 2006. But he, nearing 50 at the time, he was reassigned to cover education.

“It was a time at which I took a deep breath and considered what really mattered to me,” he said.

He wanted to be an investigative reporter again. He wanted to teach new generations of investigative reporters. And he and Dee wanted to stay in Madison.

Fascinating, given Madison’s long term, disastrous reading results, despite spending far more than most, around $18k per student annually.

Ironically, The Madison School District’s 2005 maintenance referendum expenditures were the subject of a potential audit… Stillborn, apparently.

Andy Hall notes and leaks.

Laurie Frost and Jeff Henriques, via a kind email:

Dear Superintendent Cheatham and Members of the Madison School Board:

We are writing as an update to our Public Appearance at the December 12 Board meeting. You may recall that at that meeting, we expressed serious concerns about how the District analyzes and shares student data. For many years, it has seemed to us that the District reports data more with an eye towards making itself look good than to genuinely meeting children’s educational needs. As social scientists with more than two decades of involvement with the Madison schools, we have long been frustrated by those priorities.

Our frustration was stirred up again last week when we read the newly released MMSD 2017 Mid- Year Review, so much so that we felt called upon to examine a specific section of the report more closely. What follows is expressly not a critique of the MMSD elementary school in question, its staff, or its students. What follows is solely a critique of what goes on in the Doyle Building.

MMSD 2017 Mid-Year Review and Van Hise Elementary School’s “Special Sauce”

Near the end of the MMSD 2017 Mid-Year Review, there is an excited update on the “extraordinary [student] growth” happening at Van Hise Elementary School:

Principal Keeler added, “It’s been a fantastic year, it continues to get stronger.”

We got curious about the numbers included in this update — in part because they are some of the few numbers to be found in the 2017 Mid-Year Review — and decided to take a closer look. All additional numbers used in the analysis that follows were taken from the MMSD website.
As you know, Van Hise is a K-through-5th grade elementary school on Madison’s near west side. In 2015-16, it enrolled 395 students, 5% (20) of whom were African American and 9% (36) of whom received special education services. (Note: These percentages are some of the lowest in the District.) For purposes of explication, let’s say half of each of those groups were in grades K-2 and half were in grades 3-5. That makes 10 African American and 18 special education students in grades three-through-five.

The Mid-Year Review states that in 2015-16, an extraordinary 70% of Van Hise’s African American third-through-fifth grade students were proficient or advanced (in something — why not say what?). But 70% of 10 students is only 7 students. That’s not very many.

The Mid-Year Review also states that in 2015-16, an equally extraordinary 50% of Van Hise’s third- through-fifth grade special education students scored proficient (in something). But again, 50% of 18 students is only 9 students.

To complete the demographic picture, it is important to note that Van Hise is the MMSD elementary school with the lowest rate of poverty; in 2015-16, only 18% of its students were eligible for Free/Reduced Lunch. (Note: The Districtwide average is 50%).

We would argue that this additional information and analysis puts the Van Hise Elementary School update into its proper context … and makes the numbers reported far less surprising
and “extraordinary.”

The additional information also makes the Van Hise “special sauce” – whatever it is they are doing in the school to achieve their “extraordinary” results with African American and special education students – far less relevant for the District’s other elementary schools, schools with significantly higher percentages of African American, low income, and special education students.

In terms of its demographic profile, Van Hise is arguably the most privileged elementary school in Madison. Perhaps, then, its “special sauce” is nothing more than the time-worn recipe of racial, socioeconomic, and other forms of political advantage.

But be that as it may, it is not our main point. Our main objective here has been to provide a clear- cut example of how the MMSD cherry picks its examples and “manages” its data presentation for public relations purposes.

We believe the overarching drive to make the District look good in its glossy reports is a misguided use of District resources and stands as an ongoing obstacle to genuine academic progress for our most disadvantaged and vulnerable students.

The Appendices attached to this report consist of a table and several graphs that expand upon the foregoing text. We hope you will take the time to study them. (When you look at Appendices E and F, you may find yourselves wondering, as we did, what’s going on at Lindbergh Elementary School, where the African American students are performing much better than one would expect, given their demographics? Similarly, you may wonder what’s going on at Randall Elementary School, where the African American students are performing much worse than one would expect?)
Please feel free to contact us with any questions you may have about this analysis. As School Board members, you cannot work effectively on behalf of our community’s children unless you understand the District’s data. We are happy to help you achieve that understanding.

