Ed Hughes is a candidate for Seat 7. His opponents in the 21 February 2017 primary are Matt Andrzejewski and Nicki Vander Meulen.

I am thankful that we have, once again after a rather long drought, competitive school board races.

Ed’s website and email address: edhughes9@gmail.com.

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.

The City of Madison Clerk has posted a helpful candidate guide (PDF), here.
Two Madison School Board seats will be on the spring, 2014 ballot: Seat 6 and Seat 7. It is never too early to run for school board, particularly in light of the District’s long term, disastrous reading results.
The 2014 Spring Primary will be held on February 18, 2014 if necessary. The spring election is scheduled for April 1, 2014.
Much more on Ed Hughes and Marj Passman. Incumbent Ed Hughes has not had a competitive race in his previous two elections.

Chris Rickert:

“Our teachers haven’t had a raise for the last three years.” — Ed Hughes, clerk and candidate for president of the Madison School Board
There are a lot of employees who haven’t seen their pay go up in three years, but the vast majority of Madison public school teachers aren’t among them.
And yet, that doesn’t necessarily mean they’re taking home more money.
Confused? Welcome to the world of public school teacher compensation, post-Act 10.
Hughes isn’t the first public school representative whose definition of “raise” doesn’t jibe with the way the rest of the world defines “raise” — i.e., an increase in salary for a job well done.
During teachers union contract negotiations, public school and union officials routinely refer to a “raise” as something that is distinct from and in addition to the automatic bumps in salary teachers are already getting for remaining on the job and accruing more college credit. Essentially, such raises are across-the-board increases in a district’s salary range, known as a salary schedule.
But if a district refuses to increase that range, teachers continue to get longevity and degree-attainment pay raises under the old salary schedule.
It’s such parsing that allows Hughes to say teachers haven’t gotten raises — and to be right, at least in one context.

Related: MTI & The Madison School Board, written by Ed Hughes in 2005:

The WSJ article also states that “This year’s salary and benefits increase, including raises for seniority or advanced degrees, was projected at 4.9 percent, or $8.48 million.” So the school board, with all the budgetary problems it confronts, is apparently willing to pay for salaries and benefits an increase that is about twice as much as state law will permit the overall budget to rise next year, and $1.9 million more than the amount necessary to avoid arbitration. (Using the same numbers, a 3.8% increase would be $6.57 million.)
What could be the justification for this? I understand that, as a practical matter, the increase has to be more than 3.8% in order for the district to obtain any sort of concessions. (Across the state for 2004-2005, the average total package increase per teacher was 4.28%.) Does anyone know if there are concessions on the table that might explain what seems to be an excessive increase in these difficult times? Or what other justification for this level of increase there might be?

Related: Up, Down & Transparency: Madison Schools Received $11.8M more in State Tax Dollars last year, Local District Forecasts a Possible Reduction of $8.7M this Year.
Status Quo Costs More: Madison Schools’ Administration Floats a 7.38% Property Tax Increase; Dane County Incomes down 4.1%…. District Received $11.8M Redistributed State Tax Dollar Increase last year. Spending up 6.3% over the past 16 months.

Madison School Board Member Ed Hughes

Call me crazy, but I think a record of involvement in our schools is a prerequisite for a School Board member. Sitting at the Board table isn’t the place to be learning the names of our schools or our principals.
Wayne Strong, TJ Mertz and James Howard rise far above their opponents for those of us who value School Board members with a history of engagement in local educational issues and a demonstrated record of commitment to our Madison schools and the students we serve.

Notes and links on Ed Hughes and the 2013 Madison School Board election.
I’ve become a broken record vis a vis Madison’s disastrous reading results. The District has been largely operating on auto-pilot for decades. It is as if a 1940’s/1950’s model is sufficient. Spending increases annually (at lower rates in recent years – roughly $15k/student), yet Madison’s disastrous reading results continue, apace.
Four links for your consideration.
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

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.
Unfortunately, that is not the achievement gap that the board aimed to close.

60% to 42%: Madison School District’s Reading Recovery Effectiveness Lags “National Average”: Administration seeks to continue its use. This program continues, despite the results.
3rd Grade Madison School District Reading Proficiency Data (“Achievement Gap Plan”)

The other useful stat buried in the materials is on the second page 3 (= 6th page), showing that the 3rd grade proficiency rate for black students on WKCE, converted to NAEP-scale proficiency, is 6.8%, with the accountability plan targeting this percentage to increase to 23% over one school year. Not sure how this happens when the proficiency rate (by any measure) has been decreasing year over year for quite some time. Because the new DPI school report cards don’t present data on an aggregated basis district-wide nor disaggregated by income and ethnicity by grade level, the stats in the MMSD report are very useful, if one reads the fine print.

Madison Schools Distort Reading Data (2004) by Mark Seidenberg.
How many School Board elections, meetings, votes have taken place since 2005 (a number of candidates were elected unopposed)? How many Superintendents have been hired, retired or moved? Yet, the core structure remains. This, in my view is why we have seen the move to a more diffused governance model in many communities with charters, vouchers and online options.
Change is surely coming. Ideally, Madison should drive this rather than State or Federal requirements. I suspect it will be the latter, in the end, that opens up our monolithic, we know best approach to public education.

Emily Baker-White

Unlike TikTok, Gauth is an educational app, designed specifically to help users with their homework. To use it, you take a photo of a homework assignment — like a sheet of math problems, for example — and watch as AI solves the problems for you. Upon downloading the app, the first prompt you receive is a request for permission to use the camera. The app appears similar to a China-based ByteDance app known as “Hippo Learning.”

In addition to AI help, Gauth also offers a paid “Plus” version, which connects students with tutors in a given subject area. “We have fifty thousands of experts and dedicated experts ready to help you 24/7 with multiple subjects,” says the app description in the Apple app store. Gauth solicits tutors through a website, gauthexpert.com, where it offers payment of up to $1500 per month for tutors with expertise in math, chemistry, physics, or biology. ByteDance spokesperson Mike Hughes told Forbes that tutors are based in the United States, India, the Philippines and portions of Africa.

