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2758 results found.
To which I think I can safely say that I share a widespread reaction among Madisonians: Huh?
Again, we could use a whole lot more context here and it would be useful if Copeland would speak to reporters to clarity just exactly what was going on. But from what’s currently on the record it looks as if Copeland believed that his teachers should have strong English language skills and he felt the District was hiring teachers without those skills, perhaps to meet diversity goals.
Here are a few questions that spring to mind from a writer who is against racism but not necessarily on board with the whole “anti-racist” thing. First, how are students of color served by teachers who struggle to communicate ideas clearly? Second, how are those students served by a chaotic and sometimes even dangerous environment? Third, wouldn’t a principal who was insisting on teachers with strong language skills and on orderly and safe classrooms be serving those students better than anyone?
The story will go on. Copeland is fighting to get his job back and so there will be more proceedings along those lines in which, I hope, more questions will be answered. But from what we know now this looks like yet another mess the Madison School District has gotten itself into because of its obsession with graduate level anti-racist theories as opposed to dealing head on with the real racial unfairness on the ground.
And with that, have a good weekend, folks.
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?
Attempts to reach Copeland Thursday night were not successful. Copeland filed a grievance seeking to recover his job on Oct. 12. Attempts to reach his attorney in that matter also were not successful.
Many Sennett parents and staff were dismayed by Copeland’s sudden firing. During a School Board meeting shortly after he was let go, dozens of people questioned the move and asked that he be reinstated, saying bullying and damaging property at the Southeast Side school all but stopped under Copeland’s short tenure.
“You have the ability to save a school, save a staff, save 700 kids,” Tom Blau, who teaches eighth-grade language arts at Sennett, said at the time. “Please, we’re all begging you. Please just do what’s right” and “bring back Dr. Copeland.”
In the voicemail recording released by the district, Copeland can be heard telling the job candidate to give him a call back about an “employment opportunity.”
Then a conversation between him and another staff member can be heard in which the staff member says the candidate appears to have an interest in becoming a science teacher but that perhaps the candidate can obtain an emergency teaching license and get some training and work in special education.
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?
Travis Nix and Tyler Martinez:
Alexandru Bittner, a Romanian-American dual citizen, nonwillfully failed to file five foreign bank account reports, or FBARs, with the IRS while living in Romania between 2007 and 2011. Taxpayers fill out annual FBAR forms if they have “foreign financial accounts exceeding $10,000.” When Mr. Bittner moved back to the U.S., he discovered this responsibility and had his certified public accountant file these forms to the IRS. The IRS responded by imposing a $2.72 million penalty even though there were no allegations of tax fraud or any additional taxes owed.
In Bittner, the court will have to determine how much in penalties Mr. Bittner must pay. The tax code imposes a $10,000 penalty per nonwillful violation of this statute. Mr. Bittner argues he had five violations—one for each missed FBAR—bringing him to $50,000 in fines. The government wants more, arguing he had 272 violations, one for each unreported account during the five-year period.
The consequence of ruling in favor of the government would be severe. Roughly nine million U.S. citizens live abroad and another 45 million are foreign-born. Any of these Americans could hold foreign bank accounts for a variety of reasons: to send money back to their family, to give themselves easier access to funds when visiting or to hold the inheritance of a deceased family member. The IRS’s standard $10,000 penalty has the potential to ruin these Americans’ financial lives.
Because our Woke school boss confuses correlation with causation. Like all good critical race theorists, he’s big on disproportionality. If A doesn’t equal B, he goes all Al Sharpton.
Today’s subject is time outs in an empty room for troublemakers or, rarely, restraint. Restraint being just holding back a kid so he doesn’t bust another kids nose.
So here’s the math: Black students = 19% of enrollment but = 48% of the kids restrainedor kept in an empty room — a room, btw, that is above ground, lighted, and is not dripping with toads. That rings Jenkins’ school bell.
“I don’t believe everybody out there is racist,” Jenkins says, before getting to the inevitable but — “but … when something’s racist, you got to call it racist. And we have some acts that are racist, point and blank.”— Carleton Jenkins, superintendent of schools, Madison WI
Who is doing all this restraining and secluding? Madison’s unionized, Black Lives Matter, Rainbow Coalition, transgender-affirming educators! The MTI members who vote Barack Obama and Mandela Barnes. Whose union endorsed Ali Muldrow over David Blaska. Those teachers! Committing acts that are racist, point and blank.
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 school’s new Sifting and Winnowing Club organized two sessions for their peers to attend in the auditorium Friday to get answers to questions on issues they care about.
Madison School Board member Nicki Vander Meulen and city of Madison District 5 Ald. Regina Vidaver spoke to the first group, while Emerge Wisconsin executive director Arvina Martin and state Rep. Shelia Stubbs, D-Madison, came for the latter event in the afternoon.
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?
Students of all backgrounds are having academic success in Mississippi.
Our state is in the top of the nation in 4th grade reading gains for black students!
Thank you to our teachers, parents, and students for working so hard to get us here. pic.twitter.com/7Jw3wkj47H
— Governor Tate Reeves (@tatereeves) November 4, 2022
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?
A St. Louis-area native, van Buren spent five years teaching there and five more in New Mexico before she arrived in Madison and began working at La Follette. Her jobs have included a mix of teaching English, being a school librarian and now teaching a mix of design and technology classes.
At all of her stops, though, journalism was a key component.
“I don’t want to grade essays, I really just have always wanted to be a full time journalism teacher,” van Buren said, “but that’s not very common. They just don’t have schools where there’s enough classes to be full time journalism.
“So being a librarian and a journalism teacher, I absolutely loved.”
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 Sennett Middle School Principal Jeffrey Copeland has filed a grievance with the Madison School District seeking to overturn his dismissal, even as both sides still won’t say why he was let go.
Copeland was placed on leave Sept. 13, and on Sept. 26, the school district announced that he was no longer an employee. His grievance was filed with the district on Oct. 12, said James Dickinson, one of Copeland’s attorneys.
“Basically, Dr. Copeland is hoping to get reinstated. He would like his job back,” Dickinson said. He said his legal team was working “closely” with the school district’s attorney.
It’s still unclear what led to Copeland’s dismissal, which came just a few days into the school year. This was to be his first year in the district.
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 proposal appears to be largely more of the same with some targeted funds at special education,” Bender said of Evers’ proposal. “After surprisingly vetoing bills on reading improvement last year, a bit unexpected that there are not more resources aimed at improving not only the low proficiency rates, but the nation’s worst racial gaps in the country.”
“It does appear that Evers keeps the automatic increase for private school choice and charter schools, but that does nothing to close the large gap between the sectors,” he said.
A spokeswoman for Michels did not answer questions from the Milwaukee Journal Sentinel about Michels’ plans for schools, including whether he would sign a budget that would raise revenue limits, or whether he would increase funding for school districts’ special education costs.
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?
“Perhaps the gravest injustice of our time is the imprisonment of minority kids in substandard public schools… The real culprits are union collective-bargaining agreements and state laws that put teachers unions’ interests ahead of students’.”https://t.co/P2Qj2XTUA6
— Betsy DeVos (@BetsyDeVos) November 1, 2022
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 new budget totals $597.9 million in spending, up from the $515.7 million spent in 2021-22 and the $482.9 million the year prior. It’s also up from the June preliminary budget, which called for $561.3 million in spending.
The tax rate, however, is down to $9.97 per $100,000 of property value from the $11.40 rate in 2021-22 amid an increase in the tax base and a boost in state aid. That means a reduction of $62.16 on an “average home” in the district.
A significant piece of the spending increase from previous years comes from $42.9 million in federal COVID-19 relief funding plus additional one-time funding from the state and for specific initiatives like mental health.
“We made some really intelligent and thoughtful investments in our buildings, in the safety of our students and our staff using those one-time resources,” board president Ali Muldrow said. “However, in the long-term, I think we have a lot of work ahead of us in that one-time resources have really set us up to be incredibly agile in terms of our next budgets.”
A major initiative in the months since the June preliminary budget vote gave a $5 an hour raise to hundreds of hourly staff members in the district. Board members also expressed an interest in extending that raise to custodial staff, who have asked for such a move since it was given to other hourly staff, but they weren’t able to include it in this version of the budget given its complexity.
Taxpayers are spending $23,449 per student (25,497 enrolled via the DPI website).
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?
“This is a very undesirable job. A lot of people try to make it seem like it’s not that difficult until you have to wrap a garbage bag around your hand and fish some kid’s defecation out of a toilet or out of a urinal,” he said.
He described other unpleasant tasks, like scraping tampons off bathroom ceilings, mopping up food after a rowdy lunch hour or unclogging a toilet after a student has shoved an entire roll of toilet paper down the drain.
“Our health is constantly at risk,” he said, adding that was especially true during the height of the pandemic. “You have no idea how afraid we all were.”
District spokesperson Tim LeMonds said that the support staff who received the $5 bump — educational assistants, school security assistants, clerical staff and food service workers — were the district’s lowest-paid groups.
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?
In 2021-22, there were 1,714 out-of-school suspensions (OSS) given to 766 students in grades 6-8. That was up from the 986 given to 529 students in the COVID-shortened 2019-20 school year, and most significantly from the 1,459 given to 714 students in the last fully in-person school year, 2018-19.
OSS dropped at both the high school and elementary school level, the latter aided by an October 2021 change to the BEP that forbade suspensions as a punishment for students in grades 4K-5.
Among high schools, there were just 12 more OSS in 2021-22 than 2019-20, despite an extra three months of in-person instruction. The 909 suspensions last year was well below the 1,303 given out in the 2018-19 school year.
In-school suspensions (ISS), meanwhile, were down at all levels of schools with fewer students involved. The largest drop from 2018-19 came at the high school level, which went from 1,286 ISS then to 320 last year.
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?
Officers searching the vehicle the suspects arrived in found the marijuana and other items, the blog said. Lisko said that while no charges have been filed, a detective has been assigned to the matter.
Principal Dan Kigeya said in an email home to parents Thursday afternoon that “staff responded to the incident quickly, and due to the large number of students involved, requested support from the City of Madison Police Department.”
He also said some students reported that a weapon might have been involved in the incident, but a search of the area with a police dog didn’t turn up one. Lisko confirmed no weapons were found.
District spokesperson Tim LeMonds said later Thursday that seven students had been involved in the fight. He had not responded to a request to clarify whether the district was aware of other details in the incident and whether all of the people involved are district 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?
After stalling out earlier this year, a Madison School Board ad hoc committee considering a new name for Jefferson Middle School reconvened Tuesday evening.
The School Board originally appointed the committee in March after then-Jefferson principal Sue Abplanalp made a renaming request to the board Feb. 28. The district received 42 proposals for new names by the April 8 deadline.
Britanica on Thomas Jefferson.
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?
Tell parents the unpleasant truth about learning loss, writes Andrew Rotherham in a story on the state NAEP scores in the The 74. “The disaster and inequity of pandemic policies is now in clear focus,” he writes. Despite a few outliers — Department of Defense and Catholic schools — “it’s an across-the-board disaster for the United States.”
“Students already furthest from success in school were most impacted,” he writes. “Thirty-eight percent of eighth-graders are at a level in mathematics that leaves them functionally unprepared to fend for themselves in the world, let alone pursue success in various college and career opportunities.”
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?
“Historically, the concept of advanced learning and honors has served to segregate students based on race, socioeconomic status and special education status,” School Board member Savion Castro said. And when these students do access the advanced classes, they often report feeling “isolated, feeling tokenized and experiencing a white-washed curriculum.”
“I think we all agree that disparities at this level are unacceptable, and change is needed,” board member Chris Gomez Schmidt said. “In my opinion, our focus should be on addressing the barriers to access and preparation for these courses instead of dismantling the courses themselves.”
“Stand-alone and earned honors can coexist to create more opportunity for more students,” she said.
Multiple parents contacted by the State Journal weren’t willing to be quoted for this article, saying the contentious issue had become toxic.
Green said honors courses are just a “singular point” in advanced coursework, which includes expanding advanced classes and more experiential learning and internships.
Regardless of whether the stand-alone honors courses are still around next year, the district plans to implement a universal approach to the earned-honors credits. All ninth-graders will be required to take an advanced course, which could include a course that offered earned-honors credits.
2007: Madison West High School English 10: One size fits all.
Madison West High School: Small Learning Communities
2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s 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”
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our 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, results from the National Assessment for Educational Progress (NAEP) have caused shockwaves around the country. At least partially-related to teachers’ union-led shutdowns that kept schools closed well past when it was reasonable to do so,[i] decades of progress in scores were erased over the course of three years.[ii]
Despite declining scores across the board, the Wisconsin Department of Public Instruction (DPI) attempted to paint a relatively rosy picture of the results for the state. Claiming that elementary students had “bucked the trend,” a DPI press release[iii] pointed to evidence that Wisconsin students still ranked above the national average. On the surface, this information appeared to be true—Wisconsin 4th graders tied for 18th in reading and 8th graders tied for 9th. But a look below the surface reveals that Wisconsin families should be far more concerned than these rankings suggest.
