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Food drive at the recently expanded Madison Van Hise Elementary School
In addition to accepting donations at the school through the drive, McGuire said the kindergarten classes went around the Van Hise neighborhood and collected donations from homes on Wednesday. They first put up posters on Dec. 1 alerting residents to their planned collection event, filling up 10 wagons between the three classes.
“We’re just so proud of them,” McGuire said. “And we’re just so proud of our community, too, for being so supportive.”
Madison taxpayers recently funded the expansion of our least diverse schools, including Van Hise and nearby Hamilton middle schools. This, despite space in nearby facilities.
K-12 $pending Inequality (Madison recently expanded its least diverse schools)
Several Massachusetts superintendents are spending more money on schools that enroll mostly wealthy students than they are on schools that educate mostly poor students, even though the state designed its funding formula to do the exact opposite. And some schools are outperforming other schools even though they’re receiving significantly less money.
That’s according to a new report by the Massachusetts Business Alliance for Education, which analyzed school-spending data now provided by the state’s department of education under a new ESSA provision.
The data dump comes amid a tense debate at the state capital over how to overhaul the state’s funding formula. Three bills under consideration in the state legislature could provide significantly more money to districts. But the distribution methods and amounts vary widely. All are tangled up in a politically contentious process that’s spurred protests and a lawsuit.
MBAE found that under the current system, districts such as Brockton, Chelmsford and New Bedford, distribute their money between schools in an inconsistent way that often is not targeted toward the state’s neediest students.
“Money isn’t always getting to the students who need it the most,” Edward Lambert Jr., the group’s executive director said in a press release.
School District Reform Prompts Parent Protests in Beijing (Madison recently expanded its least diverse schools)
Ding Jie, Li Rongde, Su Xin and Zhou Simin:
A group of 30 parents staged a protest at the education department of Beijing’s Dongcheng district earlier in May to voice their opposition to a sweeping change to the “school district” policy now being tested by the local government.
Under the change, a school district, usually comprised of several neighborhoods, is no longer tied to one specific school. Instead, students in one school district can choose from a list of schools close to their homes depending on the availability of spaces at each of the schools.
Madison recently expanded its least diverse schools: Hamilton Middle and Van Hise Elementary.
On School Segregation And Expanding Madison’s Least Diverse School
A look at the history of District 3, which stretches along the West Side of Manhattan from 59th to 122nd Street, shows how administrators’ decisions, combined with the choices of parents and the forces of gentrification, have shaped the current state of its schools, which, in one of the most politically liberal parts of a liberal city, remain sharply divided by race and income, and just as sharply divergent in their levels of academic achievement.
In 1984, two years before Ms. Shneyer started kindergarten, less than 8 percent of the district’s 12,321 elementary and middle school students were white. Not a single school was majority white, and the only school where white students made up the biggest group was P.S. 87 on West 78th Street. At the time, many white parents would not even consider their zoned schools. James Mazza, who served as deputy superintendent, and then superintendent of the district, from 1988 to 1997, recalled in an interview that parents would sometimes come into his office carrying a newspaper with the test scores of every school in the district and explain that they didn’t want to go to their zoned school because of its place on the list. Though scores are often used as a shorthand for quality, they correlate closely with the socioeconomic level of the children in a school.
Ms. Ortiz didn’t think having more white or upper-middle-class parents in the school would necessarily improve it, since she thought that they would mostly push for programs that benefited their own children. She said it seemed that Ms. Castellano-Folk already gave parents in the gifted program preferential treatment.
Others expressed positive feelings about the school.
Curiously, Madison recently expanded its least diverse schools (Van Hise/Hamilton)…..
Compare Omaha K-12 Governance & Spending With Madison: Expand Least Diverse Schools Or?
They’ve waited every morning since, Gunter told The 74 in a recent interview, until the doors open and staff welcomes them warmly inside, trading handshakes and high-fives as music courses through the halls.
Not long ago, though, there was little enthusiasm from students, their families — and staff, for that matter. The pre-K–5 school is located in North Omaha’s Highlander neighborhood, for decades one of the poorest, most segregated and most violent areas in the city of 440,000.