Gauth also offers a set of homework timers and reminders and other fun features, including an animated “Personal AI Study Buddy” and a selection of lofi beat soundtracks. There is also a system of “points” that can be used for in-app purchases; you can buy points with cash or accrue them by watching ads. There is a “targeted ads” toggle in your settings, which is auto-set to “off.”

David Blaska:

Here in Madison, the proponents of one-size-fits-all government monopoly schooling are rewriting history to cover their misdeeds. The occasion was the recent passing of barely remembered Daniel Nerad, superintendent of Madison public schools between 2008 and 2012.  

Capital Times publisher Paul Fanlund marvels that the same problems that beset Nerad a dozen years ago plague the city’s public schools today — those being a yawning racial achievement gap and disparate disciplinary problems. Indeed, the numbers have not budged. Only 8% of the district’s black students can read and write at grade, compared to 64% of white students. 

Back in 2011, nationally renowned education reformer Kaleem Caire offered Madison an escape hatch — a charter school called Madison Prep that would hold longer school days on an almost year-round calendar and suffer no race-shaming excuses. But the school board sent him packing.

Today, former school board president Ed Hughes, incredibly, blames Scott Walker’s Act 10 for supposedly tying the district’s hands because, Fanlund quotes Hughes to say:

“The district could not as a practical matter alter the collective bargaining agreement with the teachers union.” 

We’re still paying for MTI’s self interest

—-

2011: On the 5-2 Madison School Board No (Cole, Hughes, Moss, Passman, Silveira) Madison Preparatory Academy IB Charter School Vote (Howard, Mathiak voted Yes)

——

Meanwhile, decades go by….

——

Underly and our long term disastrous reading results….

WEAC: $1.57 million for Four Wisconsin Senators

Legislation and Reading: The Wisconsin Experience 2004-

“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”

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

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Jay Caspian Kang

Of all the signs of the death of free speech—whether the raft of anti-protest legislation that passed in state houses across the country after the summer of 2020, or the much-cited polls that show that free expression is not a primary concern to young people—none should be as concerning as the relative silence around the legitimate free-speech crisis that has unfolded over the past month.

Nearly every corner of American life has felt the chill. On Tuesday night, the House of Representatives voted to censure Rashida Tlaib, the only Palestinian American member of Congress, for her statements on the war in Gaza, including amplifying the phrase “from the river to the sea.” In the corporate world, there has been a bizarre multi-industry campaign to either reprimand current employees or refuse to hire people for participating in a protest or signing their names in support of Palestine.

The media business has seen numerous firings, resignations, and hastily implemented new policies on employees making political statements. These include the firing of Mike Eisen, the editor-in-chief of the biomedical-science journal eLife, after he retweeted a satirical article from the Onion; the firing of David Velasco, the editor-in-chief of Artforum, after he signed and published a letter that expressed solidarity with the cause of Palestinian liberation and called for an immediate ceasefire; and the resignation of the Times staff writer Jazmine Hughes after she signed, in violation of a newsroom policy, a different Palestine solidarity statement, which several New Yorker writers also signed. (The board of eLife said in a statement that it had had broader concerns about Eisen’s social-media use, among other things.) Hearst Magazinesalso made a truly draconian move to crack down on any political speech expressed by its employees on social media, including “liking” other people’s posts.

Elliott Hughes:

Sixty years after Martin Luther King, Jr. described the segregated and prejudicial life of Birmingham, Ala. in a letter while sitting in jail, Milwaukee County Circuit Court Judge Kori Ashley framed Milwaukee under similar terms.

She started by calling it a “tale of two cities.” One of them was plagued by “poverty, gun violence, car theft and despair,” while the other enjoyed “prosperity, peace and hope.”

Ashley went on to describe a wealth of lessons from King’s seminal 1963 “Letter from Birmingham Jail,” that apply to the racially segregated Milwaukee of today.

“If we do not answer his call, I fear we will surely continue to suffer for it,” Ashley said before a crowd of around 200 people at All Saints Catholic Church, 4051 N. 25^th St., on Saturday. “Dr. King’s letter from the Birmingham jail is a written reminder of God’s vision of racial equality and a call to action.”

Scott Girard

Vander Meulen has faced an opponent in each of her two previous campaigns. In 2017, Ed Hughes was on the ballot but dropped out of the race following a health issue in his family and in 2020, the late Wayne Strong ran against her, but suspended his campaign amid his own health issues before returning to the campaign later in the spring. Vander Meulen said she expects to have an opponent again.

“If there isn’t, I will be pleasantly surprised,” she said.

The last three years have been an especially busy time on the board. In 2019, then-superintendent Jen Cheatham announced she would leave, and the board hired Jane Belmore as interim for the 2019-20 school year.

During that year, the board hired Matthew Gutierrez from Texas to take over as permanent superintendent, but he withdrew amid the onset of the pandemic to help his district through the challenging time. The board reopened the superintendent search over the first summer of the pandemic, eventually hiring Carlton Jenkins, who started his tenure a month before the 2020-21 school 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?

Daniel Leonard:

As you may have noticed, mosquitoes don’t attack everyone equally. Scientists have known that the pests are drawn to people at varying rates, but they have struggled to explain what makes certain people “mosquito magnets” while others get off bite-free.

In a new paper published on October 18 in the journal Cell, researchers suggest that certain body odors are the deciding factor. Every person has a unique scent profile made up of different chemical compounds, and the researchers found that mosquitoes were most drawn to people whose skin produces high levels of carboxylic acids. Additionally, the researchers found that peoples’ attractiveness to mosquitoes remained steady over time, regardless of changes in diet or grooming habits.

“The question of why some people are more attractive to mosquitoes than others—that’s the question that everybody asks you,” says study co-author Leslie Vosshall, a neurobiologist and mosquito expert at the Howard Hughes Medical Institute and the Rockefeller University. “My mother, my sister, people in the street, my colleagues—everybody wants to know.” That public interest is what drove Vosshall and her colleagues to design this study, she says.

The lengthy 2020-2021 remote experience that Madison’s K-12 students endured made me wonder how the taxpayer funded school district is performing with online services.