Among the key takeaways from the report include:
States like Florida and Mississippi that have implemented significant education reform show positive results for student achievement. States that have implemented extensive school-choice programs and stringent reading requirements rank higher when fair comparisons are made.
That said, the results for reading presented here show clearly that Wisconsin cannot afford to rely on its demographics to keep the state near the top in terms of education. While Wisconsin receives much deserved scrutiny for its persistent racial achievement gap, this analysis shows that problems are more widespread. Given the demographic characteristics of the state, Wisconsin should rank significantly higher on the NAEP than it does.
There are a number of policy solutions to this issue. The implementation of school choice for all families would guarantee that no student is left out in the cold when it comes to educational choices regardless of their ZIP code or family income. Such a proposal would also provide needed competition to the public-school sector, and encourage improvement. But proposals for the improvement of public schools must be considered as well. As mentioned earlier, the fact that the state of Mississippi rises nearly to the top in the gap between predicted and actual performance is yet another signal that reading reforms in the state have been effective. Policymakers in Wisconsin ought to give these options another examination in the next legislative session.
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 decline is all the more worrisome because fewer students are taking the test since fewer schools require it. About 1.35 million took the test this year, compared with 1.91 million in 2018. Playing down standardized tests lets schools rely on more subjective measures for admission, such as race or diversity.
ACT CEO Janet Godwin notes “rapidly growing numbers of seniors leaving high school without meeting the college-readiness benchmark in any of the subjects we measure.” These benchmarks, for math or science, say, try to predict whether students are prepared to succeed in college courses. More than 40% of seniors met none of the ACT’s benchmarks for college readiness. None. No doubt many of these students will head off to campus anyway, unprepared for basic English courses, much less calculus or organic chemistry. They can thank heaven for college grade inflation.
The high schoolers in America doing the worst are from low-income families. Only 10% of students from households earning less than $50,000 met all four readiness benchmarks, compared with roughly half from homes with income north of $150,000. This is particularly depressing because education has long been an engine of upward mobility.
This dumbing down of American youth should set off alarms, as students are learning less and less even as the world grows more competitive. U.S. K-12 education is failing, and it’s getting worse despite the hundreds of billions of additional dollars that politicians have shoveled into public schools.
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?
“This means a lot to me because I don’t want students who are younger than me to lack various resources and opportunities that will be offered,” La Follette’s Yoanna Hoskins said. “I want my teachers to be well compensated and respected for all the hard work they put in every single day.”
Adding that she’s not yet old enough to vote herself, she urged everyone else to do so.
“And leaders, the adults that I’m supposed to look up to, let’s work together so we can get caught up (on funding),” Hoskins said.
Among the stakes in the Nov. 8 election are school choice. GOP candidate Tim Michels has offered support for universal school choice, and while he hasn’t provided detailed plans, it’s likely that includes a voucher system without income limits, given his past statements.
Incumbent Democratic Gov. Tony Evers, running for reelection, won’t likely get many of his policy priorities regardless of the outcome of the race, given the overwhelming Republican majority in the Legislature. But he used his veto pen regularly in his first term, including on education items, like halting a “parental bill of rights” and stopping a proposed breakup of the Milwaukee Public Schools district.
Evers, along with State Superintendent Jill Underly, have proposed adding almost $2 billion for public schools across the state in the 2023-25 biennial budget.
Kabby Hong, who teaches English in Verona and was a 2022 Wisconsin Teacher of the Year, said that the “public education system is on the ballot.”
“One election can radically change the landscape for all of us,” Hong said. “That is why I’m asking all of you to go out and vote and to not give in to cynicism, apathy and indifference.”
$$ Madison taxpayers have long spent far more than most k-12 school systems, now $21,720 per student!
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?
Students get one warning each class period if they have their phone out, and if they take it out again in that class, it goes into a bucket or is given to the teacher for the rest of the period. If a student refuses, school administrators take the phone to the office for the day. After a few times of that happening, administrators will meet with the student and their family to discuss a cell phone plan.
“The goal is we approach this whole process with a restorative spirit,” Dugas said. “We really want to make sure that we put the power in students’ hands with this process and our students have done a great job.”
Two La Follette students and one from West also shared their experiences, which differed slightly based on how their schools have treated phones.
Miriam Rodriguez Jimenez, a La Follette senior, explained that previously she used her phone to check her school email, gain easy access to Google Classroom and the calculator. With the school’s “Away For the Day” policy, however, she said “now I can’t use it for any academic purposes.”
“It has kept me from being able to check my missing assignments in a class, it has kept me from being able to text my sister to see if she needs a ride after school,” she said, adding that students can’t even listen to music during individual work time.
At West, junior Sandy Flores said she used her phone to help teach herself materials. This year, her school’s classrooms have their own rules, and in most you cannot use your phone during instructional time, but can during individual work time in some classes.
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?
In reading, Wisconsin eighth graders saw their average score drop by five points compared to a three-point drop for the nation. Wisconsin students hadn’t had an average score this low in NAEP data going back to 1998.
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?
Minnesota, as in other states, concerned parents have banded together to try to wrest control of the public schools away from teachers’ unions, in order to improve the quality of education and to stop left-wing indoctrination. Earlier this year, we started a 501(c)(4) organization called the Minnesota Parents Alliance to lead those efforts in our state.
Today the St. Paul Pioneer Press and the Star Tribune both posted stories on the MPA and Minnesota’s school board races. The Pioneer Press article is long, and is titled “Social issues bring wave of conservative candidates to MN school board races.” Is educational quality now a “social issue”?
The Pioneer Press piece is reasonably fair and includes an account of MPA’s founding:
In Minnesota last year, the Center of the American Experiment — a prominent think tank and member of the State Policy Network, which promotes conservative positions like an opposition to public-sector unions and support for voucher laws that help parents redirect tax dollars toward private school tuition — toured the state to fight against an “alarming” rewrite of the K-12 social studies standards for Minnesota schools.
“We filled rooms all across the state,” said the Center’s spokesman, Bill Walsh.
All true so far.
The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results
2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results
Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.
“An emphasis on adult employment”
Wisconsin Public Policy Forum Madison School District Report[PDF]
WEAC: $1.57 million for Four Wisconsin Senators
Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results
Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.
No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?
Will Flanders and Dylan Palmer:
How does Wisconsin stack up against other states in K-12 education? An eye-popping list from U.S. News and World Report ranked the Badger State K-12 system as the 8th best in the country.i But this rosy picture contradicts other key indicators that Wisconsin students are falling behind. So what’s going on? To get a clear look at public education in the Badger Sate requires a dive into the details.
Key Takeaways
• The academic proficiency data used by U.S. News & World Report to rank Wisconsin 8th is from the 2018-19 school year. Notably, this school year featured a transition in the governor’s mansion and was a full year before the COVID-19 pandemic wreaked havoc on Wisconsin schools.
• A sophisticated analysis of Wisconsin’s academic proficiency from 2018-19 puts Wisconsin in the middle of the pack. An Urban Institute analysis that controls for demographic factors finds Wisconsin falls out of the top ten in both math and reading on the NAEP scores.
• Academic proficiency has fallen significantly in Wisconsin since the COVID-19 pandemic arrived in 2020. Forward Exam scores fell by about 4 percentage points in reading and 5 percentage points in math.
• Chronic absenteeism in Wisconsin schools reached new heights in the most recent school year. The share of students not regularly showing up for class rose to 16% in 2020-21 school year—the highest in five 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?
David N. Figlio Cassandra M.D. Hart and Krzysztof Karbownik
Using a rich dataset that merges student-level school records with birth records, and leveraging a student fixed effects design, we explore how a Florida private school choice program affected public school students’ outcomes as the program matured and scaled up. We observe growing benefits (higher standardized test scores and lower absenteeism and suspension rates) to students attending public schools with more pre-program private school options as the program matured. Effects are particularly pronounced for lower-income students, but results are positive for more affluent students as well. Local and district-wide private school competition are both independently related to student outcomes.
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 La Crosse School District has the largest referendum in the state this fall, asking voters to approve nearly $195 million to consolidate its two high schools due to declining enrollment and aging facilities.
Some Oregon residents who oppose the referendum doubt it would have a big impact. Some question whether they’ve been given full and accurate information.
“Many village of Oregon residents can’t afford this referendum, especially with all other current inflationary pressures,” Joshua King said. “But they should at least have the complete picture of the tax burden about to hit them so they can make the best decision.”
King said the referendum has become a “complex and very emotionally charged topic.”
“I’m against it,” Evy Collins said. “I’m not against people having better wages. I worked all my life, most of it as a single mother after (my) husband died of cancer. I know struggles. I always had to make do with what I had, and I still do today as a retired person. Why should our property taxes continue to go up and the propaganda that it’s for ‘the kids’ make me go for it? It’s not for the kids or better education. I’m voting no.”
The November referendums are appearing on the ballot alongside some higher turnout elections, including the gubernatorial and U.S. Senate races.
It’s not clear, though, how higher turnouts affect referendums. In the last decade, referendums have passed at slightly higher rates in even-numbered years when bigger elections are held, compared to odd-numbered years, Brown said. But he emphasized that other factors could be at play.
The questions come at the same time districts have received an influx of one-time money through COVID-19 relief funding. District officials have stressed, however, that because the funding isn’t ongoing, it cannot responsibly be used to pay for ongoing operating expenses without creating a fiscal cliff in future years.
The state Legislature, meanwhile, pointed to that funding in denying an increase in the revenue limit in the current biennial budget.
While the Madison Metropolitan School District is not among those asking voters for funds this fall, it is in the midst of implementing the successful capital and operating referendums from 2020. Officials have repeatedly described the current budget as a difficult one, with School Board member Savion Castro suggesting the district may need to go back for another referendum in the near future to continue funding its most important initiatives.
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?
We began by asking our 18- to 20-year-old respondents (82.4 percent of whom reported attending public schools) whether they had ever been taught in class or heard about from an adult at school each of six concepts—four of which are central to critical race theory. The chart below, which displays the distribution of responses for each concept, shows that “been taught” is the modal response for all but one of the six concepts. For the CRT-related concepts, 62 percent reported either being taught in class or hearing from an adult in school that “America is a systemically racist country,” 69 percent reported being taught or hearing that “white people have white privilege,” 57 percent reported being taught or hearing that “white people have unconscious biases that negatively affect non-white people,” and 67 percent reported being taught or hearing that “America is built on stolen land.” The shares giving either response with respect to gender-related concepts are slightly lower, but still a majority. Fifty-three percent report they were either taught in class or heard from an adult at school that “America is a patriarchal society,” and 51 percent report being taught or hearing that “gender is an identity choice” regardless of biological sex.
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?
Patti Ghezzi covered education for The Atlanta Journal-Constitution from 1996 until 2006. In a guest column today, Ghezzi writes about the big story she says she missed while covering Georgia schools — the phonics story.
It wasn’t until years after she left the beat that Ghezzi said she realized widespread problems with how children were being taught to read here and across the country.
Her essay is part of a series of reflections by current and former education journalists curated by The Grade, an independent project to improve schools coverage. Ghezzi is a writer and nonprofit communication professional in Atlanta and also helps high school students write their college admissions essays.
Those interested in more on teaching reading should check out a new podcast, “Sold a Story,” starting today from American Public Media.
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?
You might want to look at corporal punishment of children in schools.
— Lucien Lombardo, New York
As a means of controlling classrooms or improving academic performance, corporal punishment has an uninspiring track record. Last year, a review of 69 studiespublished in the medical journal the Lancet found “physical punishment is ineffective in achieving parents’ goal of improving child behaviour and instead appears to have the opposite effect of increasing unwanted behaviours.”
The good news is that, in most of the country, fewer than 0.01 percent of public school students were paddled, slapped or otherwise physically punished in the 2017-2018 school year, the most recent for which we have data from the U.S. Education Department.
The bad news is that 10 states, mostly in the South, don’t seem to have gotten the memo.
Those 10 states accounted for a full 99 percent of incidents of corporal punishment reported to the Education Department. About 75 percent happened in just four Southern states: Mississippi, Texas, Alabama and Arkansas.
Mississippi is the nation’s corporal-punishment capital, and it’s not particularly close. About 4.2 percent of students there were physically punished, more than double the rate in Arkansas, which ranked second at 1.8 percent. That adds up to more than 20,000 Mississippi students being paddled in the 2017-2018 school year — nearly a third of all American public-school students who were physically punished that year.
In the 10 paddling states, Native American and Black boys are punished at the highest rates (more than double the average), while White boys and boys with disabilities also face relatively high rates of corporal punishment. Girls are physically punished at much lower rates, with Native Americans, Blacks and girls with disabilities bearing the brunt of such punishment in those states.
Statement of Commissioner Gail Heriot in the U.S. Commission on Civil Rights Report: Beyond Suspensions: Examining School Discipline Policies and Connection to School to Prison Pipeline for Students of Color with Disabilities
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?