Respectfully,

Laurie Frost, Ph.D.
Jeff Henriques, Ph.D.

APPENDICES
Appendix A: MMSD Elementary School Demographics (2015-16)

Appendix B: Percentage of All Students Scoring Proficient/Advanced on Spring 2016 MAP Testing as a Function of the School’s Poverty Level

Appendix C: Percentage of All Students Scoring Proficient/Advanced on Spring 2016 MAP Testing as a Function of the School’s African American Student Enrollment

Appendix D: Percentage of All Students Scoring Proficient/Advanced on Spring 2016 MAP Testing as a Function of the School’s Special Education Student Enrollment

Appendix E: Percentage of African American Students Scoring Proficient/Advanced on Spring 2016 MAP Testing as a Function of the School’s Poverty Level

Appendix F: Percentage of African American Students Scoring Proficient/Advanced on Spring 2016 MAP Testing as a Function of the School’s African American Student Enrollment

Appendix G: Percentage of Special Education Students Scoring Proficient/Advanced on Spring 2016 MAP Testing as a Function of the School’s Poverty Level

Appendix H: Percentage of Special Education Students Scoring Proficient/Advanced on Spring 2016 MAP Testing as a Function of the School’s Special Education Enrollment

Note:

Appendices B through H utilize Spring 2016 MAP data for MMSD third-through-fifth grade students only. The scores for each school are simple averages of the percentages of students scoring proficient or advanced in reading or math across those three grades. We freely acknowledge that these calculations lack some precision; however, given the data we have access to, they are the best we could do.

Source: https://public.tableau.com/profile/bo.mccready#!/vizhome/MAPResults2015- 16/MAPResultsWithSchool

PDF Version.

The Madison School District’s 2016 “Mid Year Review“.

Madison expanded its least diverse schools, including Van Hise, via a recent tax increase referendum.

2005 (!) When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed…and not before.

Barry Adams:

Just six years ago, Sun Prairie opened a new high school for students in 10th through 12th grades, part of a successful $96 million referendum in 2007.

The district now has 2,379 high school students, including ninth-graders who are in a different building. That gives Sun Prairie the second-largest high school population in the state, behind only Kenosha Indian Trail, and voters could be asked to build another high school in two years.

Six of the Sun Prairie School District’s seven elementary schools are over capacity, and more than 1,600 students could be added over the next decade in a city whose population has swelled 57 percent since 2000 to more than 32,000.

Rachel Slade

In November, Massachusetts voters will decide whether the Department of Elementary & Secondary Education (DESE) can raise the cap on the number of charter schools allowed, or increase enrollment in existing charters in underperforming districts. If the referendum is approved, the city of Boston—which currently has 27 Commonwealth charter schools that operate independently of the district and educate about 14 percent of the student population—will likely see an increase in charters over the next several years. It’s an advance that charter advocates firmly champion but opponents see as another little push in the direction of a very steep cliff.

How did public education get so contentious, even as Boston’s public school system is near the top on every available scoring index of the nation’s major urban districts? Why does Brooke Charter Schools founder Jon Clark, a quiet, straight-talking guy from Wellesley, become slightly unhinged when I share some of the views of the anti-charter folks? What is it about this debate that brings out the tinfoil-hatted paranoia in all of us?

Ideologically speaking, charter schools—which are publicly funded but operate outside of typical district and teachers union rules—are the muddiest of all political issues, simultaneously supported by neoliberals and ultraconservatives, progressives and regressives, hedge funders and immigrants. For those who favor them, charters represent our best hope for improving education. In fact, the pro-charter movement is predicated on the certainty that public education is in crisis, and it lays the blame squarely on government incompetence and union hegemony. Well-run charters, they argue, not only educate children more cheaply, but also more effectively. The data back that up: The average SAT composite score in Boston’s charter high schools in 2015 was 100 points higher (about 10 percentile points) than the district schools’.