Roughly 97 percent of students qualify for free or reduced-price lunch; about 22 percent are English-language learners, and 29 percent are refugees, higher than the district average in each case, according to 2015–16 data. While students have made gains on state test scores in recent years, the school had long been one of the worst-performing in Omaha, which serves about 52,000 students, and one of the lowest-ranked in Nebraska.
Madison voters recently approved additional tax and spending to expand our least divers schools: Hamilton middle and Van Hise elementary.
Minding the nurture gap, Madison plans to expand least diverse schools
THE most important divide in America today is class, not race, and the place where it matters most is in the home. Conservatives have been banging on about family breakdown for decades. Now one of the nation’s most prominent liberal scholars has joined the chorus.
Robert Putnam is a former dean of Harvard’s Kennedy School of Government and the author of “Bowling Alone” (2000), an influential work that lamented the decline of social capital in America. In his new book, “Our Kids”, he describes the growing gulf between how the rich and the poor raise their children. Anyone who has read “Coming Apart” by Charles Murray will be familiar with the trend, but Mr Putnam adds striking detail and some excellent graphs (pictured). This is a thoughtful and persuasive book.
Among the educated elite the traditional family is thriving: fewer than 10% of births to female college graduates are outside marriage—a figure that is barely higher than it was in 1970. In 2007 among women with just a high-school education, by contrast, 65% of births were non-marital. Race makes a difference: only 2% of births to white college graduates are out-of-wedlock, compared with 80% among African-Americans with no more than a high-school education, but neither of these figures has changed much since the 1970s. However, the non-marital birth proportion among high-school-educated whites has quadrupled, to 50%, and the same figure for college-educated blacks has fallen by a third, to 25%. Thus the class divide is growing even as the racial gap is shrinking.
Meanwhile, the Madison School Board & District administration plan to expand Van Hise and Hamilton schools via the April, 2015 referendum.
Hamilton and Van Hise are among Madison’s least diverse schools…..
Expanding some Madison High Schools…
The plans caused equity concerns among some, especially given that both schools are on the west side of Madison and have lower rates of students of color and students who are socioeconomically disadvantaged. La Follette and Capital high schools later added their own, smaller, capital fundraising campaigns.
Taxpayers funded the expansion of Madison’s least diverse schools a few years ago; Hamilton and Van Hise. This, despite space in nearby schools.
Expanding certain Taxpayer funded Madison schools
As the Madison School District prepares for an overhaul of its high schools, some parents are questioning how fair it is — and whether it’s a violation of district policy — to let the two more-affluent high schools raise potentially tens of millions in donations to bolster referendum-funded renovations.
Parents, alumni, staff and students at Memorial and West high schools have formed capital campaign committees to raise money for extra projects not included in renovation plans being funded by the $317 million facilities referendum voters approved last fall.
But at a board meeting last week, La Follette parents of former, current and future students urged the board to consider what approving donor-funded projects at Memorial and West will mean for the more economically disadvantaged La Follette and East high schools.
2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results
Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results
“An emphasis on adult employment”
Wisconsin Public Policy Forum Madison School District Report[PDF]
Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.
Commentary on Madison Schools’ Quietly spending taxpayer’s $4M
The plan didn’t become publicly available until Friday afternoon, when the meeting agenda was posted online.
Does the analysis include space in other facilities? The District expanded some of its least diverse schools (Van Hise and Hamilton) several years ago, when space was available in other nearby schools.
The Madison school district is planning a substantial tax and spending increase referendum in 2020.
Perhaps these funds might support those requirements.
Madison taxpayers spend far more than most K-12 school districts, yetwe have long tolerated disastrous reading results
Commentary on Madison Taxpayer Funded Schools’ PTO Budgets and Activity
Allis Elementary currently has no active PTO and its fundraising when it did have one last year was “very, very little,” according to interim principal Sara Cutler. Allis’ percentage of economically disadvantaged students last year was 67.9, according to state Department of Public Instruction data, or higher than the district percentage of 46.1. Allis’ non-white population is 77 percent, higher than the district’s 57.1 percent.
The PTO for Huegel Elementary, with an economically disadvantaged population of 41.4 percent, has an annual budget of around $22,000 a year, according to PTO co-treasurer Tony Parisi. The PTO for Schenk Elementary, whose percentage of poor students is 63.5, has an annual budget of about $6,000, according to president Heather Daniels.