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?
Why in hell (our favorite rhetorical flourish) is the Madison public school district promoting a Get Out the Vote rally? For a partisan election! No school board candidate, no school referendum is on the ballot. But Tony Evers and Mandela Barnes are!
Why is the rally, scheduled for Monday 10-24-22 at the State Capitol, called “Unity in the Community”? What unity? An election — any election — is up or down, yes or no. Somebody wins, the other guy loses — the antithesis of unity. Unity? That’s Kim Jong Un language. The kumbaya word is invoked to hide the partisan nature of this exercise. Unavoidably, the Madison Metropolitan School District gives away its game:
Thiel’s spending has been dwarfed this year by at least three other mega-donors – Soros ($128m to the Democrats), shipping products tycoon Richard Uihlein ($53m to Republicans) and hedge fund manager Kenneth Griffin ($50m to Republicans). And Thiel has some way to go to match the consistent giving, cycle after cycle, of the Koch brothers or Sheldon Adelson, the late Las Vegas casino magnate.
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 picture isn’t complete, as the count excludes homeschooling and students who pay tuition in private schools. And the numbers released by the Department of Public Instruction on Friday are unaudited.
According to the preliminary numbers, the decline for public school districts is less dramatic than earlier years of the pandemic but continues a downward trend that creates more budget holes for public schools.
Wisconsin public school districts saw a drop of 25,742 students from fall 2019 to fall 2020 amid the onset of the pandemic. The situation slightly stabilized the following year, when the decrease was 3,866, similar to the 3,788 student decrease from fall 2018 to fall 2019.
This year, though, there are 6,889 fewer public school students than last fall.
Enrollment in the four private school parental choice programs, meanwhile, increased 6.7% from last fall to 52,189 students this year.
The state uses enrollment to help determine a school district’s revenue cap, which limits the amount of revenue it can take in through a combination of state aid and local property taxes.
In its June preliminary budget, MMSD officials had projected an enrollment of 25,238 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?
Lawmakers nationwide are trying to improve reading by embracing a scientific consensus regarding literacy acquisition and enacting robust regulatory regimes touching every part of the learning process. For most actors, “Right to Read” laws establish clear accountability rules and noncompliance remedies. However, students who are not provided with statutory reading entitlements have inconsistent or nonexistent remedies against their schools. As a result, states do not hold accountable educators using debunked instructional methods and schools failing to provide necessary interventions. And courts abstain from enforcing their entitlements based on anachronistic research and policy. This Note introduces the new literacy science and laws, arguing descriptively that Right to Read regimes are enforceable under an implied right of action or a statutory negligence claim. Nevertheless, it recommends that lawmakers enact a public enforcement scheme that would better serve the students most in need of support.
The report, which builds on a 2019 Wisconsin Policy Forum report on the same subject, comes less than a month before a gubernatorial election that is likely to have a significant impact on the future of school funding.
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?
Related: The Milwaukee County Pension Scandal that lead to Scott Walker’s election to county Executive and later the Governor’s office.
In the Madison Metropolitan School District, the formula meant $2,068 per student of unfunded special education costs in the 2019-20 school year, according to a district-by-district map that accompanies the report. MMSD spent $80.7 million on special education in the 2019-20 school year and received $19 million in state reimbursement, plus $6.1 million in federal special education funding, leaving $55.5 million total in unfunded special education costs.
The cost can be even higher for some rural school districts like the 737-student Lakeland Union High School District on the state’s northern border, which had $3,268 per pupil in unfunded special education costs in 2019-20.
“If you increase the state’s spending on special education through the reimbursements to school districts, it helps every child in every school district in the state,” University of Wisconsin-Madison law and education professor Julie Underwood said.
The report, which builds on a 2019 Wisconsin Policy Forum report on the same subject, comes less than a month before a gubernatorial election that is likely to have a significant impact on the future of school funding.
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?
Related: The Milwaukee County Pension Scandal that lead to Scott Walker’s election to county Executive and later the Governor’s office.
Indeed, 32 percent of Mississippi students hit literacy targets in 2019, up from 27 percent in 2017 and just 17 percent in 1998, according to the National Assessment of Educational Progress.
Despite the successes so far, Ms. Wright — who retired from education this year — believes there are plenty of challenges left to be tackled “to make things better for the children of Mississippi.”
“Each year we tweak our methods, but the goals always remain the same,” said Ms. Wright, who feels that the state’s math programs are particularly ripe for an overhaul.
Here are some of the actions that helped pull Mississippi up the reading ranks.
The most crucial element of Mississippi’s testing turnaround was the establishment of the Literacy-Based Promotion Act in 2013, which required third-grade students to demonstrate basic reading proficiency levels to progress onto fourth grade.
Championed by the Republican State Senator Gray Tollison and signed into law by former Republican Gov. Phil Bryant, the act not only set clear standards and expectations (“a critical model of accountability,” Ms. Wright said), it also set off a range of policies and legislation — such as provisions for new charter schools — to support students, districts and, most critically, teachers in achieving its aims.
Among the most notable was the Early Learning Collaborative Act, which funds specialized collaborative pre-K programs. Rachel Canter, executive director of Mississippi First, said it encourages partnerships between school districts and Head Start, along with private schools or child care, which could then trigger state funding to run pre-K programs for 4-year-olds.
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?
Related: The Milwaukee County Pension Scandal that lead to Scott Walker’s election to county Executive and later the Governor’s office.
A state-authorized public charter school in Madison initially refused to work with police after a student found a gun in a school employee’s backpack, according to a recently released police report, and the employee refused to answer questions about the incident.
Police ultimately closed their investigation of the June 1 incident involving Milestone Democratic School teacher Art Richardson, saying they did not have enough evidence that Richardson knew he had the gun in his backpack and after Richardson put off speaking to them and then cut off communication entirely.
Knowingly bringing a firearm into a school is a Class I felony under state law, punishable by up to three and a half years in prison, a fine of up to $10,000 or both.
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?
Related: The Milwaukee County Pension Scandal that lead to Scott Walker’s election to county Executive and later the Governor’s office.
Two years into the job, Madison Metropolitan School District superintendent Carlton Jenkins received praise from the Madison School Board for his handling of the district’s 2022-23 budget and leadership.
A summary of the board’s annual performance review of the district’s top staff member was released Wednesday evening. While most of the review was in praise of Jenkins’ work, the board wrote that it “would like to partner with Dr. Jenkins to build upon and enhance district-community relationships.”
“This would bolster community perceptions of district accountability and transparency,” the board wrote. “Superintendent Jenkins has begun to proactively increase his team’s work in partnering with community members and business leaders.”
This, in a way, encapsulates the secret recipe that many Madison charter schools use to create environments that don’t fit a traditional educational model. To explore what that looks like, photographers Hedi Rudd and Ruthie Hauge recently visited three local charter schools.
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?
Related: The Milwaukee County Pension Scandal that lead to Scott Walker’s election to county Executive and later the Governor’s office.
The Stanford Internet Observatory, University of Washington’s Center for an Informed Public, think tank Atlantic Council, and social media analytics firm Graphika claimed their consortium had a 35% success rate getting flagged content removed, throttled or labeled.
The Department of Homeland Security’s Cybersecurity and Infrastructure Security Agency, the State Department, and liberal groups such as the Democratic National Committee, also flagged purported misinformation through the consortium.
“No news organization should be subjected to an enemies/censorship list for reporting newsworthy facts” Just the News Editor in Chief John Solomon said in a statement. “It’s even more egregious that this censorship machinery was prodded, aided and sanctioned by the federal government.”
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?
Related: The Milwaukee County Pension Scandal that lead to Scott Walker’s election to county Executive and later the Governor’s office.
Khiara Bridges remembers the exact moment she lost faith in the Supreme Court. At first, at the start of Donald Trump’s presidency, Bridges—a professor who now teaches at UC–Berkeley School of Law—held out hope that the court might be “this great protector of individual civil liberties right when we desperately needed it to be.” Then came 2018. That June, the justices issued Trump v. Hawaii, which upheld the president’s entry ban for citizens of eight countries, six of them Muslim-majority. Suddenly, Bridges told me, she realized, “The court is not going to save us. It is going to let Trump do whatever he wants to do. And it’s going to help him get away with it.”
Four years later, the justices completely shattered whatever remaining optimism Bridges could muster about the court by overruling Roe v. Wade in Dobbs v. Jackson Women’s Health Organization. When the decision came down on June 24, she got a migraine for the first time in a decade. The image of the court as a majestic guardian of liberty was, she concluded, “a complete lie.” And it wasn’t just about her own personal feelings, either: Now she had to teach her students about the work of an institution that made her sick to contemplate.
Bridges is not alone. At law schools across the country, thousands of professors of constitutional law are currently facing a court that, in their view, has let the mask of neutrality fall off completely. Six conservative justices are steering the court head-oninto the most controversial debates of the day and consistently siding with the Republican Party. Increasingly, the conservative majority does not even bother to provide any reasoning for its decisions, exploiting the shadow docket to overhaul the law without a word of explanation. The crisis reached its zenith between September 2021 and June 2022, when the Supreme Court let Texas impose its vigilante abortion ban through the shadow docket, then abolished a 50-year-old right to bodily autonomy by overruling Roe v. Wade. Now law professors are faced with a quandary: How—and why—should you teach law to students while the Supreme Court openly changes the meaning of the Constitution to align with the GOP?
A version of this question has long dogged the profession, which has fought over the distinction between law and politics for about as long as it has existed. For decades, however, the court has handed enough victories to both sides of the political spectrum that it has avoided a full-on academic revolt against its legitimacy. That dynamic changed when Trump appointed Justices Brett Kavanaugh and Amy Coney Barrett to replace far less conservative predecessors and created a Republican-appointed supermajority, a coalition further aided by the appointment of Neil Gorsuch to a seat that should have been filled by Barack Obama. The cascade of far-right rulings in 2022 confirmed that the new court is eager to shred long-held precedents it deems too liberal as quickly as possible. The pace and scale of this revolution is requiring law professors to adapt on several levels—intellectually, pedagogically, and emotionally.
Citizens turn increasingly to social media to get their political information. However, it is currently unclear whether using these platforms actually makes them more politically knowledgeable. While some researchers claim that social media play a critical role in the learning of political information within the modern media environment, others posit that the great potential for learning about politics on social media is rarely fulfilled. The current study tests which of these conflicting theoretical claims is supported by the existing empirical literature. A preregistered meta-analysis of 76 studies (N=442,136) reveals no evidence of any political learning on social media in observational studies, and statistically significant but substantively small increases in knowledge in experiments. These small-to-nonexistent knowledge gains are observed across social media platforms, types of knowledge, countries, and periods. Our findings suggest that the contribution of social media toward a more politically informed citizenry is minimal.
But the results for MPS were terrible. They were bad before the pandemic, and they’re worse now. The percentages of students proficient in reading and math were in single digits in many schools. What can be done about that? Would the plans either candidate is advocating bring real change in how thousands of Milwaukee students are doing?
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?
Related: The Milwaukee County Pension Scandal that lead to Scott Walker’s election to county Executive and later the Governor’s office.
Has Biden EdSec Cardona ever addressed literacy reform, much less pushed schools to make changes? Have national education teams and outlets been asking him about his position? https://t.co/45kID7plxW
— Alexander (@alexanderrusso) October 2, 2022
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?
Related: The Milwaukee County Pension Scandal that lead to Scott Walker’s election to county Executive and later the Governor’s office.
Torres said she’s had to tell students repeatedly not to smoke or vape indoors and be courteous towards patrons, but the response has been so negative that on one occasion, she said, a student threw food at her after being kicked out. Torres no longer allows students to dine in, posting signs at the door, but does provide them to-go orders.
“I have regulars who come from work. I get embarrassed by (students’) behavior, so I don’t sit them anymore,” she said.
But those problems pale in comparison to the series of break-ins at the current site that began in September of last year.
“I just thank God we didn’t have any huge scares,” Torres said, “especially since the waitress is my daughter. The material stuff, well, that comes and goes, but my daughter, she doesn’t.”
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?
Related: The Milwaukee County Pension Scandal that lead to Scott Walker’s election to county Executive and later the Governor’s office.
Evers entered the final two months of the race with about $5 million more in cash than Michels.
The first-term governor received $20,000 donations from 10 individuals, including Andrea Soros, daughter of liberal billionaire George Soros. Others who maxed out were Abigail Dow, an instructional coach in New York City; Joseph Kaempfer, a real estate agent in Virginia; Stephen Clearman of Valatie, New York; Eileen Stauss, a Washington attorney; and Los Angeles billionaire Lynda Resnick.
Among Michels’ supporters who gave the maximum amount were Louis Gentine, the retired CEO of Sargento Foods Inc.; Michele Gentine, Louis Gentine’s wife; Dan Ariens, CEO of the Ariens Co.; David Charles, president Cash Depot; John Dykema, president of Campbell Wrapper Corp. in De Pere; and Madison developer Terrance Wall.