I was part of a group that reviewed the District’s acquisition of “Infinite Campus” software in the 2000’s. Having been through many software implementations, I asked the District’s then IT/Chief Information Officer if teachers and staff would be required to use this system, as part of their day to day jobs?

“No”.

I asked how they planned to successfully implement the system?

“with great care”.

I then suggested that they forego the purchase and not spend the money (million$ over time) if the system was not made part of everyone’s job.

How did it go?

2010 Madison School District Usage Report. More.

2012 Infinite Campus Usage Referendum.

2012 Madison Teachers, Inc:

As the District contemplates consequences for those teachers who are not using Infinite Campus, MTI has heard from several members about the difficulty in meeting this District expectation.

2013: Infinite Campus To Cover Wisconsin? DPI Intends to Proceed

Fast forward to 2020. I sent an open records request to the Madison School District on 28 July 2020 requesting the following:

Number of distinct teachers who login daily, weekly and monthly

Number of assignments created weekly

Number of report cards created and updated weekly

Number of distinct parents who login daily, weekly and monthly

Number of distinct students who login daily, weekly and monthly

Total Infinite Campus license, hosting and maintenance costs (2019-2020)

I received the following on 14 September 2021, from Mankah Mitchell:

Number of distinct teachers who login daily, weekly and monthly

• On average, 1,558 unique staff members logged in to Infinite Campus each day in the 2019-20 school year in MMSD.
• On average, 2,885 unique staff members logged in to Infinite Campus each week in the 2019-20 school year in MMSD.
• On average, 3,527 unique staff members logged in to Infinite Campus each month in the 2019-20 school year in MMSD.

Number of assignments created weekly

MMSD teachers created a total of 236,650 assignments in Infinite Campus during the 2019-20 school year. MMSD teachers created an average of 6,396 assignments per week in Infinite Campus.

Number of report cards created and updated weekly

• (In the 2019-20 school year…)13,502 elementary (4K-5th grade) students received 2 report cards each, for an estimated total of 27,004 Elementary report cards.
• 5,486 middle school students received 2 report cards each, for an estimated total of 10,972 report cards. In some cases, students also received quarterly progress reports, totaling a maximum possible count of 21,944 quarterly progress reports and report cards combined.
• 7,891 high school students received 2 report cards each, for an estimated total of 15,782 report cards. In some cases, students also received quarterly progress reports, totaling a maximum possible count of 31,564 quarterly progress reports and report cards combined.

Number of distinct parents who login daily, weekly and monthly

• On average, 42 unique parents logged in to Infinite Campus each day in the 2019-20 school year.
• On average, 133 unique parents logged in to Infinite Campus each week in the 2019-20 school year.
• On average, 256 unique parents logged in to Infinite Campus each month in the 2019-20 school year.

Number of distinct students who login daily, weekly and monthly

• On average, 2,671 unique students logged in to Infinite Campus each day in the 2019-20 school year.
• On average, 6,608 unique students logged in to Infinite Campus each week in the 2019-20 school year.
• On average, 9,295 unique students logged in to Infinite Campus each month in the 2019-20 school year.

Total Infinite Campus license, hosting and maintenance costs (2019-2020)

MMSD spent a total of $149,140.92 on Infinite Campus in the 2019-2020 school year.

## The linked pdf report, includes some interesting notes, as well.

I remain interested in this topic for several reasons:

• I was part of the original review group, and had implementation experience.
• I was and am very concerned about the lack of (consistent) pervasive online learning experiences in our very well taxpayer funded K-12 system, amidst long term, disastrous reading results.
• The inability to do this, effectively, while spending millions reflects much larger organizational challenges.
• The imposition of remote learning on our student population – while many other districts managed to stay in person – has long term consequences for all of us.
• A “successful” implementation of a system such as Infinite Campus would have placed everyone in a much better position for the events of 2020-2021.
• ** I do not mean to suggest that Infinite Campus is the be all/end all. Rather, it is the system we have spent millions on….
• ***** I spoke recently with someone familiar with large scale healthcare software implementations. One of the largest vendors conducts a review with clients on the tools they use, sort of use and don’t use along with the costs thereof (and any 3rd party services that may or may not be useful). With respect to Madison, perhaps it is time to rethink many things….

Related (2011): On the 5-2 Madison School Board No (Cole, Hughes, Moss, Passman, Silveira) Madison Preparatory Academy IB Charter School Vote (Howard, Mathiak voted Yes) [rejected].

And, my 2012 conversation with Henry Tyson.

:

Where does that leave the program, heralded initially as a way to close the district’s graduation rate gap between white and Black students and ensure all students were career- or college-ready when they graduated? It’s uncertain.

From June through early September, the Cap Times made multiple requests for interviews with central office officials about the past and future of the Pathways program. Those requests repeatedly went unfulfilled. An update on the program is likely to come at a future School Board meeting.

Pathways is meant to provide a window into potential career paths in a specific sector through community experiences, job and internship opportunities, early college credit and a curriculum that includes small, thematic focuses through all of a student’s core subjects.

Among the challenges it has faced is being implemented without full buy-in, creating scheduling challenges and skepticism from some staff.

“We’re not going to do stupid stuff,” [Ed] Hughes said. “If this doesn’t work, we’re not going to follow it. We’re not going to turn West into a vocational high school, it’s just not going to happen.”

West did not turn into a vocational high school. But it also didn’t continue enrolling students in Pathways after a bumpy introduction saw lower enrollment numbers than the other schools.

Virginia Hughes:

New laws in Maryland and Montana are the first in the nation to restrict law enforcement’s use of genetic genealogy, the DNA matching technique that in 2018 identified the Golden State Killer, in an effort to ensure the genetic privacy of the accused and their relatives.

Beginning on Oct. 1, investigators working on Maryland cases will need a judge’s signoff before using the method, in which a “profile” of thousands of DNA markers from a crime scene is uploaded to genealogy websites to find relatives of the culprit. The new law, sponsored by Democratic lawmakers, also dictates that the technique be used only for serious crimes, such as murder and sexual assault. And it states that investigators may only use websites with strict policies around user consent.