A majority of the Madison School Board rejected the proposed Madison Preparatory IB charter school.

Anya Kamenetz:

Dale Farran, a researcher at Vanderbilt University, has been watching closely how that money is spent in Tennessee. She argues the programs there are flawed, and unlikely to move the needle for the poor kids who need them most.

What’s worse, Farran says, is that across states, nobody’s really watching the store when it comes to quality, so these mistakes are likely to be repeated.

“I’m so old I’m getting really grumpy about this,” she says. “I have cared about this for such a long time and it’s just making me crazy.” Farran outlines her criticisms in a new paper for the Brookings Institution.

Farran’s research team visited 139 preschool classrooms in the Memphis area and Nashville, all funded by the federal grant program. They observed the classes for a full 6 to 8 hour day to see just how the teachers and students spent their time. This is really important, because we know from other research that high quality preschool means lots of choice-based play in centers, small group instruction, and outdoor or gym play so that young children can move their bodies.

Perhaps local schools might evaluate the effectiveness of current programs (including reading) prior to simply spending more….

Molly Beck:

More than 100 school districts have spent $138 million above their state-imposed revenue limits without voter approval since 2009, according to an analysis from the Wisconsin Taxpayers Alliance.

Since that year, school districts have been able to spend above their revenue caps without first going to voters if the money is being used for projects that are intended to improve energy efficiency in the district. In all, 147 school districts have used the exception.

According to the report, school districts rarely took advantage of the exception until 2012 — after Gov. Scott Walker and Republican lawmakers tightened revenue limits for districts.

Dave Baskerville (7 April 2016)

Mr. Ed Hughes, Member, MMSD Board 4/7/16

Ed, I finally got around to reading your “Eight Lessons Learned” article in the 3/9/16 edition of CT. Interesting/thanks. As you know from our previous discussions, we have similar thinking on some of the MMSD challenges, not on others. For the sake of further dialogue and to continue your tutorial style (‘learned’, ‘not learned’) without my trying to be either facetious or presumptious., let me comment as follows:

LESSON ONE. “It’s Complicated”. Certainly agree, but not an excuse for catching up with the rest of the First World. Did you learn that? Challenges which you rightly say are ’multiyear and multipronged’ become far more complicated when there is not a clearcut, long term direction for a company or system. It seems that every responsible board of private/public or NGO institutions has that responsibility to the CEO (read Superintendant).

You talk of improvement (kaizen), but “better” for the status quo alone is not enough when we have been falling behind for several generations. What you apparently did not learn is that with our global rankings and radical changes in technology and the future world of work, serious transformation of our system is needed?

LESSON TWO. “No Silver Bullet”. There can be 1~3 long term goals, but agree, 426 WI school districts need to figure out in their own ways how to get there. (And where things are measured, they are more often done. Dare you provide, as 300 HSs around the country and 14 in WI have done, the PISA tests for all of our MSN 15 years olds. $15,000 per HS, and indeed, does that ever prod Supt’s, and citizens to set their goals long term and higher! And execute!)

LESSON THREE. “Schools Are Systems”. Agree with Gawande that “a system-wide approach with new skills, data-based, and the ability to implement at scale” is needed. Look at Mayo Clinic where my wife and I spend too much of our time! As you say, a significant cultural shift is required. But what you did not learn is what he said later: “Transformation must be led at the top”. That means clearly articulating for the CEO, staff and public the long term destination point for rigorous achievement and the quantitative means to measure. You did not learn that it does not mean getting involved in the vast HOW of ‘defining the efforts of everyone’, innovation, implementation and details. A good CEO and her team will handle all of that.

LESSON FOUR. “Progress Requires Broad Buy-in”. True. Yet, are you not as a Board getting way into the nitty gritty issues, while at the same time not having a clear long term goal with a Scorecard that not only educators can comprehend but all of us citizens? You did not learn that much of strategy and most all of tactics is not a Board’s prerogative to dwell in/muck around in. But the responsibility to articulate a few goals and a scorecard to vigorously monitor for the broader public is a critical constituency responsibility for the MMSD and the broader buy-in.