The Lowell Community Organization, the PTO-like group for Lowell Elementary, where I’ve had at least one child enrolled since 2009, has a proposed budget this year of about $14,500. Budgets over the past five years have been in the $8,000 to $14,000 range, according to LCO treasurer Kerry Martin. Lowell’s rate of economically disadvantaged students is 37.3 percent.
Madison recently expanded its least diverse schools (Van Hise Elementary and Hamilton Middle), while tolerating long term, disastrous reading results.
Real Estate Activity Around Madison Middle Schools
“I want to live in the Hamilton/Van Hise attendance area.” I’ve heard that statement many times over the years. I wondered how that desire might be reflected in real estate activity.
Tap for a larger view. xlsx version.
Happily, it’s easy to keep up with the market using the Bunbury, First Weber, Restaino or Shorewest apps. For the middle schools, I’ll use the First Weber app iOS Android. Next week, I plan to take a look at elementary schools using the Restaino app. I also hope to dive into property tax variation.
Tap the search link on your iPhone, iPad or Android with the First Weber app installed. You can then interact with the data and properties.
Black Hawk Middle School Attendance Area Search. Stats.
Cherokee Middle School Attendance Area Search. Stats.
Hamilton Middle School Attendance Area Search. Stats.
Jefferson Middle School Attendance Area Search. Stats.
O’Keeffe Middle School Attendance Area Search. Stats.
Sennett Middle School Attendance Area Search. Stats.
Sherman Middle School Attendance Area Search. Stats.
Madison’s median household income is $53,933 ($31,659 per capita).
Finally, Madison, via a 2015 referendum, is expanding Hamilton, its least diverse middle school.
** As always, much of the property information beneath these statistics is entered by humans. There may be an occasional mistake… 🙂
Responding to Ed Hughes
Dave Baskerville (7 April 2016)
Mr. Ed Hughes, Member, MMSD Board 4/7/16
Ed, I finally got around to reading your “Eight Lessons Learned” article in the 3/9/16 edition of CT. Interesting/thanks. As you know from our previous discussions, we have similar thinking on some of the MMSD challenges, not on others. For the sake of further dialogue and to continue your tutorial style (‘learned’, ‘not learned’) without my trying to be either facetious or presumptious., let me comment as follows:
LESSON ONE. “It’s Complicated”. Certainly agree, but not an excuse for catching up with the rest of the First World. Did you learn that? Challenges which you rightly say are ’multiyear and multipronged’ become far more complicated when there is not a clearcut, long term direction for a company or system. It seems that every responsible board of private/public or NGO institutions has that responsibility to the CEO (read Superintendant).
You talk of improvement (kaizen), but “better” for the status quo alone is not enough when we have been falling behind for several generations. What you apparently did not learn is that with our global rankings and radical changes in technology and the future world of work, serious transformation of our system is needed?
LESSON TWO. “No Silver Bullet”. There can be 1~3 long term goals, but agree, 426 WI school districts need to figure out in their own ways how to get there. (And where things are measured, they are more often done. Dare you provide, as 300 HSs around the country and 14 in WI have done, the PISA tests for all of our MSN 15 years olds. $15,000 per HS, and indeed, does that ever prod Supt’s, and citizens to set their goals long term and higher! And execute!)
LESSON THREE. “Schools Are Systems”. Agree with Gawande that “a system-wide approach with new skills, data-based, and the ability to implement at scale” is needed. Look at Mayo Clinic where my wife and I spend too much of our time! As you say, a significant cultural shift is required. But what you did not learn is what he said later: “Transformation must be led at the top”. That means clearly articulating for the CEO, staff and public the long term destination point for rigorous achievement and the quantitative means to measure. You did not learn that it does not mean getting involved in the vast HOW of ‘defining the efforts of everyone’, innovation, implementation and details. A good CEO and her team will handle all of that.