Montana’s new law, sponsored by a Republican, is narrower, requiring that government investigators obtain a search warrant before using a consumer DNA database, unless the consumer has waived the right to privacy.

The laws “demonstrate that people across the political spectrum find law enforcement use of consumer genetic data chilling, concerning and privacy-invasive,” said Natalie Ram, a law professor at the University of Maryland who championed the Maryland law. “I hope to see more states embrace robust regulation of this law enforcement technique in the future.”

Academic Freedom Alliance:

The Academic Freedom Alliance (AFA), founded in March by more than 200 faculty across the U.S., announced today the successful conclusion of two cases in which it intervened on behalf of professors facing threats of termination over constitutionally protected speech. Yesterday, the University of San Diego declined to take disciplinary action against Professor Tom Smith over his criticisms of China. Earlier this week, the University of Rhode Island dropped its proceedings against Professor Donna Hughes over her comments about gender and sexuality.

“We can think of no better way to celebrate the two-month anniversary of the AFA’s founding than to have our first two cases resolved successfully,” said Keith Whittington, chair of the AFA’s Academic Committee. “These investigations should never have been launched to begin with, but we are pleased that Professors Smith and Hughes can now move on with their scholarship. These victories seemed unlikely just days ago, and they provide powerful proof of concept for the solidarity and legal defense provided by the AFA.”

Logan Wroge:

With a $14 million donation from American Girl founder and philanthropist Pleasant Rowland, One City Schools announced plans on Tuesday to purchase an office building in Monona that will become a new home for the fast-growing independent charter school.

One City will use the donation to buy a 157,000-square-foot office building on the campus of WPS Health Solutions for $12 million and transform it into a school.

Kaleem Caire, founder and CEO of One City, also said the school received conditional approval earlier this year from its charter authorizer — the University of Wisconsin System’s Office of Educational Opportunity — to start teaching middle- and high-schoolers in the fall of 2022.

“This is huge, having Pleasant Rowland’s support like this,” Caire said in an interview. “It’s a sign that the opportunity’s here for us to do something great, there are a lot more people that want to do great things for our children and the schools that we’re creating.”

Hard Road

Caire said securing the building and charter expansion to operate a full-fledged 4K-12 school feels like “vindication” nearly a decade after a bitter battle to open a charter school failed.

2011: A majority of the Madison School Board aborts an independent charter school: On the 5-2 Madison School Board No (Cole, Hughes, Moss, Passman, Silveira) Madison Preparatory Academy IB Charter School Vote (Howard, Mathiak voted Yes)

Related: Catholic schools will sue Dane County Madison Public Health to open as scheduled

Notes and links on Dane County Madison Public Health. (> 140 employees).

Molly Beck and Madeline Heim:

which pushed Dane County this week not to calculate its percentage of positive tests — a data point the public uses to determine how intense infection is in an area.   

While positive test results are being processed and their number reported quickly, negative test results are taking days in some cases to be analyzed before they are reported to the state. 

Channel3000:

The department said it was between eight and 10 days behind in updating that metric on the dashboard, and as a result it appeared to show a higher positive percentage of tests and a lower number of total tests per day.

The department said this delay is due to the fact data analysts must input each of the hundreds of tests per day manually, and in order to continue accurate and timely contact tracing efforts, they prioritized inputting positive tests.

“Positive tests are always immediately verified and processed, and delays in processing negative tests in our data system does not affect notification of test results,” the department said in a news release. “The only effect this backlog has had is on our percent positivity rate and daily test counts.”

Staff have not verified the approximately 17,000 tests, which includes steps such as matching test results to patients to avoid duplicating numbers and verifying the person who was tested resides in Dane County.

All 77 false-positive COVID-19 tests come back negative upon reruns.

Madison private school raises $70,000 for lawsuit against public health order. – WKOW-TV. Commentary.

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

Wisconsin Catholic schools will challenge local COVID-19 closing order. More.

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.

Annysa Johnson:

The news conference, which also featured Madison Teachers Inc. President Andy Waity, was part of a national day of action by teachers unions across the country, calling for safe working conditions in schools during the pandemic.

The renewed push to bar in-person instruction comes as the number of COVID-19 cases has spiked in the state and two weeks after a Green Bay-area school teacher died of the virus.

On Wednesday, DHS reported an additional 2,319 individuals tested positive, about 19.7% of those tested. It reported a record number of COVID-related deaths, at 27, and hospitalizations, at 91. 

Wisconsin has also been labeled a “red zone” by the White House Coronavirus Task Force, which has called for increasing social distancing here “to the maximal degree possible.”

Cases among school-age children have spiked dramatically since late August, according to new data released Wednesday by DHS. Numerous cases involving students and staff have been reported at schools across the state, according to DHS and a database created by the Journal Sentinel and USA Today Network-Wisconsin. 

Scott Girard: “we know best”, continued.

“We cannot rely on individuals to make good decisions in a pandemic,” Mizialko said, citing reports of parents knowingly sending symptomatic children to school. “It requires a systemic response. This is why we have government and it’s why we pay taxes and it’s why we have elections.”

Many private schools had planned to open for some in-person instruction the week after the Public Health Madison & Dane County order was issued after 5 p.m. on a Friday. PHMDC officials have encouraged schools to use the metrics they issued for reopening schools even if its order is not in effect.

In Dane County, public health officials in late August ordered all schools closed for grades 3-12, while allowing in-person instruction for grades K-2 with certain requirements in place. The state Supreme Court put that order on hold in response to a legal challenge from various private schools, parents and membership organizations, allowing schools to open.

“The notion that parents inherently know what school is best for their kids is an example of conservative magical thinking.”; “For whatever reason, parents as a group tend to undervalue the benefits of diversity in the public schools….” – former Madison School Board member Ed Hughes.

We Learn Faster When We Aren’t Told What Choices to Make

Ontario doctors sign letter to Premier advising against sweeping lockdowns

‘If you are under the age of 50 you have a 99.98% chance of surviving from COVID-19’

Related: Catholic schools will sue Dane County Madison Public Health to open as scheduled

Notes and links on Dane County Madison Public Health. (> 140 employees).