LESSON FIVE. “Buy-in can’t be bought”. Agree, many business values are not relevant in education.. But to me , what was not learned from the Zukerberg:Newark disaster was rather that you cannot transform a poorly performing system by simply pouring many more resources and monies into it and enabling/enhancing the status quo. (Believe now in San Francisco, Zuckerberg has learned that as well.)

LESSON SIX. “No substitute for Leadership”. Certainly. That’s why I give you folks a rough time! But your reference to a balance of ‘the best system’ and’ teacher /staff commitment’ is valid. Very much mutually needed for global achievement. And you certainly should be discussing those with Jen, as she sees fit.. But it’s not primarily your Board responsibilities. Again to repeat, by mucking around too much in those Supt. Management, and tactical areas and completely missing the long term, measurable goals/ direction, you have not learned the most critical Board role as I outlined in Lesson One above. In addition where management meets political or union road blocks to substantial progress towards those goals, boards must often step in.

And I would add in most institutions, charisma does not transfer. Milt McPike was a great leader that I’m sure considerably improved the achievement levels at East HS. But is not the Purgolders back to mediocre? If the MMSD Board would have had a transformed system with very clear long term goals for East with a PISA Scorecard that involved the public, I’m betting Milt’s accomplishments would be being built on. If we lose Jen in the next few years, I fear likewise. (Or better, you really challenge her with some 20 year global targets, get out of the way, and maybe she’ll stay with us that long.)

LESSON SEVEN. “Improvement Takes Time”. Of course. But you have simply not learned a sense of urgency. Finland, South Korea, Japan, Shanghai-China, etc….are not going to just watch and wait for 20 years our MMSD kids to catch up. They are all forthrightly after further improvement. Those countries unlike you MMSD Board Members really believe/expect their kids can be trained with the best in the world. Very high expectations! You look at where investment in the world is made…where in the USA millions of jobs lack needed skilled people….why over 65% of the UW-MSN doctoral/ post doc students in almost all of the critical science, engineering and math courses are non-Americans. You have not learned, ED, that a long term direction AND urgency must go together!

LESSON EIGHT. “Incremental progress is good progress”. Agree, lurching about in goals/system approach is not good. A “sustainable school…and coherent approach guided by a system-wide vision…” is good. But as said above, you’ve not learned that your ‘incremental progress’ is not enough! The MMSD approach essentially does not recognize the global job market our kids will walk into. Does not recognize that 20 years hence 65% of the careers now do not exist. ( So only major achievement/competency in the basics {MATH, Science, Reading} will provide some assurance of good work/salaries/further trainability during their lifetime.) That with todays transformation of technology, STEM and blue collar jobs as well as universties will definitely require those kinds of skills for social mobility and self-sufficiency.

That’s it for now. See you at the Club, give me a call if you wish to discuss further,
And either way, best regards,

Dave Baskerville (608-259-1233) www.stretchtargets.org.

Much more on Ed Hughes, here.

Unfortunately, Madison’s monolithic, $17K+ per student system has long resisted improvement. We, as a community have tolerated disastrous reading results for decades, rejected the proposed Madison Preparatory IB Charter school and astonishingly, are paying to expand our least diverse schools (Hamilton middle and Van Hise elementary) via a 2015 referendum….

Further reading, from 2005! When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed…and not before.

2006! “THEY’RE ALL RICH, WHITE KIDS AND THEY’LL DO JUST FINE” — NOT!

Two of the most popular — and most insidious — myths about academically gifted kids is that “they’re all rich, white kids” and that, no matter what they experience in school, “they’ll do just fine.” Even in our own district, however, the hard data do not support those assertions.
When the District analyzed dropout data for the five-year period between 1995 and 1999, they identified four student profiles. Of interest for the present purpose is the group identified as high achieving. Here are the data from the MMSD Research and Evaluation Report from May, 2000:

Group 1: High Achiever, Short Tenure, Behaved
This group comprises 27% of all dropouts during this five-year period.
Characteristics of this group:

Finally, a few of these topics arose during a recent school board member/candidate (all three ran unopposed this spring) forum. MP3 audio.

Change is hard and our children are paying a price, as Mr. Baskerville notes.