Check out this article from Milwaukee Journal Sentinel:
Group reports $55 million in TV ad buys in Wisconsin governor’s race, making it most expensive in the country.
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our 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”
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?
Related: The Milwaukee County Pension Scandal that lead to Scott Walker’s election to county Executive and later the Governor’s office.
Dell Cameron and Mack DeGeurin
Multiple military intelligence offices have paid a data broker for access to internet traffic logs, which could reveal the online browsing histories of U.S. citizens, Sen. Ron Wyden said in a letter Wednesday, citing an anonymous whistleblower that had contacted his office.
But in a statement after the speech, Republican Sen. Alberta Darling, chair of the Senate Education Committee, said Wisconsin students’ poor performance stems from Gov. Tony Evers “refusing to reform education in Wisconsin” despite Republican efforts, including a literacy bill Evers vetoed twice.
Darling said Underly is following in his footsteps.
“The DPI Secretary refuses to acknowledge failure,” Darling said. “Under her watch, too many children in our schools are failing. There was not a single acknowledgment that less than one-third of students are proficient in English or Math. Instead of accepting we have the largest achievement gap in the country, she’d rather change the definition.”
Underly, however, outlined ways to improve student achievement and bridge racial disparities. She said policymakers and educators need to recognize that those disparities stem from a gap in representation and engagement, not the student.
“Instead of blaming the student because of their learning challenges or their family, because their parents are working multiple jobs to get by, or their school district or teachers are under-resourced,” Underly said, “instead of placing blame about their achievement, we can make important choices about curriculum that can make a difference.”
That includes increasing representation in curriculum, she said. All students, especially students of color, need to see themselves reflected in what they learn, she said, and not just learn about trauma and struggle, but also growth.
That includes teaching students about the country’s complicated history, Underly said.
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?
It’s no secret that university students, once known for their brash defense of unfettered free speech, have gone rather quiet on the issue. Campus surveys reveal that most college students self-censor to some degree and that certain ideas are now taboo on campus.
A new report from Speech First, a membership association of students, parents, faculty, alumni, and concerned citizens fighting back against toxic censorship culture on college campuses, provides insight into one of the reasons students fear speaking up: Bias Response Teams. These squads (or reporting systems) are specifically created to “solicit, receive, investigate, and respond to” reports of “bias incidents” or other allegedly offensive speech. Speech First’s report pulls no punches, calling Bias Response Systems “elaborate schemes … designed to silence dissenters, stifle open dialogue, and encourage students to report speech they deem unacceptable.” Like most such initiatives on campus, their efforts tend to run in a single ideological direction.
But going forward, I think the old metrics that showed large advantages for single payer are going to continue to slide. Unions (formal or otherwise) are going to militate for higher pay. Governments are going to have to deal with one side of the political spectrum going into hoc to the health employees and the other polarizing to the folks in the disfavored region(s) who are lower priority for healthcare and pay more in taxes for the “giveaways”. And all of it is going to run into the trouble that the developing world is going to have fewer kids and hence fewer physicians while the relative advantage of immigrating is going to continue to fall.
Single payer was overwhelmingly built on the post-World Wars consensus and environment. It operates as a monopsony. What on earth would make us think that it would be stable into the future?
That is from “Sure.”
TC again: There is a natural tendency on the internet to think that all universal coverage systems are single payer, but they are not. There is also a natural tendency to contrast single payer systems with freer market alternatives, but that is also an option not a necessity. You also can contrast single payer systems with mixed systems where both the government and the private sector have a major role, such as in Switzerland.
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?
The Danish Data Protection Agency
rganisations in Denmark that use Google Analytics must therefore assess whether their possible continued use of the tool takes place in compliance with data protection law. If this is not the case, the organisation must either bring its use of the tool into compliance, or, if necessary, discontinue using the tool.
A very important task for the Danish Data Protection Agency is to give guidance to citizens about their rights and to give guidance to Danish organisations in how they comply with data protection law. As is the case with data protection law, we at the Danish Data Protection Agency are neutral to technology, and therefore have no interest in either approving or banning certain products. We are not at all empowered to do so,” added Makar Juhl Holst and continued:
“Following the decisions of our European colleagues, however, we have experienced a great demand for guidance in relation to specifically Google Analytics, and we have therefore made an effort to look into this specific tool more closely.”
As the U.S. government intensifies its efforts to decouple American technology from China’s sprawling surveillance state, a new report by the U.N.’s human rights agency demonstrates the urgency of that task. The U.N. found that China’s treatment of Turkic Muslims in the remote region of Xinjiang “may constitute international crimes, in particular crimes against humanity.”
The Chinese government’s chilling campaign to forcibly assimilate minorities in Xinjiang relies heavily on a sophisticated system of mass digital surveillance—one that was built, and continues to operate, thanks to contributions from Silicon Valley. U.S. companies have long sought to profit off China’s desire to monitor its citizens, and it is surprising how deep those connections go.
I apologize for being gross, but it’s necessary. You have to be shocked into recognizing the moral horror of what a part of the nation’s largest teacher’s union is doing. It is unspeakable, but we have to speak about it.
The most effective work that the irreplaceable Christopher Rufo does is simply to get documents from institutions, and post them in full to the web, so ordinary people can see what kind of corrupt, racist or otherwise depraved people run these institutions. His latest is from the LGBTQ+ caucus of the National Education Association (NEA), the country’s largest teachers union, representing three million teachers nationwide.
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?
This isn’t a thing. If students’ families can pick where they go, there is no segregation. In the current setup, unless you can afford to live in the neighborhoods with nice schools, you’re locked out. https://t.co/D9ETr84Bfj
— Mister Vigilante (@MisterVigilante) September 16, 2022
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?
A new coalition of conservatives, policy groups and advocacy organizations has begun developing a package of education goals for the coming legislative session — with expanded school choice as a top priority — that could play a considerable role in the upcoming race for governor this November.
Officials with the Wisconsin Coalition for Education Freedom say the goal is to give parents and students more options. But the proposals also stand in stark contrast to priorities laid out by Democratic Gov. Tony Evers — setting up an education policy battle in the Nov. 8 election, in which Evers, a former educator and state superintendent who has opposed expanded private school vouchers, faces businessman Tim Michels, a Republican who has pledged to expand school choice offerings across Wisconsin.
“The election is critically important,” said Susan Mitchell, a longtime advocate for school vouchers and founder of School Choice Wisconsin. “Gov. Evers, both as (Department of Public Instruction) superintendent and as governor, has repeatedly opposed the expansion of these programs. Tim Michels has made public a completely opposite sort of perspective, so it matters a lot in terms of getting things done.”
The coalition, launched Thursday, includes conservative groups Americans for Prosperity, Badger Institute and law firm Wisconsin Institute for Law and Liberty, as well as education stakeholders such as American Federation for Children, virtual education company K12/Stride, School Choice Wisconsin and Wisconsin Manufacturers and Commerce, the state’s largest business lobbying organization.
The group did not provide specific legislative proposals, but officials told the Wisconsin State Journal the two biggest priorities will be “school choice for all families” and legislation seeking to establish a “Parental Bill of Rights,” letting parents sue a school district or school official if they don’t allow parents to determine the names and pronouns used for the child while at school, review instructional materials and outlines used by the child’s school and access any education-related information regarding the child, among other measures.
Evers vetoed a GOP-authored bill last session that would have extended those powers to parents, stating in an April 15 veto message he opposed it “because I object to sowing division in our schools, which only hurts our kids and learning in our classrooms.”
He also vetoed a measure that would have vastly expanded private school vouchers by eliminating the income limits in the statewide, Milwaukee County and Racine County private school voucher programs, as well as create a temporary education expense reimbursement program for public school students. A fiscal report estimated the bill could raise property taxes as much as $577 million.
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?
A new coalition of conservatives, policy groups and advocacy organizations has begun developing a package of education goals for the coming legislative session — with expanded school choice as a top priority — that could play a considerable role in the upcoming race for governor this November.
Officials with the Wisconsin Coalition for Education Freedom say the goal is to give parents and students more options. But the proposals also stand in stark contrast to priorities laid out by Democratic Gov. Tony Evers — setting up an education policy battle in the Nov. 8 election, in which Evers, a former educator and state superintendent who has opposed expanded private school vouchers, faces businessman Tim Michels, a Republican who has pledged to expand school choice offerings across Wisconsin.
“The election is critically important,” said Susan Mitchell, a longtime advocate for school vouchers and founder of School Choice Wisconsin. “Gov. Evers, both as (Department of Public Instruction) superintendent and as governor, has repeatedly opposed the expansion of these programs. Tim Michels has made public a completely opposite sort of perspective, so it matters a lot in terms of getting things done.”
The coalition, launched Thursday, includes conservative groups Americans for Prosperity, Badger Institute and law firm Wisconsin Institute for Law and Liberty, as well as education stakeholders such as American Federation for Children, virtual education company K12/Stride, School Choice Wisconsin and Wisconsin Manufacturers and Commerce, the state’s largest business lobbying organization.
The group did not provide specific legislative proposals, but officials told the Wisconsin State Journal the two biggest priorities will be “school choice for all families” and legislation seeking to establish a “Parental Bill of Rights,” letting parents sue a school district or school official if they don’t allow parents to determine the names and pronouns used for the child while at school, review instructional materials and outlines used by the child’s school and access any education-related information regarding the child, among other measures.
Evers vetoed a GOP-authored bill last session that would have extended those powers to parents, stating in an April 15 veto message he opposed it “because I object to sowing division in our schools, which only hurts our kids and learning in our classrooms.”
He also vetoed a measure that would have vastly expanded private school vouchers by eliminating the income limits in the statewide, Milwaukee County and Racine County private school voucher programs, as well as create a temporary education expense reimbursement program for public school students. A fiscal report estimated the bill could raise property taxes as much as $577 million.
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?
🚨🚨GROOMING ALERT! The Wisconsin Dept. of Public Instruction has created a guide for “gender expansive” PRESCHOOLERS
The guide dubs parents “trolls” and “jerks” if they refuse to use “they/them” pronouns or allow their kids to read books about trans toddlers pic.twitter.com/TrQ5BVc1Yw
— Chrissy Clark (@chrissyclark_) September 13, 2022
“The Wisconsin Department of Public Instruction supports and advocates for all Wisconsin students, and that includes our trans and nonbinary students of all ages, as well as their cisgender classmates,” Bucher said. “Creating safe spaces by affirming identities benefits every student, and part of high-quality education is learning about different perspectives and lived experiences.”
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?
Some have been pushed to take more inventive approaches to solve the staffing shortages. In Philadelphia, during a districtwide bus-driver shortage, the district paid families $300 a month to drive their kids to and from school. Atlanta Public Schools used nearly $2.2 million to provide on-site child care for 1,800 teachers to enable them to staff summer programs. Sometimes, retaining teachers has come at the cost of other planned investments: the Alamance-Burlington School System in North Carolina planned to spend $36 million on HVAC upgrades; amid severe staff shortages last fall, it put $10 million of that money toward teacher bonuses instead.
Once they’ve hired the staff, districts have tended to focus on three approaches to addressing learning loss: summer learning, intensive tutoring and extending the school day, often through after-school programs. According to Burbio, 62 percent of districts plan on summer learning or after-school programs, allocating $1.7 million on average; 23 percent are planning on tutoring, with average spending of $1.4 million. The cost and scale are often staggering. With $27 million, Baltimore created an enormous summer-school program, hiring over a thousand educators to teach 15,000 students at 75 different sites and conduct more than 3,000 home visits. Dallas will spend close to $100 million to extend learning opportunities for nearly 22,000 students, including reinventing the school calendar. Instead of an annual 10-week vacation, a fifth of the district’s campuses will add five weeklong “intersessions” across the calendar, during which students who have fallen behind can still attend school and receive more personalized attention.
But however much sense it might make to address lost learning by expanding time in the classroom, a longer school year or summer school often aren’t politically feasible. In their advocacy on behalf of exhausted, burned-out teachers, unions often protest proposals that require more work from educators, whether a shorter summer, longer school days or mandatory tutoring. Parents themselves often aren’t much interested in tutoring and summer school, particularly when they think their kids aren’t struggling. Many educators are still grading students on a pandemic-adjusted curve, which may be skewing parents’ understanding of the extent to which the crisis has hampered their own children’s educational progress. According to a recent Brookings Institution report, 90 percent of parents responded that their child was doing well academically; less than a quarter were interested in summer school and only 28 percent in tutoring.
Objections from educators and apathy from parents often dilute proposals to add school hours to the point that they become ineffective. In the spring, the Los Angeles Unified School District considered a proposal to lengthen the upcoming school year by two weeks. After opposition from the teachers’ union and lukewarm support from families, the Board of Education instead voted in favor of adding four optional days of school for students, citing the widespread exhaustion among educators. “Students in Los Angeles will have lost the equivalent of 22 weeks of typical math learning,” says Thomas Kane, the faculty director of Harvard’s Center for Education Policy Research. “There is no way you can make up for 22 weeks of lost learning with four optional days.”