Molly Beck and Madeline Heim:

which pushed Dane County this week not to calculate its percentage of positive tests — a data point the public uses to determine how intense infection is in an area.   

While positive test results are being processed and their number reported quickly, negative test results are taking days in some cases to be analyzed before they are reported to the state. 

Channel3000:

The department said it was between eight and 10 days behind in updating that metric on the dashboard, and as a result it appeared to show a higher positive percentage of tests and a lower number of total tests per day.

The department said this delay is due to the fact data analysts must input each of the hundreds of tests per day manually, and in order to continue accurate and timely contact tracing efforts, they prioritized inputting positive tests.

“Positive tests are always immediately verified and processed, and delays in processing negative tests in our data system does not affect notification of test results,” the department said in a news release. “The only effect this backlog has had is on our percent positivity rate and daily test counts.”

Staff have not verified the approximately 17,000 tests, which includes steps such as matching test results to patients to avoid duplicating numbers and verifying the person who was tested resides in Dane County.

All 77 false-positive COVID-19 tests come back negative upon reruns.

Madison private school raises $70,000 for lawsuit against public health order. – WKOW-TV. Commentary.

WEAC: $1.57 million for Four Wisconsin Senators

Assembly against private school forced closure.

Wisconsin Catholic schools will challenge local COVID-19 closing order. More.

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

JD Tuccille:

Earlier this year, The New York Times looked at different editions of the same public-school textbooks published in California and Texas and found them spun in opposite directions to suit the ideological tastes of the dominant political factions in those states. It was a handy summary of the long-raging curriculum wars that have seen politicians and activists battling to present their preferred interpretations of the world to the captive audiences in America’s classrooms.

Those are wars which many families will escape this fall as the pandemic and school closures push parents to assume responsibility for teaching their own children and, not incidentally, to pass along their own views and not those prepackaged by government officials. For all the damage COVID-19 and the fumbling human responses to the virus are doing, viewpoint diversity may actually get a boost.

America’s public-school textbooks, the Times story explained, reflect the country’s polarization.

“The books have the same publisher. They credit the same authors. But they are customized for students in different states, and their contents sometimes diverge in ways that reflect the nation’s deepest partisan divides,” Dana Goldstein wrote for the Times in January of this year. “Classroom materials are not only shaded by politics, but are also helping to shape a generation of future voters,” she added.

Former Madison School Board Member Ed Hughes: August 3, 2013

“The notion that parents inherently know what school is best for their kids is an example of conservative magical thinking.”; “For whatever reason, parents as a group tend to undervalue the benefits of diversity in the public schools….”

Michael Graham:

“Is it your belief that only well-educated parents can make proper decisions for what’s in the best interest of their children?” asked a dumbfounded Rep. Glenn Cordelli (R-Tuftonboro).

Rather than saying “no,” Dietsch instead repeated her view that parents without college degrees are less capable of overseeing their children’s education.

“In a democracy, and particularly in the United States, public education has been the means for people to move up to greater opportunities, for each generation to be able to succeed more than their parents have. My father didn’t graduate from high school, so it was really important that I went to college,” Dietsch said.

‘When it gets into the details, would my father have known what courses I should be taking? I don’t think so.”

When committee vice-chairman David Luneau tried to inject that Dietsch was not, in fact, saying parents without college were less fit to oversee their children’s education, Dietsch interrupted to reaffirm her position.

“If the dad’s a carpenter, and you want to become a carpenter, then yes — listen to your dad.”

Former Madison School Board Member Ed Hughes: August 3, 2013

“The notion that parents inherently know what school is best for their kids is an example of conservative magical thinking.”; “For whatever reason, parents as a group tend to undervalue the benefits of diversity in the public schools….”

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

“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”.

Scott Girard:

When he initially filed papers to run, Strong said he considers school safety and racial disparities in discipline and achievement to be the top issues facing MMSD.

“We have to make sure that our schools are safe and that they’re safe learning environments for our kids to learn and for our teachers to teach in,” Wayne Strong said. He stressed the importance of “tackling the achievement gap and just making sure that all of our students are given the best possible opportunity to get the quality education they deserve.”

The end of his campaign leaves Seat 6 as the only contested election, with three candidates running. Incumbent Kate Toews is not running for re-election, leaving newcomers Maia Pearson, Christina Gomez Schmidt and Karen Ball set for a Feb. 18 primary election. The top two vote-getters will move onto the April general election.

Curiously, this has occurred several times in recent years: Ed Hughes, after 3 unopposed campaigns withdrew from a competitive 2017 campaign after the primary!

2016 commentary.

Similarly, Sarah Manski withdrew after the 2013 primary…

Mr Hughes name resurfaces occasionally, lobbying against parent and school choice in the form of the 2019 Arbor school charter proposal and in the taxpayer supported Madison school administration’s 2020 spending increase referendum slides.

Finally, despite spending far more than most K-12 school districts, and tolerating long term, disastrous reading results, Mr. Hughes voted against the proposed Madison Preparatory Academy IB charter school (2011).

Rachel Lu:

It’s an interesting conundrum. It seems obvious that many of these regions need help. Even our most desperate and impoverished citizens, though, seem to prefer the dignity of a free exchange to the discomfort of being patronized by people with an agenda. Who is able and willing to provide the goods they want at a price they can afford? It’s McDonalds, a company so “global” that its presence (or absence) in a given place is sometimes used as a quick gauge of a country’s success in entering global markets. Even in our least-thriving regions, the invisible hand is still feeding people more successfully than its public-spirited competitors. Shouldn’t this give our nationalists pause, as they contemplate far more aggressive efforts to engineer a top-down revitalization of small-town American life?

Arnade’s chapter on racism is interesting and impressively nuanced. Naturally, he discusses the impact of anti-black prejudice, which drew American blacks to manufacturing towns in the mid-20th century. (Northerners were prejudiced too, but they needed capable workers.) But we also hear about more-recent African immigrants (especially Somalis), some of whom say that they find white communities more welcoming to them than longer-established black communities. He talks to Mexican Americans in Lexington, Nebraska, who came to the Cornhusker State to take the meatpacking jobs that white Americans didn’t want. Today, they are in turn suspicious of the Somalis, who are immigrating to the region to take the jobs that they no longer want.