Somewhat ironically, Madison has unused capacity in a number of schools, yet a successful Spring, 2015 referendum will spend another $41M+ to expand certain schools, including some of the least diverse such as Hamilton Middle School.

Madison School District (PDF):

Key Findings
1. Most MMSD schools are not over capacity. Six of the 32 elementary schools and one of the 12 middle schools had Third Friday enrollment numbers above their calculated capacities.
2. Thirteen of the 32 elementary schools, two of the 12 middle schools, and one of the five high schools had Third Friday enrollment numbers above the ideal 90% of capacity.

The Economist:

WHEN offices handle public money, said Aristotle, “there must of necessity be another office that examines and audits them.” Today’s equivalent is the “Supreme Audit Institution”, and 192 countries have one. These beancounters-cum-watchdogs check on behalf of legislatures and the public that their governments spend money cleanly and sensibly—and hold them to account when they do not. Though public, they are (or at least are supposed to be) independent of government.

In “The Art of Audit”, Roel Janssen, a veteran Dutch journalist, tells their story through conversations with former top auditors from eight countries. Number-crunching may be number-crunching, but their experiences, and the outfits they run, differ enormously.

America’s 94-year-old Government Accountability Office (GAO) is a bulky, sophisticated machine employing 3,000 people that holds the government’s feet to the fire on behalf of Congress. David Walker’s main achievement, as its head from 1998 to 2008, was to raise the alarm about America’s exploding federal debt. Running Iraq’s audit board from 2004 to 2014, Abdulbasit Turki Saeed worried more about being blown up himself. His predecessor was killed in the job, as were some people on Mr Turki’s team; he had a lucky escape when he discovered a bomb under his car.

Related: Spending issues on Madison’s last maintenance referendum lead to calls for a maibtenance audit.

Todd Milewski:

“There should be some room for inflationary increases, and our schools have been really constrained for several biennia now. So zero is not a win. Certainly, it’s better than what it was but, frankly, nothing has changed over the last six months so maybe the budget should have been put in place as 0 percent to begin with and we could have worked from there. Now we’re working from a place of disadvantage.”

Some school districts have responded to state cuts by asking voters to approve referenda for funding. Last month, Madison voters approved a $41 million referendum that will pay for upgrades and expansions in 16 schools.

Evers said districts have a success rate of 60 to 70 percent when they go to referendum, but that kind of arrangement could lead to legal challenges.

Much more on Wisconsin’s K-12 tax & spending climate, here.

Molly Beck:

im Bender, president of voucher advocacy group School Choice Wisconsin, said Burke’s comments were misleading because funding for the voucher program comes from state general purpose revenue.

“You can’t talk about taking money away from K-12, unless you believe that money belongs to K-12,” Bender said. “It’s not possessive of any one particular place.”

Eskelsen García, who expressed support for Burke, told the audience to look to her home state of Utah, where the Utah Education Association helped trigger a voter referendum in 2007 that successfully overturned a law that had passed in the state legislature that would provide any student with a school voucher.

NEA spokeswoman Staci Maiers said in an emailed invitation to Monday’s event that “Burke is getting ready to release her K-12 education platform, and she wanted to talk with real teachers and other educators — who are actually in the classroom with students — to find out how best to improve education.”

Burke spokesman Joe Zepecki said there are no immediate plans for Burke to release an education plan, however.

Jessie Opoien has more.

Amanda Ripley:

In the meantime, it does appear that U.S. principals are overestimating poverty compared to principals in other countries. Does it matter? It depends on the principal. No matter how you measure it, child poverty is high in the U.S. compared to other developed countries, so the problems are real and present in many U.S. schools. But hyper-awareness of poverty can make a mediocre principal worse—by providing a compelling explanation for education failures that conveniently shifts much of the blame to the home and society at large. And when combined with the reductionist, blame-poverty narratives propagated in many U.S. education colleges, books and blogs, this mindset can excuse all manner of in-school failures.

One of the things I noticed while interviewing principals and teachers in other countries is that they were not nearly as conscious of poverty stats as their American peers. In every country I visited (including Poland and South Korea, which have higher poverty rates than, say, Finland), I asked principals roughly what percentage of their kids would be considered disadvantaged. None of them could tell me off the top of their heads.

