We live in an era in which the perceptions of public education have been formed based upon political ideologues bent on reform by means of accountability measures. These accountability measures in large part tie both school and teacher performance to high-stakes standardized tests. While it is reasonable that there be expectations established for teacher performance, it is not OK to impose punitive measures upon those performing in the most challenging environments with variables that extend beyond the classroom which impact learning.
Recently, a non-partisan think tank, the Forward Institute, released their findings in a study examining school achievement and poverty in public and charter schools. A key finding is that poverty is closely linked to academic achievement, as measured by high-stakes standardized testing, in the state of Wisconsin.
According to the statistical analysis, charter schools, long lauded as the solution to the ills of the public school system, actually fare worse in addressing the needs of our most disadvantaged populations. Statewide, public school students from low socioeconomic backgrounds actually outperform their peers in charter school settings. This study places public education within the context of the 2011-2013 Wisconsin biennial budget (Act 32).