Arnade doesn’t argue that rural America is rife with bigotry. He introduces us to a number of people who are not bigots, and also makes clear that prejudice can take more and less virulent forms. Not everyone who responds to Donald Trump’s racially-inflected rhetoric is seething with racial hatred.

At the same time, it does seem plausibly true that provincial people (given their strong attachment to community and clan) have a stronger tendency to attach real significance to race and ethnicity, as one criterion that distinguishes “my people” from “not my people”. What should we make of this? Is it a damning indictment of rural America, or just another form of in- and out-grouping, of a sort that all people exercise in some way or another? The political right needs to address these questions if they hope to generate a platform with broad-spectrum appeal.

For the progressive left, Dignity poses a different kind of challenge. To leftist eyes, it seems that provincial people are suffering from a closed-minded refusal to adapt to contemporary circumstances. Better job prospects are indeed part of the answer, but these need to be reached through better education, more comprehensive social programs, and a relinquishment of racist and xenophobic prejudices that have no place in our shrinking world.

There’s a problem, though. As Arnade’s narrative makes clear, most residents of back-row America have very little interest in joining the cosmopolitan party, or of being told how to live. They aren’t dreaming of relocating to Manhattan apartments, where they can win a place in our hyper-woke “creative class”. Instead, they want secure jobs, supportive families, and Jesus. This last is especially uncomfortable for progressives, so it’s nice that Arnade devotes a full chapter to it.

I once asked a Madison taxpayer supported K-12 Superintendent if they visited other, more rural districts to learn, for example Janesville? “I would never do that”.

Former Madison School Board member Ed Hughes commented on College Station, TX vs. Madison.

Logan Wroge:

The temporarily six-person School Board is scheduled to decide Monday who will join the body for a nine-month stint. During that time, the board will hire a permanent superintendent and work on a potentially large November 2020 facilities referendum.

Those interested in the appointment have until 4 p.m. Friday to apply for the vacancy, which was created after Mary Burke resigned earlier this month.

As of Tuesday afternoon, those who have applied are David Aguayo, David Blaska, Carol Carstensen, Ricardo Cruz, Alexis Dean, Steve King, Pamela Klein, Dwight A. Perry, Arlene Silveira, Jeff Spitzer-Resnick and Calista Storck.

Carstensen and Silveira are both former School Board members. Elected six times, Carstensen served between 1990 and 2008. Silveira was on the board between 2006 and 2015.

Former School Board member Ed Hughes has also expressed interested in the position but said he had yet to file his application by Tuesday evening.

Aguayo, 26, is an executive assistant at the state Department of Workforce Development. He also managed the unsuccessful campaign this spring for School Board candidate Kaleem Caire and ran as an independent for a state Legislature seat in 2016.

After losing his race for the School Board in April, Blaska, a former Dane County Board supervisor and conservative blogger, has said he is applying to bring political diversity to the board.

Cruz, 52, a School District employee, is an administrative assistant helping with federal Title 1 funding. He ran for the District 9 seat on the Madison City Council in 2013 and also served on the city’s Equal Opportunities Commission from 2009 to 2011.

Negassi Tesfamichael:

The large field of applicants includes several former School Board members, public education advocates, parents, recent MMSD graduates, Freedom Inc. staff and others looking to serve on the board as it faces critical decisions over the next few months. The board plans to select a new superintendent and prepare for a facilities referendum in 2020.

For the seasoned former board members, their experience on these two tasks were motivation to return to their old gig.

Madison’s taxpayer supported K-12 school district spends far more than most, however we have long tolerated disastrous reading results.

Negassi Tesfamichael:

Some observers said the unique vacancy is a chance for a newcomer to serve.

“I would really love to see another black mother on the School Board,” said Sabrina Madison, the founder of the Progress Center for Black Women. “Especially a mom who has been advocating for her kid recently around some of these issues around race and equity.”

Though Madison said she hasn’t had any conversations with people who have said they’ll apply, she has been strategically and privately reaching out to parents of students in MMSD to encourage them to consider it.

Whoever is appointed by the board would serve until an election is held in April 2020 to select someone to finish the last year of Burke’s term, which ends in April 2021.

Notes and links: David Blaska, Kaleem Caire and Ed Hughes. Interestingly, Mr. Hughes was unopposed in his first three school board elections. Mr. Hughes voted against the proposed Madison Preparatory Academy IB Charter School.

Yet, despite spending far more than most taxpayer supported K-12 school districts, we have long tolerated disastrous reading results:

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

Our most recent Superintendent – 2013: What will be different, this time? 2019: Jennifer Cheatham and the Madison Experience

Chris Hughes:

The last time I saw Mark Zuckerberg was in the summer of 2017, several months before the Cambridge Analytica scandal broke. We met at Facebook’s Menlo Park, Calif., office and drove to his house, in a quiet, leafy neighborhood. We spent an hour or two together while his toddler daughter cruised around. We talked politics mostly, a little about Facebook, a bit about our families. When the shadows grew long, I had to head out. I hugged his wife, Priscilla, and said goodbye to Mark.

Since then, Mark’s personal reputation and the reputation of Facebook have taken a nose-dive. The company’s mistakes — the sloppy privacy practices that dropped tens of millions of users’ data into a political consulting firm’s lap; the slow response to Russian agents, violent rhetoric and fake news; and the unbounded drive to capture ever more of our time and attention — dominate the headlines. It’s been 15 years since I co-founded Facebook at Harvard, and I haven’t worked at the company in a decade. But I feel a sense of anger and responsibility.

Elizabeth Byrne:

A bill before the Texas Senate seeks to prevent social media platforms like Facebook and Twitter from censoring users based on their viewpoints. Supporters say it would protect the free exchange of ideas, but critics say the bill contradicts a federal law that allows social media platforms to regulate their own content.