LESSON FOUR. “Progress Requires Broad Buy-in”. True. Yet, are you not as a Board getting way into the nitty gritty issues, while at the same time not having a clear long term goal with a Scorecard that not only educators can comprehend but all of us citizens? You did not learn that much of strategy and most all of tactics is not a Board’s prerogative to dwell in/muck around in. But the responsibility to articulate a few goals and a scorecard to vigorously monitor for the broader public is a critical constituency responsibility for the MMSD and the broader buy-in.
LESSON FIVE. “Buy-in can’t be bought”. Agree, many business values are not relevant in education.. But to me , what was not learned from the Zukerberg:Newark disaster was rather that you cannot transform a poorly performing system by simply pouring many more resources and monies into it and enabling/enhancing the status quo. (Believe now in San Francisco, Zuckerberg has learned that as well.)
LESSON SIX. “No substitute for Leadership”. Certainly. That’s why I give you folks a rough time! But your reference to a balance of ‘the best system’ and’ teacher /staff commitment’ is valid. Very much mutually needed for global achievement. And you certainly should be discussing those with Jen, as she sees fit.. But it’s not primarily your Board responsibilities. Again to repeat, by mucking around too much in those Supt. Management, and tactical areas and completely missing the long term, measurable goals/ direction, you have not learned the most critical Board role as I outlined in Lesson One above. In addition where management meets political or union road blocks to substantial progress towards those goals, boards must often step in.
And I would add in most institutions, charisma does not transfer. Milt McPike was a great leader that I’m sure considerably improved the achievement levels at East HS. But is not the Purgolders back to mediocre? If the MMSD Board would have had a transformed system with very clear long term goals for East with a PISA Scorecard that involved the public, I’m betting Milt’s accomplishments would be being built on. If we lose Jen in the next few years, I fear likewise. (Or better, you really challenge her with some 20 year global targets, get out of the way, and maybe she’ll stay with us that long.)
LESSON SEVEN. “Improvement Takes Time”. Of course. But you have simply not learned a sense of urgency. Finland, South Korea, Japan, Shanghai-China, etc….are not going to just watch and wait for 20 years our MMSD kids to catch up. They are all forthrightly after further improvement. Those countries unlike you MMSD Board Members really believe/expect their kids can be trained with the best in the world. Very high expectations! You look at where investment in the world is made…where in the USA millions of jobs lack needed skilled people….why over 65% of the UW-MSN doctoral/ post doc students in almost all of the critical science, engineering and math courses are non-Americans. You have not learned, ED, that a long term direction AND urgency must go together!
LESSON EIGHT. “Incremental progress is good progress”. Agree, lurching about in goals/system approach is not good. A “sustainable school…and coherent approach guided by a system-wide vision…” is good. But as said above, you’ve not learned that your ‘incremental progress’ is not enough! The MMSD approach essentially does not recognize the global job market our kids will walk into. Does not recognize that 20 years hence 65% of the careers now do not exist. ( So only major achievement/competency in the basics {MATH, Science, Reading} will provide some assurance of good work/salaries/further trainability during their lifetime.) That with todays transformation of technology, STEM and blue collar jobs as well as universties will definitely require those kinds of skills for social mobility and self-sufficiency.
That’s it for now. See you at the Club, give me a call if you wish to discuss further,
And either way, best regards,Dave Baskerville (608-259-1233) www.stretchtargets.org.
Much more on Ed Hughes, here.
Unfortunately, Madison’s monolithic, $17K+ per student system has long resisted improvement. We, as a community have tolerated disastrous reading results for decades, rejected the proposed Madison Preparatory IB Charter school and astonishingly, are paying to expand our least diverse schools (Hamilton middle and Van Hise elementary) via a 2015 referendum….
Further reading, from 2005! When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed…and not before.
2006! “THEY’RE ALL RICH, WHITE KIDS AND THEY’LL DO JUST FINE” — NOT!
Two of the most popular — and most insidious — myths about academically gifted kids is that “they’re all rich, white kids” and that, no matter what they experience in school, “they’ll do just fine.” Even in our own district, however, the hard data do not support those assertions.
When the District analyzed dropout data for the five-year period between 1995 and 1999, they identified four student profiles. Of interest for the present purpose is the group identified as high achieving. Here are the data from the MMSD Research and Evaluation Report from May, 2000:Group 1: High Achiever, Short Tenure, Behaved
This group comprises 27% of all dropouts during this five-year period.