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?
I wanted diversity. I wanted my children to see, like, different nationalities. I wanted them to feel included. And I also wanted, like – I’m an educator, so I have an education background with early childhood, and I just wanted intentional learning experiences for my children.
I was actually unfamiliar with what a choice school was. I really didn’t have a connection. I didn’t have a source. I didn’t have anybody to say, “Do step one, two and three.” It was an emotional rollercoaster. I wanted the best for my kids, but how do I get there?
I really truly – I went down on my hands and knees praying, like I need something different for my children. And I spent days crying, trying to figure X, Y, and Z out. I kind of like did everything, and then I just, kind of like, threw my hands in the air, and I just left it to the universe. Whatever happens from here, I did my part.
And so, we did it, and we got accepted, every child got accepted, and I was like, it’s a weight that lifts off of you. Like you’ve been accepted to the choice.
I have a 10-year-old who is going into fifth grade starting tomorrow, and I have a 13-year-old who will be entering eighth grade tomorrow at St. Marcus. My son attends Martin Luther High School in Greendale.
Without Choice, I could not have afforded to send my children to St. Marcus or Martin Luther. It’s money well spent. I would agree, both as a professional, as a parent and from a personal standpoint. I couldn’t be more thankful for this opportunity.
It would just be the over-excelling academic piece that I was like, this is what they need – the challenge. And he (my son) plays sports, so for us choosing Martin Luther specifically is their academics are really high, but their sports program is really good, too.
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?
In 1925, the U.S. Supreme Court overturned an Oregon law requiring that parents or guardians send their children to public school in the districts where they lived. The Society of Sisters, which ran private academies, claimed that the law interfered with the right of parents to choose religious instruction for their children. The Court agreed, unanimously. States are permitted to run and regulate schools, even to require that all children receive an adequate education. But the Justices held that the state may not “unreasonably interfere with the liberty of parents and guardians to direct the upbringing and education of children under their control.”
The decision in Pierce v. the Society of Sisters featured one of the more memorable turns of phrase in Supreme Court history. “The child is not the mere creature of the State,” wrote Justice James C. McReynolds. “The fundamental theory of liberty upon which all governments in this Union repose excludes any general power of the State to standardize its children by forcing them to accept instruction from public teachers only.”
The notion that the state must not interfere with parents and their right to direct their children’s upbringing and education has cast a long shadow over U.S. education. But now, nearly a century after Pierce, the state seems increasingly inclined to relitigate the matter—if not in court, then in practice and policy in America’s public schools. There is a rising and unmistakable tendency on the part of teachers and school districts to assume that government is better positioned than a child’s parents to judge what’s best for children and to act on that assumption, often aggressively, making critical decisions about children’s upbringing and well-being without their parents’ consent or even their knowledge.
There have been myriad recent examples of schools imposing their staffs’ ideological preferences, and in so doing being disingenuous or openly dishonest about critical race theory, trangenderism, “social and emotional learning” programs, and other controversial aspects of school curriculum and culture. The picture that has begun to emerge is of an education establishment straying beyond its remit, emboldened to ignore parents, and determined to subvert local control of schools to advance a social-justice agenda. “It’s infuriating, it’s harmful to children, and it’s unacceptable,” says Vernadette Broyles, an attorney and the founder of the Child and Parental Rights Campaign. “And it’s contrary to law.”
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?
The percentage of students who performed at or above the proficient level in reading was 36% in 2019, 35% in 2017 and 34% in 1998. While Wisconsin’s numbers remain higher than Mississippi’s, the trend line is flat.
Further, Black fourth-graders in Mississippi are outperforming Black fourthgraders in Wisconsin in reading, portending what’s to come in other academic measurements as the students age. And while Black students in Mississippi averaged a reading score 21 percentage points lower than White students — nothing to be content with — the performance gap was 39 points in Wisconsin, a chasm that is both shocking and familiar.
“We have done virtually nothing to close the Black-white gap,” said state Rep. LaKeshia Myers, a Milwaukee Democrat.
Nationally, a just-released NAEP report, the first to gauge the impact of the COVID pandemic, shows a national drop in scores. State by state results will come later. Still, while far from perfect, Mississippi appears to offer lessons on how reading improvements can be achieved.
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?
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https://www.ft.com/content/6ff4bc06-ea5c-43c4-b8f7-57e13a7597bballing life expectancy is the last thing you would expect on a worry list about US national security. Yet when it is dropping as fast as it is in the US — Americans live almost five years less than the wealthy country average — even the Pentagon has to sit up. At 76, Americans now live shorter lives than their peers in China and only a year longer than the citizens of supposedly benighted Mexico. People in Japan, Italy and Spain, on the other hand, can expect to live until around 84. Your people’s longevity is the ultimate test of a system’s ability to deliver. Yet neither Democrats nor Republicans, presidents or legislators, seem too bothered.
Do Americans no longer care how long they live? The answer is obviously no. Yet concern about the country’s falling lifespan is barely reflected in its politics. It is as though Washington has turned a blind eye to the issue that captures the deepest trends behind America’s democratic woes. Terms such as “deaths of despair” and “obesity epidemic” are in frequent use. But America’s shortening lifespan seems too big a subject for Washington to acknowledge. US life expectancy has fallen in six of the last seven years and is now almost three years below what it was in 2014. The last time it fell in consecutive years was during the first world war. In most other democracies this would trigger a national debate.
What explains US indifference? The biggest drivers of America’s morbid trajectory are politically hard to confront — rising obesity, the opioid epidemic and Covid. Over 40 per cent of US adults are now classified as obese — a problem that keeps getting worse. More than half of American adults suffer from a chronic condition, most of which are associated with obesity, such as diabetes, hypertension and heart problems. A quarter suffer from two or more of these conditions. This partly explains America’s unusually high death rate from coronavirus. Almost two-thirds of Americans hospitalised with Covid were suffering from at least one pre-existing condition. The pathogen was working in fertile territory. America’s obesity rate is by far the highest among wealthy countries.
Choose life.
This Wednesday 09-07-22, Khari Sanford will be sentenced in Dane County Circuit Court for the execution-style slaying of Dr. Beth Potter and her husband Robin Carre.
They were murdered by a person they had tried to help,” their memorial obituary reads.
Khari Sanford was 18 years old on March 30, 2020 when he entered the Carre-Potter’s home in upper middle-class University Heights some time after 10:40 p.m. Using the Volkswagen minivan the couple had lent him, Sanford and his convicted accomplice Alijah “Hunch” Larrue took their captives on a circuitous route to the University of Wisconsin Arboretum. There, not far off the Vilas Park entrance, Sanford forced the two, still wearing their bed clothes in the March cold, to their knees.
With his powerful Glock .357 SIG semi-automatic handgun, Sanford shot Robin once behind the left ear at close range, execution-style. He shot Beth twice, once in the upper arm, once in the back of the head. Perhaps she had struggled. During the 26-minute drive to their execution, one can only imagine how Beth and Robin tried to dissuade the young man from his deadly deed, to remember their many kindnesses, to promise more favors.
“It was calculated, cold blooded and senseless,” the chief of University of Wisconsin Police said at the time.
Shocking and puzzling, too, since the murdered couple had given every consideration to Sanford, a young black man in a romantic relationship with the Carre-Potter’s daughter Miriam, whom the white couple had adopted out of an orphanage in Guatemala.
In the immediate hours after his deadly deed, Sanford attempted to cash out the dead couple’s ATM cards. A form of reparations, perhaps. Payment for the dead couple’s white privilege and the larger society’s institutional racism, it could be argued. Because Khari Sanford certainly identified as a victim. He posted on his Facebook page a few months before the murders. (Source here.)
“We gon’ change this world, cause it’s time to let our diversity and youth shine over all oppressive systemsand rebuild our democracy.”
“They were murdered by a person they had tried to help.”
— Robin Carre – Beth Potter obituary.
In fairness, Khari O. Sanford came to Madison as damaged goods. Writing from his jail cell to Judge Ellen Berz in September 2021, Sanford wrote he was the oldest of seven children to a single mother in Chicago and a father who spent the son’s first 10 years in prison.
“One of my greatest friends died in my arm at the age of seven years old as the result of a drive by shooting,” he wrote. “That was my first traumatic experience.”
Did progressive Madison teach Sanford his sense victimhood — despite all the opportunities presented him? In his sophomore year at West high school, Sanford joined its newly formed Black Student Union just as social justice warriors, informed by critical race theory taught at the University of Wisconsin, were waging war on police.
Madison public schools had already sacrificed discipline in favor of identity politics because “A zero tolerance policy toward discipline … was having a disproportionate and negative effect on students of color.”
A dedicated practitioner of cancel culture, the school district erased name of the slave-holding Founder and renamed one of its schools after a minor black office holder. Inconveniently, Wisconsin’s capital city — founded the year that President died — retains his disgraced name.
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?
Evers said his plan for the 2023-25 budget would draw on the state’s projected $5 billion budget surplus while “holding the line” on property taxes.
Evers’ opponent in the November election, Tim Michels, called Evers’ plan “more money and more bureaucracy.”
“The tired, old Evers approach has not worked,” Michels said in a statement.
Wisconsin Assembly Speaker Robin Vos also quickly derided Evers’ proposal, taking to Twitter to call the plan a “feeble ploy to try to win votes.”
Republican lawmakers rewrote much of Evers’ proposed 2021-23 state budget, nixing his plan to increase the caps on how much school districts are allowed to spend each year. School district leaders have argued they cannot keep up with inflation with flat spending limits.
The biggest chunk of state funding, $800 million, would allow schools to spend $350 more per student in the 2023-24 school year and $650 more the following year.
The plan would also invest $750 million to increase how much the state reimburses school districts for special education costs, from about 30% to about 45% in the first year, and 60% the next year.
The plan also includes:
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?
We have all heard, by this point, that school closures during the first year of the pandemic damaged children. We have heard that children slid behind where they should be academically, with the most vulnerable slipping fastest; that many children with disabilities did not learn anything at all and began regressing; that the nation’s youngest citizens spent years feeling upset, angry, sad, frustrated and oh so alone.
I have deep doubts about the intellectual and social value of schooling. My argument in a nutshell: First, everyone leaves school eventually. Second, most of what you learn in school doesn’t matter after graduation. Third, human beings soon forget knowledge they rarely use.
Strangely, these very doubts imply that the educational costs of the coronavirus pandemic are already behind us. Forced optimism notwithstanding, the remote schooling that millions of students endured during the pandemic looks like a pedagogical disaster. Some researchers found that being in Zoom school was about equivalent to not being in school at all. Others simply found that test scores rose much less than they normally would.
But given my doubts about the value of school, I figure that most of the learning students lost in Zoom school is learning they would have lost by early adulthood even if schools had remained open. My claim is not that in the long run remote learning is almost as good as in-person learning. My claim is that in the long run in-person learning is almost as bad as remote learning.
How do we know all this? My work focuses on tests of adult knowledge — what adults retain after graduation. The general pattern is that grown-ups have shockingly little academic knowledge. College graduates know about what you’d expect high school graduates to know; high school graduates know about what you’d expect dropouts to know; dropouts know next to nothing. This doesn’t mean that these students never knew more; it just means that only a tiny fraction of what they learn durably stays in their heads.
This is especially clear for subjects beyond the three R’s — reading, writing and arithmetic. Fewer than 1 percent of American adults even claim to have learned to speak a foreign language very well in school, even when two years of coursework is standard. Adults’ knowledge of history and civics is negligible. If you test the most elementary facts, like naming the three branches of government, they get about half right. The same goes for questions of basic science, like “Are electrons smaller than atoms?” and “Do antibiotics kill viruses as well as bacteria?”
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?
Ben Chapman and Douglas Belkin:
Scores released Thursday show unprecedented drops on the long-term trends tests that are part of the National Assessment of Educational Progress, known as the “Nation’s Report Card.” The tests are administered to U.S. students age 9.
The test scores reflect more than a pandemic problem, with experts saying it could take a generation for some scores to rebound. Some say current achievement levels could weigh on economic output in years to come.
The scores of lower-performing students are most troubling and could take decades to bounce back, said Dr. Aaron Pallas, professor of Sociology and Education at Teachers College, Columbia University.
“I don’t think we can expect to see these 9-year-olds catch up by the time they leave high school,” he said, referring to the lower-performing students. “This is not something that is going to disappear quickly.”
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?
Legislative Republicans have defended their decision to keep revenue limits flat by noting Wisconsin schools will be getting $2.3 billion in federal COVID relief aid, known as Elementary and Secondary School Emergency Relief, or ESSER funds. Madison is anticipating its share will be roughly $66.7 million.
School officials have not laid out how they plan to spend that money but say using it for ongoing expenses, such as hiring more staff or increasing wages, could create a fiscal cliff once the one-time dollars run out.