The measure — Senate Bill 2373 by state Sen. Bryan Hughes, R-Mineola — would hold social media platforms accountable for restricting users’ speech based on personal opinions. Hughes said the bill applies to social media platforms that advertise themselves as unbiased but still censor users. The Senate State Affairs Committee unanimously approved the bill last week. (Update: The Texas Senate approved the bill on April 25 in an 18-12 vote. It now heads to the House.)

“Senate Bill 2373 tries to prevent those companies that control these new public spaces, this new public square, from picking winners and losers based on content,” Hughes said in the committee hearing. “Basically if the company represents, ‘We’re an open forum and we don’t discriminate based on content,’ then they shouldn’t be able to discriminate based on content.”

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

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

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

— Chan Stroman (@eduphilia) March 28, 2019

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

— Chan Stroman (@eduphilia) March 28, 2019

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

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

Foundations of Reading Elementary Reading Teacher Exam Results.

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

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

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

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

2009: An emphasis on adult employment.

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

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

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

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

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

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

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

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

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

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

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

Mulligans.

Margot Cleveland:

Two recent bills proposed by state legislators in Illinois and Iowa reveal a disturbing perspective on parental rights that’s becoming more prevalent in our country: the belief that parents cannot be trusted to care for their children.

The Swiftly-Defeated Illinois Bill

In Illinois, a little over a week ago, Democratic state Rep. Monica Bristow introduced House Bill 3560. That bill sought to amend the school code to require the Child Protective Service unit of the Department of Children and Family Services to investigate the home of a child being homeschooled “to ensure there is no suspected child abuse or neglect in the home.” The proposed law would have applied to every child being homeschooled, even when there was no reason to suspect neglect or abuse.

The response of homeschooling families was swift. “We live in such a ‘guilty until proven innocent’ culture,” Amy Kwilinski, an Illinois homeschooling mom of six (including four with special needs) told The Federalist. “It seems like our culture is headed toward a mistrust of homeschooling, which might send us dangerously toward a German-like ban,” Kwilinski added, noting that she plans to contact all of her elected officials.

Other homeschooling parents apparently felt similarly, because within days of Bristow’s bill being referred to the Rules Committee, the sponsor filed a motion to table the bill. In less than a week, HB 3560 was dead.

Former Madison School Board member Ed Hughes:

“The notion that parents inherently know what school is best for their kids is an example of conservative magical thinking.”; “For whatever reason, parents as a group tend to undervalue the benefits of diversity in the 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”

Chris Rickert:

Endorsements in this month’s School Board primary from the influential Madison teachers union include one for a candidate who sends her two children to the kind of charter school strongly opposed by the union.

Madison Teachers Inc. this week endorsed Ali Muldrow over David Blaska, Laila Borokhim and Albert Bryan for Seat 4; Cris Carusi over Kaleem Caire for Seat 3; and incumbent TJ Mertz and Ananda Mirilli over Amos Roe for Seat 5.

Muldrow was among a group of parents and other advocates for Isthmus Montessori Academy when it sought to become a district-authorized charter school in 2017, after first opening as a private school in 2012.

The School Board voted down that plan 4-3, and Isthmus Montessori Academy pursued and won a charter through the University of Wisconsin System Office of Educational Opportunity. It converted to a tuition-free, state-supported independent charter in 2018. Muldrow’s children continue to attend the school.

MTI executive director Doug Keillor said the decision to endorse Muldrow “was based on numerous factors important to Madison educators and was not dependent exclusively on the school that her children attend.”

Former Madison School Board member Ed Hughes:

“The notion that parents inherently know what school is best for their kids is an example of conservative magical thinking.”; “For whatever reason, parents as a group tend to undervalue the benefits of diversity in the public schools….”

Madison School Board candidate Kaleem Caire:

If we don’t reach our benchmarks in five years, they can shut us down”. There is no public school in Madison that has closed because only 7 to 9% of black children have been reading at grade level for the last 20 to 30 years”.

Much more on the 2019 Madison school board election, here (primary February 19, general April 2)

Laurie Frost and Jeff Henriques on Madison’s disastrous reading results:

Children who are not proficient readers by fourth grade are four times more likely to drop out of school. Additionally, two-thirds of them will end up in prison or on welfare.

Though these dismal trajectories are well known, Madison School District’s reading scores for minority students remain unconscionably low and flat. According to the most recent data from 2017-18, fewer than 9 percent of black and fewer than 20 percent of Hispanic fourth graders were reading proficiently. Year after year, we fail these students in the most basic of our responsibilities to them: teaching them how to read.

Much is known about the process of learning to read, but a huge gap is between that knowledge and what is practiced in our schools. The Madison School District needs a science-based literacy curriculum overseen by licensed reading professionals who understand the cognitive processes that underlie learning how to read.

Compare Madison, WI high school graduation rates and academic achievement data.

Routing around Madison’s non-diverse K-12 legacy governance model:

In March 2016, Cheatham said that it was her intent to make OEO “obsolete — that our schools will be serving students so well that there isn’t a need.”

Since then, the district has tried to keep tabs on any new charter proposals for Madison, going so far as to send former School Board member Ed Hughes to a September meeting of the Goodman Community Center board of directors to express the district’s opposition to another proposed charter school, Arbor Community School, which was looking to partner with the Goodman center.

Hughes gave the board a letter from Cheatham to UW System President Ray Cross that expressed the district’s dismay at allegedly being kept out of the loop on Arbor’s plans, pointed to alleged deficiencies in Arbor’s charter proposal, and asked that Arbor either be rejected or at least kept out of Madison.

Hughes also told the board that as a Goodman donor, he did not think other donors would look kindly on a Goodman partnership with Arbor.

Becky Steinhoff, Goodman executive director, later told the Wisconsin State Journal that Goodman was “experiencing a period of enormous change,” including the recent opening of a new building, and chose not to work with Arbor.

“I understand the climate and the polarizing topic of charters” in Madison, McCabe said, but he wasn’t concerned the district would attempt to thwart Milestone and he said it would “be a dream come true” if Milestone were one day folded into the district.

He said Community—Learning—Design has an application due to the state Feb. 22 for a federal planning grant.