In a strong system, that obliviousness can be an asset. One Finnish teacher who had a significant number of refugee students in his class explained it to me this way: “I don’t want to think about their backgrounds too much. I don’t want to have too much empathy for them because I have to teach. If I thought about all of this too much, I would give better marks to them for worse work. I’d think, ‘Oh, you poor kid. Oh, well, what can I do?’ That would make my job too easy.”

The pursuit of redistributed taxpayer funds (“grants”, referendums, annual spending growth, staffing) drives everything.

Can someone please tell me why this isn't more informative than the unemployment rate? pic.twitter.com/SaZoaDIQmG

— Amir Sufi (@profsufi) April 9, 2014

Related: Madison’s planned $39,500,000 fall property tax increase referendum.

Madison Superintendent Jennifer Cheatham is proposing a $39,500,000 November, 2014 maintenance referendum (page 38 of 39), according to her “Strategic Framework Progress” update [1MB PDF]. Questions remain on where the money went from the $26,200,000 2005 maintenance referendum. The District has, according to page 3, launched a “zero based budget”. I am hopeful that the District will address past spending initiatives and provide a complete, easy to understand look at its finances.

Finally, bricks and mortar have their place, but nothing is more important than addressing Madison’s disastrous reading results.

Compare: Three reporters assigned to the Urban League’s governance transition:

1. Steven Elbow: Madison Urban League chair: Kaleem Caire’s credit card use an ‘internal’ issue.

2. Dee Hall: Urban League head: Kaleem Caire’s ‘integrity intact’.

3. Dean Mosiman: Kaleem Caire’s departure followed concerns about credit card use, overwork.

2005 a reporter follows a story with a Madison School Board member: Susan Troller: School Board member may seek audit of 2005 referendum dollars: “For more than a year, Madison School Board member Lucy Mathiak has been asking Madison school district officials for a precise, up-to-date summary of how $26.2 million in 2005 maintenance referendum dollars were spent over the last five years.”.

I’ve not seen any followup on the maintenance referendum spending, not to mention the tens of millions spent on Madison’s reading programs. Those programs have, to be charitable, been ineffective.

Much more on Kaleem Caire, here. Perhaps an Ash Wednesday reflection on John 8 might be in order.

Bread & circuses, indeed.

The Wisconsin State Journal

Local school boards prioritize spending and programs, hire top staff and help shape curriculums. They set long-term goals and schedule building referendums.
Too many school board races go uncontested. And a big reason for the lack of competition is simple: Being a school board member is a difficult, time-consuming and in many ways thankless job.
Yet strong school leadership is crucial to the success of your city, village or town.
Four candidates competed for two Madison School Board seats last spring. It wasn’t just an opportunity to pick leaders for the local district. It was a chance to have a high-profile conversation about how our schools and students are doing — and what they need to do better.

Three Madison school board seats will be on the Spring, 2013 ballot. Beth Moss recently announced that she does not plan to seek re-election during the spring, 2013 contest. James Howard is running. Maya Cole, according to Matthew DeFour’s article will decide after Thanksgiving if she plans to seek re-election.

Barry Adams:

Overcrowding at the elementary schools and aged facilities at Kromrey Middle School will be corrected after voters in the Middleton-Cross Plains Area School District on Tuesday overwhelmingly approved a nearly $60 million referendum.
The proposal was the largest in the state this fall and was approved after voters turned back referendums in 2005 and 2009.
“What we tried to do is combine and do a common-sense plan that everyone could understand, was fiscally responsible and looked at the long-term needs of the community,” Superintendent Don Johnson said.
The district was among nine area school districts that combined to ask 12 referendum questions in south central Wisconsin.

Related: Minnesota voters approve most school levy requests

Most Minnesota school districts with levy referendums on the ballot yesterday met with success.
Voters in 29 of 40 districts approved levies, essentially pledging local taxpayer support for their schools, in addition to state-provided funds.
This year’s approval is better than average in a year crowded with local, state and federal races, said Greg Abbott, a spokesman for the Minnesota School Boards Association.
“This passing percentage is a good 20, 25 percent above what a presidential [election] year usually runs,” Abbott said. “That means they really did their work and they got out there and got people to the polls.”