Characteristics of this group:
Finally, a few of these topics arose during a recent school board member/candidate (all three ran unopposed this spring) forum. MP3 audio.
Change is hard and our children are paying a price, as Mr. Baskerville notes.
Madison Staffing Per School
Rather interesting data from the District’s latest $413,703,424 2015-2016 budget document.
The budget document includes total spending and a good amount of detail.
Tap for a larger view.
Van Hise and Hamilton are Madison’s least diverse schools, yet the District plans to expand their facilities. The staffing differences are rather illuminating, particularly when one considers the effectiveness of increased adult counts…
A PDF version is also available. The District document includes a few per school spending data points. It would be useful to see total spending per school.
Commentary on Madison Schools’ Governance, Priorities & Spending
Voters just approved a $41 million spending referendum. Now the Madison Metro School District says it needs to cut $10.8 million to cover a deficit. This is after rewarding its unionized teachers and support staff with a 2.5% pay increase in the budget approved late last year.
Who is running this store? Hint: It ain’t the Koch Brothers.
The cuts will require eliminating 110 positions, mostly teachers. How does this help minority achievement?
The school board rushed to ratify union contracts four years ago while protesters were still camping overnight in the State Capitol. The district scheduled a special meeting on a Saturday morning with only the minimally required public notice. I attended that meeting, but the public — the three of us who found the meeting — were not allowed to speak. The contract required no teacher contribution to their generous health insurance coverage.
School districts that took advantage of Act 10 are not laying off teachers.
Madison is paying for this folly by collecting teachers union boss John Matthews’ dues for him. Some of that money finds its way back to finance the school board members’ election campaigns. Sweet deal for the union, wormy apples for the students and their families, self-tapping screws for the taxpayers.
I continue to find it fascinating that Madison plans to expand two of its least diverse schools: Hamilton and Van Hise, despite capacity elsewhere and the District’s long term disastrous reading results.
Commentary on Madison’s April 7, 2015 Maintenance Referendum; District spending data remains MIA
If approved, the referendum would raise property taxes about $62 on the average $237,678 Madison home for 10 years. The district is still paying off $30 million in referendum debt for the construction of Olson and Chavez elementary schools in the late 2000s, according to the district. The final payment, for the Olson project, is due in 2026.
The aggressive school district campaign to get the word out to voters about the proposal and a community group that has been knocking on doors advocating for its passage have largely been met with very little opposition.
“It’s really quiet,” said board vice president James Howard. “I guess we’ll just have to wait until April 7 to find out” whether it has community support.
Board member T.J. Mertz, who has worked closely with the pro-referendum nonprofit Community And Schools Together, said the board has received about a half-dozen emails questioning the increase in property taxes.
“But there is no organized opposition,” Mertz said. “Whether that’s a function of apathy, the political culture of Madison or the lack of a strong Republican Party (in the city), or whether this is a popular measure, it’s impossible to read in the absence of no organized opposition,” adding that there also has not been a conservative school board candidate in about six years.
The proposal comes at a time when the school district faces at least a $12 million gap in its $435 million operating budget for the 2015-16 school year. The maintenance work and $2 million in technology costs also included in the proposal would ease pressure on the district’s budget, Mertz said.
I emailed Michael Barry to confirm Ms. Beck’s $435,000,000 Madison Schools’ budget number, which is 8% or $32,000,000 higher than the previously discussed $402,000,000 2014-2015 budget. I’ve not heard from Mr. Barry.
That said, pity the poor citizen who wishes to determine total spending or changes over time using the District’s published information.
At a forum this week on the referendum projects, many in the crowd on the city’s near west side focused on property taxes and “what we’re doing to save money,” Silveira said Tuesday in a meeting with the Capital Times editorial board.
“People get confused. They think if we pass the referendum, we won’t have the gap on the operating side,” said Silveira, the current president of the school board who is retiring at the end of her term next month.
In fact, cuts in state funding will contribute to a shortfall that, if voters approve the referendum bond sale, would demand a property tax increase next year of up to nearly 5.2 percent to balance the budget, about 1 percent of which would be due to spending approved by the referendum.