Monday’s vote came one month after the board approved a 3% base wage increase for all staff for the coming school year, two-thirds of what was sought by MTI for teachers at the start of negotiations. Teachers also get automatic raises for seniority and degree-attainment on top of that.
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?
The Association of Social Work Boards administers tests typically required for the licensure of social workers. Apparently, this amounts to a kind of racism that must be reckoned with.
There is a Change.org petition circulating saying just that, based on the claim that the association’s clinical exam is biased because from 2018 to 2021 84 percent of white test-takers passed it the first time while only 45 percent of Black test-takers and 65 percent of Latino test-takers did. “These numbers are grossly disproportionate and demonstrate a failure in the exam’s design,” the petition states, adding that an “assertion that the problem lies with test-takers only reinforces the racism inherent to the test.” The petitioners add that the exam is administered only in English and its questions are based on survey responses from a disproportionately white pool of social workers.
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?
Here are highlights of the work being done currently at Madison’s four main high schools, according to the Madison School District.
Notes and links on the recent Madison tax and spending increase referendum
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?
John Stauffer, a Harvard English professor who edited The Works of James McCune Smith, says that Smith is one of the underappreciated literary lights of the 19th century, calling him “one of the best-read people that I’ve encountered.”
“The closest equivalent I really can say about [him] as a writer is [Herman] Melville,” adds Stauffer. “The subtlety and the intricacy and the nuance…and what he reveals about life and culture and society are truly extraordinary. Every sentence contains a huge amount.”
Smith was born enslaved in New York City, in 1813, to Lavinia Smith, a woman born in Charleston, South Carolina, who historians believe was brought to New York in bondage. While James McCune Smith never knew his father, a white man, university records indicate he was a merchant named Samuel Smith. (Amy Cools, a University of Edinburgh scholar who has conducted the most extensive research into Smith’s paternity, maintains, however, “Meticulous research has thus far failed to yield any records of [such] a Samuel Smith…indicating the name “Samuel” may possibly have been entered into [the] university records for convenience or respectability’s sake.”). Smith received his primary education at the African Free School #2 on Lower Manhattan’s Mulberry Street, an institution founded in 1787 by governing New York elites. Their aim was to prepare free and enslaved blacks “to the end that they may become good and useful Citizens of the State,” once the state granted full emancipation.
The school graduated a roster of boys who would fill the upper ranks of black intellectual and public life. Smith’s cohort alone included Ira Aldridge, the Shakespearean tragedian and first black actor to play Othello on the London stage; the abolitionist minister Henry Highland Garnet, the first African American to address Congress; Alexander Crummell, an early pan-Africanist minister and inspiration to W.E.B. DuBois; and brothers Charlesand Patrick Reason, the first African American to teach at a largely white college and a renowned illustrator-engraver, respectively. These men’s achievements would be exceptional by any standard, but even more so, for a group who were born enslaved or deprived basic rights as free blacks.
“If you look down your nose at someone long enough, one day they will punch you in it.” And I think that’s what happened. I sat there that night — I don’t watch much television — but these national network commentators are talking to each other incredulously. What happened here? Well, these under-educated types, you know, these are non-high school graduates … Disdain is not too strong a word. It was condescending.”
That’s very different than what you’re peddling to a sixth or seventh or eighth grader, where a teacher’s word is law.
Misrepresentation of American history and American values has permeated much of — not all, but much of — education now for a good long time. And so the people who imbibed that growing up very often are the people who are now teaching, running school boards and so forth. And so I think that this wasn’t unforeseeable, but I do think it’s very unfortunate, and should be pushed back against.
There’s a lot about our K-12 system that needs improvement. And one reason it’s very hard is that the education establishment stays put in place. Parents come and go. So parents have, in many cases, effectively mobilized to give us more choice, give us more quality, give us more safety, and sometimes had some effect, but all too often, their kids either leave the system or graduate, and they go away. And I think that in some of these matters you’re asking about, we’ve seen parents mobilizing. “What are you peddling to my child?” That is citizen activism of the highest order. That has nothing to do with closing libraries.
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?
While students saw across-the-board gains in the 2021-2022 school year compared to the previous academic year, state education officials said the progress was not enough, and pinned some of the good news on lowered standards — not on better student performance.
“Despite the scores being up from last year, they are down from pre-pandemic levels,” said Jillian Balow, state superintendent of public education, in a news conference Thursday.
The standards of learning data also showed that schools that returned to in-person instruction sooner fared considerably better than schools that remained virtual or hybrid longer.
“Students whose schools were closed suffered the most,” Balow said.
Republican Gov. Glenn Youngkin tied the results to school closures, and pledged to address disparities.
“The SOL results released today demonstrate that prolonged school shutdowns undeniably exacerbated the learning loss experienced by Virginia’s students, and the very best [antidote] is in-person education,” Youngkin said.
The differences were particularly stark in mathematics. Two-thirds of students passed math exams last school year, compared to 82 percent before the pandemic. Racial and economic disparities also widened, with White and Asian students making more progress toward their pre-pandemic levels than Black and Hispanic students.
Passage rates remained more than 20 points behind pre-pandemic levels in math for Black, Hispanic and economically disadvantaged students, and among students learning English.
All groups fared better in reading than they did in math, but state officials said that was due to the fact that standards were lowered in 2021, and cautioned against optimism.
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?
During his rough and tumble 1997 campaign Evers directly criticized fellow Democrat Benson saying he had failed to call attention to the problems in our state’s education system, and that continual promotion of the good without sounding the alarm on the bad “wrecks our credibility.” Evers said students and districts were in trouble and that “being a cheerleader has its place, but that place is not the superintendent’s chair.”
(Yes, this is the same guy who – in another ad we recently fact checked – is cheerleading a US News ranking putting Wisconsin schools as 8th in the nation while only about a quarter of students statewide can do English or math at grade level.)
But those are not the only striking political moves Evers made in the 1997 race.
He campaigned on recommendations in the Fish Commission that suggested breaking up MPS. He accused Benson, who opposed charter schools, of trying to bury them in regulations. Evers supported statewide public school choice and said charter schools work, because they “provide local competition, innovation and research.” He called for clear, measurable standards in core academic areas to help districts improve. He said under Benson, “DPI has become a lackey for WEAC.” Those are not the words of a guy without political aspirations.
And when Benson claimed that the crisis in public education had been “manufactured” Evers asked – again, in 1997, a quarter century ago: “Is the 40% dropout rate in Milwaukee public schools a crisis or not? Is the fact that most colleges remediate our graduates a crisis?”
The 3.8% of MPS students who can do math at grade level and the 6.4% who can do English at grade level are a crisis today, and colleges are still remediating graduates from our “top 10 in the nation” schools. But while politically savvy Evers used school quality as a wedge issue when he wanted to defeat a fellow Democrat, today, he’s doing the same thing he accused Benson of: cheerleading while schools fail students.
During his time as Deputy, Wisconsin was called out for setting “cut scores” low to game accountability measures to make proficiency scores appear higher. DPI had set reading passing levels for 8th graders at the 14th percentile, while states like South Carolina set theirs at 71%. Evers defended the cut scores saying that the 14th percentile was proficient.
And when Education Sector, a national non-profit, ranked states on which used technicalities to be overly cheery about student performance, Wisconsin topped the list. Evers, who had decried this very habit in his run against Benson, defended DPI saying everything they did “had been approved.”
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?
That was the fourth-highest percentage among the 10 districts in the state with the most Black students enrolled in AP courses, behind only Beloit (83.7%), Wauwatosa (82%) and Racine (68.9%).
Milwaukee Public Schools, the only Wisconsin district larger than MMSD, saw all student groups have lower rates of opting out of AP exams than the state average.
“This is especially important as MPS serves large numbers of students of color and is the district with the highest AP enrollment for English Learners and students who identify as American Indian or Alaska Native, Black, and Hispanic, and is a very close second for students identifying as Asian,” WPF writes in its report.
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?
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.
The teachers felt like curriculum robots—and pushed back. “This seems dehumanizing, this is colonizing, this is the man telling us what to do,” says Weaver, describing their response to the approach. “So we fought tooth and nail as a teacher group to throw that out.”
This is one of the most crazy things I’ve read in a long time. For about 4 or 5 years its been difficult to distinguish satire from genuine liberal politics. I roll my eyes now when someone from the right makes that comment because I see it ever few days and it is just so tired….But this passage here is just so insane. I mean, you have teachers complaining that their kids are learning how to read…. They felt “dehumanized” because their students actually learned how to read because something about “the man” and being “colonized” or whatever…..
If I read this in some sort of dystopian novel I would think it was too over the top but this is real life. Crazy stuff.
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?
What Weingarten conveniently leaves out is the reason for “two years of disruption.” Time and again, cautious state and school leaders — disproportionately Democrats in concert with teachers’ unions — extended school closures or strict Covid protocols, demonstrated little responsiveness as new evidence on Covid emerged, and minimized the trade-offs. Many red-state leaders did the opposite, damning the torpedoes even when Covid threats skyrocketed. While both parties demonstrated remarkable inflexibility in their Covid responses, it is the most Covid-cautious bets that proved most disastrous for students.
Now, in the third pandemic summer, it’s worth remembering that things didn’t always look so dire, or so politically divided. Back in the first Covid summer, in 2020, prospects for the new school year seemed bright, and blue-state leaders were looking pretty good. In March 2020, all schools — in both red and blue states — closed for the rest of the school year. In the early-pandemic fog — with limited understanding of the virus’s lethality and transmission, of therapeutics or mitigation measures (remember the CDC’s early urging of Americans not to mask up?), and of the relative health threat to students — that was a reasonable decision.
During that spring, blue-state leaders did an admirable job providing the best possible approximation of routine, in-person learning. As I documented, 86 percent of blue-state districts got asynchronous learning platforms such as Google Classroom up and running that spring, compared with 79 percent of red-state districts, and over half of blue-state districts offered synchronous options such as Zoom, compared with less than a third of red-state districts. Blue states also better ensured that students had the devices, Internet access, and direct contact with teachers that made the best of a terrible spring.
By early summer 2020, we looked to be successfully “bending the curve” of Covid cases, and school leaders in both red and blue states were optimistic about plans for reopening and recovery. But then Covid cases began to rise again, and on July 6, President Trump took to Twitter to announce, “SCHOOLS MUST OPEN IN THE FALL!!!” He quickly doubled down, asserting that school closures were “causing death,” and he threatened to strip federal funding from any school that didn’t reopen.
Politics, closed schools and taxpayer supported 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?
In the 1840s, Horace Mann, known as the “father of American education,” argued that children should be taught to read whole words instead of individual letters, which he described as “skeleton-shaped, bloodless, ghostly apparitions” that make children feel “death-like, when compelled to face them.” This malformed opinion morphed into the broader whole-language theory, whose proponents hold that learning to read is analogous to learning to speak, coming naturally, as if through osmosis. Disciples of whole-language instruction believe that if a word is unfamiliar to a child, it can be skipped, guessed at, or picked up from context. To wit, Kenneth S. Goodman, the founder of whole language, once referred to reading as a “psycholinguistic guessing game.”
Phonics takes exactly the opposite approach. Mastery of a set of symbols is the initial step; an analogy for learning how to read might be learning music notation or Braille. Children should be taught that words are made up of discrete parts and shown how different letters and letter combinations convey the English language’s 44 phonemes. Also dating back to the 1800s, the theory behind phonics is that learning to read requires knowledge and understanding of the relationships between letters and sounds, with the aim of helping early readers develop decoding skills (i.e., sounding out and recognizing words) that will eventually become automatic.
Those with allegiances to either phonics or whole language have ever since fought to determine how reading is taught in America’s classrooms. By the 1980s, the debate had become so intense that people began referring to it as “the reading war.” Things got so hot between the two opposing camps that Congress was pulled into the fray, convening the National Reading Panel in the late 1990s to review all the research on reading in the hopes of facilitating a truce. The upshot from the panel’s report was that phonics lessons help kids become better readers. The same could not be said for whole language.
The myths about the efficacy of whole language / balanced literacy are legion nonetheless. Its proponents assert that children don’t all learn to read in the same way and that a whole-language approach meets their different needs, and they confidently claim that kids learn more when teachers use this method. Research has shown that neither is true. On the contrary, reading researchers have found that, unlike learning to speak, a natural process that occurs by being surrounded by spoken language, learning to read does not come naturally. That’s because the written word is a relatively recent addition in human history, dating back just a few thousand years. To crack the code of how the spoken word connects to the word on a printed page, children need explicit, systematic phonics instruction. This is the premise undergirding the science of reading.
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?
Administration Slides for the School Board (PDF):
Forward LA Proficiency (3-5)
Participation increased to 87% from 50% in 20-21, nearing pre-pandemic ranges.Overall, 40% of students grades 3-5 scored proficient on Forward ELA
While a decrease from 20-21 (43%), scores that year likely inflated by non-random low participation– trends in ELA scores fairly steady or increasing
As a system, we are preparing our Black students (9%), Hispanic students (17%), and students from low-income backgrounds (14%) to be proficient at lower rates.Forward ELA Proficiency (grades 6-8)
Participation increased to 84% from 42% in 2020-21, close to pre-pandemic ranges
36% of middle grade students scored Proficient on Forward ELAEquity concerns, which mirror our historical trends, persist into middle school, with 9% of
Black students, 15% of Hispanic/Latinx students, and 13% of students from low income backgrounds scoring proficient.