Paul Fanlund:

But both are deeply concerned about what the school district’s ability to serve children, and the achievement gap is on the front burner. In the wake of a bitter fight over Madison Preparatory Academy — a proposed but ultimately rejected charter school aimed at fighting that gap — Nerad proposed a detailed achievement gap plan of his own. Even after scaling it back recently, it would still cost an additional $5.8 million next year.
And then there are the maintenance needs. “It’s HVAC systems, it’s roofs, it’s asphalt on parking lots,” Nerad says. “It’s all those things that don’t necessarily lead to a better educational outcome for young people, but it ensures that our buildings look good and people feel good about our buildings, they’re safe for children.”
He pauses, and adds, “My point is that we have a complex set of issues on the table right now.”
Madison teachers made about $20 million in voluntary pay and benefit concessions before the anti-collective bargaining law was enacted, according to district figures. But Nerad says state school support has been in relative decline for more than a decade, long before Walker’s campaign against teacher rights.

Related:

• Madison School Board member may seek audit of how 2005 maintenance referendum dollars were spent
• Notes and links on the proposed Madison Preparatory IB charter school.
• Achievement gap plan links

Madison Teachers, Inc. Solidarity Newsletter (PDF):

Chicken Little wasn’t kidding. While Governor Walker’s Act 10 stripped public employees of the right to bargain over virtually all wages, benefits and working conditions, the remaining “token” item, which unions theoretically had the continuing right to bargain, was the “total base wages”. Walker’s Act 10, however, limited said increase to no more than the consumer price index (CPI) over the prior 12 months (a higher amount would be subject to referendum). Now that the Walker-appointed Wisconsin Employment Relations Commission (WERC) has issued Administrative Rules as to the implementation of Walker’s Act 10 calculation of “base wages”, rather than providing a cost-of-living increase for teachers, it COULD ACTUALLY RESULT IN A SUBSTANTIAL DECREASE IN PAY. The following helps explain this apparently ludicrous rule.
For example, a Madison teacher with a Master’s degree is at Track 4, Level 16 (approximately 12 year’s experience) of the current salary schedule is paid $54,985 per year. Assuming a 3% increase in the CPI, this teacher would need a salary increase to $56,635 to maintain the same standard of living. However, the new WERC rule defines the “base pay” not as the current salary ($54,985), but the salary this teacher would have received without the pay additive recognizing the achievement of additional educational credits (Walker’s Law would calculate this teacher’s CPI increase pay at Track 1 [BA], Level 16, or $51,497). The WERC’s defined “Base Pay” for this teacher is $3,488 LESS than the teacher’s current pay. Applying a 3% CPI increase to the Walker’s Law base of $51,497 yields a salary of only $53,042. Therefore, under the WERC’s new rules, this teacher’s “cost-of-living increase” could actually result in a pay cut of $1,943 per year. Rather than a 3% increase in pay, Walker’s Law could produce a 3.5% decrease in pay. The greater the educational attainment (e.g. PhD at Track 8), the greater the potential cut. One publicized example from Monticello School District shows a scenario where a teacher there could take a $14,000 pay cut.
The impact of the WERC Administrative Rule is beyond belief. Calculations illustrate that using this means to calculate wage increases for Madison’s teachers will actually produce only about 90% of the revenue to fund the wages now on the salary schedule – that’s right! Chicken Little wasn’t kidding! This does not necessarily mean that teachers will receive a pay cut after bargaining Walker’s “cost- of-living” increase. School districts could, and should, continue to provide salary schedules which encourage teachers’ continued education and reward them for same. Doing so will be to the advantage of each child enrolled in the district. But, as with all other wages, hours and working conditions under Walker’s Law, such is entirely at the district’s discretion. Walker’s Law even makes it a violation of law for school districts to negotiate over wages, other than the increase in the CPI. Should the employer utilize such discretion, salaries would not have to be cut and increases could occur. But, it’s a fallacy to think that Walker’s Law allows Unions to truly bargain cost-of-living increases for all of their members. While that may be true for employee groups without compensation plans connected to educational credits, such as MTI’s EA, SEE, SSA and USO units, under Walker’s WERC rules, it is certainly not the case for teachers. JUST ONE MORE REASON TO RECALL!