Those projects to expand crowded schools, add accessibility and update mechanical systems, as listed in this article about referendum advocacy and detailed on a school district web page.
The State Journal editorial board endorses this reasonable request.
Madison’s per-pupil spending on schools is more than $1,000 above the state average of about $12,000. That’s mostly due to operational costs, including higher pay and benefits for employees.
Madison property taxes are high, too. That’s partly because the state sends less aid to Madison, based on a formula that penalizes communities with higher property value.
But when it comes to construction, the Madison School District has been conservative. The district with nearly 50 schools and 28,000 students has built only three new schools in the last 45 years.
Moreover, Madison’s debt per student is the lowest among all of the school districts in Dane County, and half the state average, according to district figures. At the same time, interest rates are incredibly low.
The proposed maintenance tax & spending referendum includes plans to expand two of the District’s least diverse schools: Van Hise & Hamilton.
Only 20 Percent Turnout Expected Statewide for Tuesday’s Election.
Commentary on tension in the Madison Schools over “One Size Fits All” vs. “Increased Rigor”
Maggie Ginsberg interviews Brandi Grayson:
Can you give an example of what you’ve described as “intent versus impact?”
The Behavior Education Plan that the [Madison Metropolitan] school district came up with. The impact is effed up, in so many words, and that’s because the voices that are most affected weren’t considered. It’s like standing outside of a situation and then coming in and telling people what they ought to do and should be doing, according to your experience and perspective, which is totally disconnected from the people you’re talking to and talking at. In order to come up with solutions that are effective, they have to come from the people who are living in it. When I first heard about this Behavior Education Plan, I immediately knew that it was going to affect our kids negatively. But people sitting on that board thought it was an amazing idea; we’ll stop suspensions, we’ll stop expulsions, we’ll fix the school-to-prison pipeline, which is all bullcrap, because now what’s happening is the impact; the school is putting all these children with emotional and behavioral issues in the same classroom. And because of the lawsuit with all the parents suing for advanced placement classes and resources not being added, they’ve taken all the introduction classes away. They can’t afford it. So then our students who may need general science or pre-algebra no longer have that. So then they take all these students who aren’t prepared for these classes and throw them in algebra, throw them in biology and all together in the same class. And you know it’s very intentional because if you have a population of two percent Blacks at a school of two thousand and all the Black kids are in the same class, that is not something that happens by random. And then you have kids like my daughter, who is prepared for school and can do well in algebra, but she’s distracted because she’s placed in a class with all these kids with IEP issues who, based on the Behavior Education Plan, cannot be removed from the classroom. So what does that do? It adds to the gap.
Speaking of education, you’ve mentioned the critical need to educate young Black kids on their own history.
Our children don’t know what’s happening to them in school, when they are interacting in these systems. Whether it’s the system of education, the justice system, the human services system, the system within their own families—that’s programming them to think they’re inferior. We have to educate our kids so they know what they’re dealing with. In Western history, we’re only taught that our relevance and our being started with slavery, but we know as we look back that that’s a lie. That we are filled with greatness and magnificence and if our children can connect the link between who they are and where they’ve come, then they can discover where they’re going. But with that disconnection, they feel hopeless. They feel despair. They feel like this is all life has to offer them and it’s their fault and there’s no way out. We have to begin to reprogram that narrative at kindergarten on up. We have to teach our children the importance of reading and knowledge and educating yourself and not depending on the education of the system because it’s already biased, based on the very nature of our culture.
Related: Brandi Grayson.
Madison’s long term, disastrous reading results. This is the core issue, one that has simmered for decades despite Madison spending double the national average per student.
Ironically, the April, 2015 Madison schools tax increase referendum includes a plan to expand two of the least economically diverse schools:
Van Hise Elementary / Hamilton Middle
Problem: With enrollment numbers on the rise, this combination elementary/middle school exceeded capacity in 2013 and 2014. Because the building is designed for a smaller student enrollment, simply adding classroom space is not a solution.
Proposed Solution: Relocating the library to the center of the building and dividing it into elementary and middle school spaces will free up seven classroom-sized spaces currently used for library activities. Est. Cost: $3,151,730 – View Plan Details.