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?
As a teacher in Oakland, Calif., Kareem Weaver helped struggling fourth- and fifth-grade kids learn to read by using a very structured, phonics-based reading curriculum called Open Court. It worked for the students, but not so much for the teachers. “For seven years in a row, Oakland was the fastest-gaining urban district in California for reading,” recalls Weaver. “And we hated it.”
The teachers felt like curriculum robots—and pushed back. “This seems dehumanizing, this is colonizing, this is the man telling us what to do,” says Weaver, describing their response to the approach. “So we fought tooth and nail as a teacher group to throw that out.” It was replaced in 2015 by a curriculum that emphasized rich literary experiences. “Those who wanted to fight for social justice, they figured that this new progressive way of teaching reading was the way,” he says.
Now Weaver is heading up a campaign to get his old school district to reinstate many of the methods that teachers resisted so strongly: specifically, systematic and consistent instruction in phonemic awareness and phonics. “In Oakland, when you have 19% of Black kids reading—that can’t be maintained in the society,” says Weaver, who received an early and vivid lesson in the value of literacy in 1984 after his cousin got out of prison and told him the other inmates stopped harassing him when they realized he could read their mail to them. “It has been an unmitigated disaster.” In January 2021, the local branch of the NAACP filed an administrative petition with the Oakland unified school district (OUSD) to ask it to include “explicit instruction for phonemic awareness, phonics, fluency, vocabulary, and comprehension” in its curriculum.
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?
How does Wisconsin stack up against other states in K-12 education? An eye-popping list from U.S. News and World Report ranked the Badger State K-12 system as the 8th best in the country.i But this rosy picture contradicts other key indicators that Wisconsin students are falling behind. So what’s going on? To get a clear look at public education in the Badger Sate requires a dive into the details.
Key Takeaways
• The academic proficiency data used by U.S. News & World Report to rank Wisconsin 8th is from the 2018-19 school year. Notably, this school year featured a transition in the governor’s mansion and was a full year before the COVID-19 pandemic wreaked havoc on Wisconsin schools.
• A sophisticated analysis of Wisconsin’s academic proficiency from 2018-19 puts Wisconsin in the middle of the pack. An Urban Institute analysis that controls for demographic factors finds Wisconsin falls out of the top ten in both math and reading on the NAEP scores.
• Academic proficiency has fallen significantly in Wisconsin since the COVID-19 pandemic arrived in 2020. Forward Exam scores fell by about 4 percentage points in reading and 5 percentage points in math.
• Chronic absenteeism in Wisconsin schools reached new heights in the most recent school year. The share of students not regularly showing up for class rose to 16% in 2020-21 school year—the highest in five years.
The Recent U.S. News & World Report Rankings
The core claim in question, that Wisconsin is ranked 8th for Pre-K-12 public education, refers to Wisconsin’s placement in the U.S. New & World Report Pre-K-12 rankings for 2022.ii In the previous ranking released in 2018, Wisconsin’s schools were ranked 16th , meaning the state shot up 10 places. While this would doubtless be encouraging news if it were credible, there is recent to question where Wisconsin sits on the list.
The biggest issue with the rankings is in the use of raw scores on the National Assessment for Educational Progress (NAEP). As a national norm-referenced test, the NAEP is arguably the best tool for making interstate comparisons, but one must be careful when simply using the raw numbers, which U.S. News does for eighth grade reading and math. On these metrics, Wisconsin is ranked 6th and 4th respectively. Just as in WILL’s Apples to Apples report,iii where we note that demographic factors must be taken into account in determining how well a school is doing, they must also be taken into account when ranking state performance. Unfortunately, factors like poverty, race, and English Language Learner status (ELL) matter in school performance. Low and minority students, on average, perform worse on exams for any number of reasons. These factors must be controlled for to make serious comparisons.
Fortunately, the Urban Institute has such a ranking.iv After controlling for age, race, disability status, family income and ELL, Wisconsin falls to 14th from 4th in math and from 6th to 21st in reading. The Urban Institute also provides a chart of the overall trend in ranking for each state. The unadjusted ranking is in yellow, while the demographically-adjusted ranking is in blue. The chart shows that there isn’t much of a discernible trend in performance—if anything, it’s the opposite of improvement.
The status quo solution for public school education has been to simply provide more money, which research has found bears little relationship to student performance. In order for Wisconsin school districts to actually be some of the best in the nation, Wisconsin needs to sever the connection to the preferred policies of teacher unions and the public-school establishment, who fight competition from every alternative option. Instead, Wisconsin education policies must empower parents to make the best choice for their son or daughter, which may include a traditional public school.
Wisconsin needs robust alternative options that enable every student in the state to attend the school that best meets their needs. This includes opening up private-school choice to middle- class families who can’t afford private-school options, and a more open charter school sector that ensures public-school options exist in every corner of the state. Achieving these goals won’t be easy, but the information here shows that the state can ill afford complacency when it comes to education policy.
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?
Previous research claims that public awareness of censorship will lead to backlash against the regime. However, surveys consistently find that Chinese citizens are apathetic toward or even supportive of government censorship. To explain this puzzle, I argue that citizens are subject to a process of normalization. Specifically, individuals become desensitized to censorship when the range of censored content expands beyond politically threatening topics like government criticism and collective action to other seemingly harmless non-political issues. Using a dataset of 15,872 censored articles on WeChat and two original survey experiments in China, I show that (1) a majority of censored articles are unrelated to politically threatening topics, and (2) respondents exposed to the censorship of non-political content display less backlash toward the regime and its censorship apparatus. My findings highlight how normalization of repressive policies contributes to authoritarian control.
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?
That’s an average of about 3.5 times a day or almost once per day to each school. According to a story in this morning’s Wisconsin State Journal the breakdown is 220 calls to East, 158 to La Follette, 170 to Memorial and 92 to West.
In addition to the raw numbers there were several serious and dangerous incidents. Two melees occurred outside of East, a student brought a loaded gun to La Follette and had to be subdued, and an autistic student was beaten by classmates. In another incident a teacher stood by (as he believed he was required to do by district policy) while his classroom erupted into a brawl. (And, by the way, the district has 141 teacher vacancies only weeks before the new school year begins, compared to just 30 at this same point in 2018.)
All this happened in the first full in-person school year without School Resource Officers, which had been assigned to the high schools for about three decades without incident. The School Board removed the officers in 2020, over the objections of the Police Chief but with the support of Mayor Satya Rhode-Conway.
Now, Police Chief Shon Barnes has proposed assigning a neighborhood officer to the areas around each of the schools. They would not be stationed inside of the schools, which was the objection offered so aggressively by the radical activist group Freedom, Inc.
In a sane world you’d think that the Superintendent, the Board, the Mayor and the City Council would rush to support Barnes’ proposal. But this is Madison, so you’d be wrong about that.
Data on whether the schools and the areas around them have become more dangerous have been muddled or unavailable, and neither the district nor police immediately pointed to any Monday that might paint a more accurate picture. Police spokesperson Stephanie Fryer did say that from Sept. 1, 2021, to June 15, police had hundreds of calls to the high schools at all hours of the day — specifically, 220 to East, 158 to La Follette, 170 to Memorial and 92 to West.
Members of the public in favor of SROs have tended to point to their absence last year as a main factor in the spate of violent incidents, while those opposed to SROs tend to blame such incidents on stress and other disruptions caused by the COVID-19 pandemic.
The board in March created its second school safety committee since removing the SROs. It continues to meet. Among the first committee’s 16 recommendations, adopted by the board in February 2021, were required debriefing sessions after every instance in which police are called to a school to examine, among other things, “what could have been done proactively to avoid involving law enforcement.”
Related: Police Calls, Madison Schools 1996-2006
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?
Scientific and academic publishing is broken. The vast majority of the journals have been privatized by publishers who charge astronomical fees for access to the literature.
The fees have gotten so high that even well funded universities have started to walk away from negotiations. Universities with less funding have long been unable to afford them. The average citizen has no hope of affording them.
With the results of the scientific process locked away behind paywalls, science is no longer an open and transparent process. Worse, the ultimate deciders of policy in a democracy, average citizens, are being denied access to the primary source materials necessary to make good policy decisions.
The Open Access movement has been trying to solve this problem, but it has mostly stuck to the existing model of hiring editors to manually match reviewers to papers, creating high overhead. To fund their operations, most Open Access journals have flipped the business model from fee for access to fee for publish. This has created a whole host of new problems, including the rise of predatory journals that are willing to publish almost anything by anyone who can pay.
The ultimate effect of pay-to-play is that the traditional peer review and refereeing process has broken down. If a dishonest researcher gets rejected from a reputable journal, they can take their paper to a pay-to-play journal and have it published there. With over 10,000 academic journals, it’s impossible for the lay public to track which journals are reputable and which are not. As far as the public is concerned, a published paper is a valid paper.
The political goal of communism is to annihilate freedom in all realms of life—economic, social, and intellectual. By philosophic design, Marxism in power must always use force to achieve its ends. Anygovernment that expropriates and redistributes private property, any government that seeks to control an entire economy, any government that violates the rights of its citizens on a daily basis, anygovernment that seeks to reconstitute human nature will and must use force as a matter of course. Thus, the theory of socialism necessitates the use of coercive force in practice.
The fact of the matter is that the Marxist ideal necessarily leads to censorship, secret police, reeducation camps, Gulags, and genocide in practice. Its violent and bloody history is evident for all to see. Marxian socialism begins and ends with violence and destruction.
Economically, Marxism seeks to destroy private property, the price system, the division of labor, the system of profit-and-loss, wage labor, competition, and material wealth. Politically, it seeks to destroy the rule of law, constitutionalism, separation of powers, and civil rights. Morally, it seeks to destroy individual rights, egoism, and all “bourgeois” virtues. Epistemologically, it seeks to destroy independent thought and free choice. Metaphysically, it seeks to change human nature itself. This is why the communist 1 percent (the true 1 percent) must use the terror apparatus of the State to force the 99 percent (the true 99 percent) to become something they are not and do not want to be. And if that does not work, the secular philosophy of brotherly love simply liquidates as much of the 99 percent as is necessary.
In the end, all decent people must see that Marxism is evil—absolutely evil. It is the wellspring of communist mass murder.
The Marxist regimes responsible for genocide are not aberrations from “true Marxism” but are in fact its fulfillment and living embodiment. They represent what Marxism is and must be. Violence and terror are necessary instruments of the communist ideal. History demonstrates—and I hope this series of video essays have proved philosophically—that Marxism is a philosophy of mass murder, which is precisely what it has done wherever it has held power.
Marxism necessarily leads to Stalinism, to Maoism, to Pol-Potism to Kim Il Sungism, to Castroism, to dictatorship, to the police state, to terror, to show trials, to the gulag, to genocide, and finally to the grave. In other words, the problem with Marxism is . . . Marxism.
Will Flanders & Dylan Palmer :
Since the beginning of the COVID-19 pandemic, there has been a much greater focus by parents and concerned citizens on what is being taught in schools around the country. For the first time, many parents were exposed to what was being taught to their children, and they didn’t like what they found. Horror stories abound, from students being taught that conservatives are “ignorant and poor” at a high school in Sparta, Wisconsin,1 to school districts around the country using the 1619 Project as a means of teaching American history.2
The Wisconsin Institute for Law & Liberty’s previous work on this topic3 has shown that these are not isolated incidents. Instead, this sort of politically divisive rhetoric in K-12 schools is quite pervasive, from the biggest cities, to the smallest towns. While we can document that these problems are occurring in schools, the question remains: how did we reach this situation?
In this policy brief, we will begin to answer this question by showing that Wisconsin’s teachers don’t always push a liberal agenda purely of their own volition. Instead, we will show that the controversial material spilling into schools today is the result of an indoctrination process that begins when teachers are enrolled in universities around the state. We use the word “indoctrination,” here, and throughout this brief, not solely because future teachers are presented with politically charged materials during their college educations, but because these materials are presented from only one political perspective, and in a manner that preempts and forecloses healthy debate and conversation about these contested political issues.
For this report, we collected syllabi from courses for education majors at all of the University of Wisconsin’s four-year public colleges. In 2020, the University of Wisconsin System graduated approximately 2,000 students majoring in various education programs.4
While we cannot gather data from private universities in the state via open records requests, we can safely say that the schools from which we have gathered data represents courses taken by roughly 80% of all education graduates in the state for recent years.*
When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?
Wake County is the largest school district in the state and the fifteenth largest nationwide. WCPSS has tens of thousands of employees and a current operating budget of $1.94 billion. The district has 198 schools and an estimated158,761 students.