From today’s Wisconsin State Journal.
Two Madison School Board races are shaping up as the city’s most high-profile election contests this spring, with the board’s vote last month against a controversial charter school proposal front and center.
All four candidates who filed paperwork by Tuesday’s 5 p.m. deadline say the election is about more than Madison Preparatory Academy, the proposed single-sex charter school that was voted down by the board last month.
But they agree the issue that drove the charter school debate — raising achievement levels of low-income, minority students — will be a key issue over the next three months.
Madison last had multiple contested School Board races in 2007. In the past four years, only two of nine races were contested.
The election will be a referendum on both the district’s handling of Madison Prep and the achievement gap, said former School Board member Ray Allen, a Madison Prep supporter.
“The community has a unique opportunity,” Allen said. “They’ve got choices and they can voice their opinions.”
The achievement gap has been a critical issue for the district for the past 20 years, said former School Board member Carol Carstensen, a Madison Prep opponent. The Madison Prep debate elevated the conversation about the issue, but there are “a host of issues that you have to deal with as a School Board member.”
“You want people coming in who don’t have a set agenda, but who have principles that are important to them,” Carstensen said. “They are elected to represent the entire district ultimately.”
Other major issues include the future of the teachers union contract after it expires in 2013, school building maintenance needs, limited state funding and how to reverse the increasing number of families opting to leave the district.
Read more: http://host.madison.com/wsj/news/local/education/local_schools/madison-prep-at-front-and-center-of-school-board-races/article_534767e0-367c-11e1-a2e2-0019bb2963f4.html#ixzz1iUwbMeNv
http://host.madison.com/wsj/news/local/education/local_schools/madison-prep-at-front-and-center-of-school-board-races/article_534767e0-367c-11e1-a2e2-0019bb2963f4.html

The Madison Metropolitan School District has announced that the school portion of the local property tax will be lower than anticipated in 2008-09.
The drop in the rate translates to an anticipated savings of $67.50 in 2008-09 for a home assessed at $250,000.
“What this means is that property tax rates will be lower because the overall district property values have increased more than we originally expected, while building the 2008-09 budget estimates,” according to Superintendent Dan Nerad.
“The referendum on November 4, 2008 is still necessary to avoid $8.1 million of reductions to direct programs to students within the classroom for the 2009-10 school year,” according to Nerad. “This positive news simply reduces the school portion of individual property tax bills beginning in the 2008 tax year. The Madison School District would still need permission to go above state imposed revenue limits on property tax increases to meet increasing annual expenditures such as utilities, transportation, and employee compensation increases guided by state law.”
With a successful passage of a referendum on November 4, 2008 the Madison School District is committed to creating efficiencies or reducing services by $3.1 million in the 2009-10 school year. This will be accomplished by planned cost saving measures and further financial strategies that will have the least impact on learning in the classroom.
Under the current funding formula in Wisconsin, the property tax levy is set by a state law referred to as the revenue limit formula. The total levy for the 2008-09 school year was approved to increase by $6,039,802 or 2.74% over the prior year. Due to property values increasing at a higher rate than expected, residents within the school district boundaries will see a direct benefit as the property tax bill into the future. With a successful referendum passage for a home valued at $250,000 in 2007-08 the total property tax bill is projected to increase $22 by the 2011-12 school year.
This chart shows the estimated tax impact to owners of a $250,000 in 2007 from 2007-08 through 2011-12.
Estimated school tax rate 2007-08 to 2011-12
Y
Year Tax Rate Tax Bill
2007-08 $10.08 $2,520.00
2008-09 $ 9.81 $2,452.50
2009-10 $ 9.92* $2,480.00*
2010-11 $ 9.70* $2,522.00*
2011-12 $ 9.40* $2,542.00*
*These amounts are estimates
Original estimate of property value increase in 2008 for Madison area property values was 4%
Actual increase in property value in 2008 for Madison area property values was 5.60% (SOURCE: WI Department of Revenue)