Jim Martin, Christine Kushner, Karen Carter, Roxie Cash, and Heather Scott are the five incumbents not seeking another term. Martin and Kushner are the longest-serving board members having been first elected in 2011. Carter is the newest member, elected for the first time in 2020.
During the pandemic, parents held protests outside of the district headquarters over the board’s continued forced use of masks in schools as districts across the state ended their use. Parents and citizens also protested inappropriate materials, books critics deemed pornographic, as well as teacher training in Critical Race Theory and use of the controversial theory in classroom lessons.
The WCPSS board also faced controversy over the replacement of former Board Chairman Keith Sutton after it was revealed that the candidate preferred by the majority of the board, Craston Artis, did not live in the district he sought to serve. Parents criticized Mahaffey over a lack of transparency on the matter.
The most recent taxpayer supported Madison school District budget spends $561.3M for 25,497 students or 22,014 per student!
First, the FBI raided a private business to seize safe deposit boxes and assets belonging to hundreds of people who were not suspected of having committed any crimes.
Now, prosecutors are trying to keep the public in the dark about why the brazen forfeiture effort was undertaken in the first place—and are offering little justification for why such secrecy is necessary.
Four depositions that could be crucial to understanding the motivations and intentions behind the FBI’s March 2021 raid of U.S. Private Vaults, a Beverly Hills–based safe deposit box storage business, are being kept confidential at the request of federal prosecutors. Attorneys representing some victims of the raid say the depositions could contain important information about how and why the FBI decided to seize and catalog the private belongings of U.S. Private Vault’s customers. They have asked the federal judge handling the case to allow the transcripts of those depositions—including one interview with Lynn Zellhart, the FBI’s lead agent in the case—to be filed in their entirety.
The Madison School Board voted 6-1 in June to adopt the district’s $561.3 million preliminary budget for next school year, which included the 3% base wage increase.
Negotiations began in May with MTI requesting the 4.7% increase — the annual inflationary amount and the maximum allowed in bargaining under state law. The district offered a 2% increase — not including additional wage increases tied to experience and educational attainment, known as steps and lanes.
In the budget adopted by the district in June, that base wage increase offered by the district had grown to 3% for all staff through bargaining, along with a 2% increase specifically tied to experience and educational attainment for teachers.
The salary schedule change must occur through the Employee Handbook revision process, which is technically a unilateral decision by the School Board. The district and MTI have a committee to “meet and confer” on potential Handbook changes, but it is not considered a bargaining session, and therefore allowed under Act 10.
“Since Act 10, MMSD has voluntarily participated in meet-and-confer collaboration with MTI,” Oppenheimer wrote. “Only in the last few years has MMSD begun to circumvent the meet-and-confer process for resolving issues outside the scope of legal bargaining.”
LeMonds said in a phone interview Wednesday afternoon that the district believed it needs to finalize the base wage increase to avoid “bargaining” on the Employee Handbook change as the two wage changes become conflated.
“We can’t do those simultaneously because it gets pulled into the negotiation,” LeMonds said. “The negotiated piece, which is base wage, has to be finalized before we can move on to that.”
District general legal counsel Sherry Terrell-Webb told board members that Wednesday’s vote “officially closes out negotiations on base wage,” and suggested that the administration could now prepare a recommendation for the board on the salary schedules.
“I know some believe that we should have continued negotiating with MTI,” Terrell-Webb said. “However, because the board has indicated that 3% was its best and final offer, to continue to negotiate knowing that we would not be able to make a change to this offer could be considered negotiating in bad faith.”
The board also approved the “steps and lanes” increases at Wednesday’s meeting, which reward staff for longevity and educational attainment. That amounts to a 2% increase for the average employee, the district says, but MTI has pointed out that it means zero increase for some.
In recent years, the district has either agreed to the maximum increase early or waited until closer to the final budget approval to get board approval for the change.
In 2019, the district included an increase up to 1.5% in its preliminary budget in June but continued negotiating with MTI. In a September vote ahead of the final budget approval in October, the board increased it to the maximum 2.44%.
In 2020 and 2021, the final base wage increase offer vote took place in October and September, respectively. In three prior years — 2016, 2017 and 2018 — base wage approval came earlier, but it was at the maximum allowed percentage under law.
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?
Nowhere can you see self-proclaimed “progressives” more in opposition to progress than on the issue of school choice in the state of Wisconsin.
Over 30 years ago, Wisconsin created the first school choice program in the nation, liberating thousands of families from failing public schools and giving many children, particularly those in our blighted inner cities, their first true chance at a quality education. But Wisconsin has fallen behind states around the nation in pushing educational innovation. Earlier this month, Gov. Doug Ducey of Arizona signed a universal school choice bill into law that provides families with $6,500 per student to put toward their education, whether that’s a public, private, parochial or even home school. If Wisconsin wants to lead in school choice again, the Badger State must implement radical reform like universal school choice.
Not too long ago, universal school choice was only a dream for education reformers. But it has now become a reality in Arizona due to a growing cascade of support for school choice nationally. According to a recent Real Clear Opinion Research poll, school choice enjoys a 72% favorability rating, with only 18% truly opposed. Notably, this favorability rating includes 68% of Democrats and 67% of Independents, along with 82% of Republicans. If those numbers aren’t evidence of common ground in our nation, I don’t know what is.
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?
Teachers are complaining to Washington Post columnist Jay Mathews about grading reforms, he writes. A teacher in the high-performing Montgomery County, Maryland district fears that students are learning they can get good or good enough grades without doing the work.
Teachers can’t give a zero for a missed assignment, unless they document their efforts to contact a parent about the problem. It takes a lot of time to send multiple emails, the teacher says. So he just gives students the required minimum — 50 percent — even if they did nothing.
In addition, students no longer get a lower grade if their performance slides from one semester to the next.
Before, if a student got a C one marking period and a B the next, the grade for the semester would be a B because the student was showing progress. If the student got a B the first marking period and a C the next, the final semester grade would be a C. Under the new policy, if a student gets a B in either marking period the final grade is a B.
“We’re deluding ourselves and the students into the idea that they’re something they’re not,” the teacher said. Students are learning that “you can do nothing and still get something.” That will not serve them well in college — or life.
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?
Mic drop: From U.S. DOJ: Illiteracy and crime are connected. The Department of Justice states, “The link between academic failure and delinquency, violence, and crime is welded to reading failure. Over 70% of inmates in America’s prisons cannot read above a fourth grade level.” https://t.co/5AjRjuIKXz
— David Castillo (@castillodavidca) July 25, 2022
Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.
Claim 1: Tony Evers has Taken Wisconsin Schools into the Top 10 in the U.S.
The ad repeats a brag Evers has been making for months. The top 10 ranking issued by US News, shows Wisconsin’s rank improved 10 places since the 2018 list. Evers has been taking credit for the improvement although the current ranking uses data largely from the years when Scott Walker was governor, and the lower 2018 ranking was after nearly a decade of Evers’ leadership as DPI Superintendent.
First, let’s start with the obvious. K12 student achievement numbers are trending the wrong way in Wisconsin and the most recent proficiency scores were abysmal.
Despite $2.6 billion additional federal dollars to prevent learning loss and to keep our kids on track academically, Fs increased dramatically during COVID. School funding increases every year – the most recent budget sends $2.5 billion more state aid to K12 schools than the 2015-17 budget, yet more than two-thirds of our children are not proficient in math or English language arts.
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?
We can express the static nature of relative educational outcomes quantitatively, in a variety of ways. The simplest is to observe that by far the most consistently effective predictor of future academic performance is prior performance. This paper summarizes the reality simply:
The present study shows that individual differences in educational achievement are highly stable across the years of compulsory schooling from primary through secondary school. Children who do well at the beginning of primary school also tend to do well at the end of compulsory education for much the same reasons.
This is the finding of all such research. At essentially any point along a given student’s educational journey you can take their outcomes relative to peers and enjoy strong predictive ability about their performance at later stages. (Past performance predicts future performance so well that it seems most education researchers don’t seem to think of it as a predictor at all.) If you’d like to go short-term, student performance in third grade predicts student performance in fifth grade very well, as you would imagine. If you prefer long-term, academic skills assessed the summer after kindergarten offer useful predictive information about academic outcomes throughout K-12 schooling and even into college. Similarly, third-grade reading group, a very coarsely gradated predictor, provides useful information about how well a student will be doing at the end of high school. The kids in the top reading group at age 8 are probably going to college. The kids in the bottom reading group probably aren’t. This offends people’s sense of freedom and justice, but it is the reality in which we live.
There’s even evidence that as students age the stability of their relative performance grows over time. In reading comprehension specifically, for example, “the strength of the relation between Reading Comprehension from grade to grade tended to increase over time.”
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?
That is exactly right. And you can see that more clearly when Rufo’s correct quote is put into full context. “To get universal school choice, you really need to operate from a premise of universal public school distrust. I think that the public schools have done a remarkable job at doing just that, specifically, the public school teachers unions. They shut down the schools for more than a year.”
And if you look at the polling, confidence in public schools has been decreasing for decades, long before Rufo became an activist. According to Gallup, in 1973, 61% of Republicans and 60% of Democrats had confidence in public schools. By 2000, those numbers had fallen to 33% of Republicans and 43% of Democrats.
The COVID lockdowns, in particular, have done even more damage to trust in public schools, at least among Republicans. In 2019, just 28% of Republicans had confidence in public schools. Today, that number has fallen to 14%. Meanwhile, Democrats’ confidence in public schools has risen through COVID from 30% in 2019 to 43% today.
Separately, Pew has found that the vast majority of people, 62%, believe that the government gave “too little priority” to “meeting the educational needs of K-12 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”
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?
“But then you want to turn to areas that are more important” such as funding and fundamental instruction.
That explains the two-step thrust-and-parry messaging American Federation of Teachers President Randi Weingarten will outline Thursday morning during her union’s convention in Boston.
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?
A very nice paper in Management Science by Kini, Shen, Shenoy and Subramanian finds that labor unions reduce product quality. Two strengths of the paper. First, the authors have relatively objective measures of product quality from thousands of product recalls mandated by the FDA, the Consumer Product Safety Commission and the National Highway Traffic Safety Administration covering many different industries. Second the authors use 3 different methods. First, they find that unionized firms are more likely to have recalls than non-unionized firms (a simple difference in means subject to many potential cofounds but I still like to see the raw data), second they find that in a panel model with industry and year fixed effects and other controls that firms which are more unionized have a greater frequency of product recalls. Finally they find that firms where the union just barely won the vote are more likely to have subsequent product recalls than firms for which the union just barely lost the vote–a regression discontinuity study.
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?
Despite enrollment dropping over the past five years districtwide, especially during the pandemic, the full-time equivalent (or FTE) staff positions dedicated to those areas have not dropped at the same rate.
In student services, for example, the 2017-18 school year featured 105.78 students per staff member in positions including psychologist, social worker, nurse and behavior education assistant. Last year, that was down to 98.1.
Similarly, the special education student-to-staff ratio dropped from 46.33 to 35.53.
Yet the ratios reflected here are determined by the district’s annual budget. Given the staff shortages plaguing education and MMSD in recent years, especially following the onset of the pandemic, the number of students per staffer is likely higher.
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?
After three years of no information on New Jersey’s most powerful special interest, the IRS finally released the NJEA’s 2019 990, which revealed the multi-million-dollar going-away present for Richardson. As executive director from 2013 to 2019, Richardson was paid a total of $5.8 million, or $968,000 a year. By comparison, the average New Jersey teacher made $76,000 in 2019.
But Richardson was not alone. The NJEA’s top ten leadership was paid a record $7.7 million in 2019, with six of the top ten getting record compensation and six becoming New Jersey one-percenters.
ALL OF THIS WAS PAID FOR BY TEACHERS’ HIGHEST-IN-THE-NATION DUES.
If teachers knew their hard-earned salaries were making their leadership multi-millionaires, they would be outraged. If New Jersey citizens knew their hard-earned tax dollars were making taxpayer-funded multi-millionaires, they would be outraged.
But what’s really bothering Strauss isn’t the outrage of insulting education departments. It’s Hillsdale’s participation in charter schools around the country. There’s the “Hillsdale K-12 curriculum that is centered on Western civilization and designed to help ‘students acquire a mature love for America.'”
At the reception last week, held at a Cool Springs conference center in Tennessee, Arnn made comments while addressing an audience from a lectern and while sitting on the stage next to Lee on a stage. Here’s a sample:
Educators and other Tennesseans said they were angry at Arnn for making the comments and at Lee for failing to defend his state’s teachers and teacher preparation programs. Claude Pressnell Jr., president of Tennessee Independent Colleges and Universities Association, tweeted: “This is incredibly disturbing. Dr. Larry Arnn’s demeaning portrayal of Tennessee’s Ed prep programs and professors is uninformed and offensive. I’m disappointed that @GovBillLee is not on record with Dr. Arnn defending the integrity of Tennessee’s education programs.”
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?
schoolinfosystem.org