2019 Madison school board election notes and links:

Seat 3

Kaleem Caire, 7856 Wood Reed Drive, Madison

Cristiana Carusi, 5709 Bittersweet Place

Skylar Croy, 502 N. Frances St., Madison

Seat 4

David Blaska, 5213 Loruth Terrace, Madison

Laila Borokhim, 2214 Monroe St., Madison

Albert Bryan, 4302 Hillcrest Drive, Madison

Ali Muldrow, 1966 East Main St., Madison

Seat 5

TJ Mertz, 1210 Gilson St., Madison

Ananda Mirilli, 1027 S. Sunnyvale Lane Unit A, Madison

Amos Roe, 5705 Crabapple Lane, Madison

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Sarah Manski and Ed Hughes “withdrew” from their respective races in recent elections. The timing, in both cases was unfortunate for voters, and other candidates.

Much more on the election (February 19 Primary and April 2 general):

David Blaska:

The occasion was a school board candidate forum. An organization named GRUMPS sponsored it. It stands for GRandparents United for Madison Public Schools. Its major domos are former school board members Nan Brien, Anne Arnesen, Barbara Arnold, Arlene Silviera, and Carol Carstensen. We also encountered former board guys Bill Keyes, Bill Clingan, and Ed Hughes Tuesday at the venue, Christ Presbyterian Church on E. Gorham St. All are good liberals and — in today’s identity politics-riven world — white as Wonder Bread.

This is the teachers union-first cabal that voted down Kaleem Caire’s proposed Madison Prep Academy charter school eight years ago. Because, you must understand, protecting the public school monopoly takes precedence over closing the academic achievement gap. Then and now. GRumps is death on school choice, death on vouchers, death on “non-instrumentality” charter schools formed within the district. Which forced Mr. Caire to go to Governor Walker to start his One City Learning Center.

Despite their hegemony over Madison’s public schools these last 20 years, they assume no responsibility for its endemic racial achievement gap. (See my website at BlaskaForSaferSchools.)

This top-down, command-and-control philosophy — so Madison! — informed GRumps questions.

Have you stopped beating your wife?

The nine active candidates were asked if they supported informing Madison residents through their tax bill of how much state money is lost to private, usually religious, voucher schools. A clever and insidious propagandizing, that. Yes or No.

No explanation accepted at this forum. No caveat that every student in Wisconsin gets a share of state dollars and that those dollars follow the student. It’s called “choice” for a reason. No exposition on the fact that the parents of 28,000 largely minority and “economically disadvantaged” students in Milwaukee have chosen hope over the failed public schools there.

Much more on the 2019 Madison school board election, here (primary February 19, general April 2)

I’ve added the following audio recordings to the 2019 Madison School Board Candidate page.

WORT FM Candidate discussion 2.5.2019 Cris Carusi and Kaleem Caire [mp3 audio]

Mr. Caire: “If we don’t reach our benchmarks in five years, they can shut us down”. There is no public school in Madison that has closed because only 7 to 9% of black children have been reading at grade level for the last 20 to 30 years”.

Candidate Forum: 2.5.2019 [MP3 audio]

Thank you to those who’ve helped record and share these events.

Much more on the election (February 19 Primary and April 2 general):

Laurie Frost and Jeff Henriques on Madison’s disastrous reading results:

Children who are not proficient readers by fourth grade are four times more likely to drop out of school. Additionally, two-thirds of them will end up in prison or on welfare.

Though these dismal trajectories are well known, Madison School District’s reading scores for minority students remain unconscionably low and flat. According to the most recent data from 2017-18, fewer than 9 percent of black and fewer than 20 percent of Hispanic fourth graders were reading proficiently. Year after year, we fail these students in the most basic of our responsibilities to them: teaching them how to read.

Much is known about the process of learning to read, but a huge gap is between that knowledge and what is practiced in our schools. The Madison School District needs a science-based literacy curriculum overseen by licensed reading professionals who understand the cognitive processes that underlie learning how to read.

Compare Madison, WI high school graduation rates and academic achievement data.

Routing around Madison’s non-diverse K-12 legacy governance model:

In March 2016, Cheatham said that it was her intent to make OEO “obsolete — that our schools will be serving students so well that there isn’t a need.”

Since then, the district has tried to keep tabs on any new charter proposals for Madison, going so far as to send former School Board member Ed Hughes to a September meeting of the Goodman Community Center board of directors to express the district’s opposition to another proposed charter school, Arbor Community School, which was looking to partner with the Goodman center.

Hughes gave the board a letter from Cheatham to UW System President Ray Cross that expressed the district’s dismay at allegedly being kept out of the loop on Arbor’s plans, pointed to alleged deficiencies in Arbor’s charter proposal, and asked that Arbor either be rejected or at least kept out of Madison.

Hughes also told the board that as a Goodman donor, he did not think other donors would look kindly on a Goodman partnership with Arbor.

Becky Steinhoff, Goodman executive director, later told the Wisconsin State Journal that Goodman was “experiencing a period of enormous change,” including the recent opening of a new building, and chose not to work with Arbor.

“I understand the climate and the polarizing topic of charters” in Madison, McCabe said, but he wasn’t concerned the district would attempt to thwart Milestone and he said it would “be a dream come true” if Milestone were one day folded into the district.

He said Community—Learning—Design has an application due to the state Feb. 22 for a federal planning grant.

Much more on our 2019 school board election:

Seat 3

Kaleem Caire, 7856 Wood Reed Drive, Madison

Cristiana Carusi, 5709 Bittersweet Place

Skylar Croy, 502 N. Frances St., Madison

Seat 4

David Blaska, 5213 Loruth Terrace, Madison

Laila Borokhim, 2214 Monroe St., Madison

Albert Bryan, 4302 Hillcrest Drive, Madison

Ali Muldrow, 1966 East Main St., Madison

Seat 5

TJ Mertz, 1210 Gilson St., Madison

Ananda Mirilli, 1027 S. Sunnyvale Lane Unit A, Madison

Amos Roe, 5705 Crabapple Lane, Madison

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Sarah Manski and Ed Hughes “withdrew” from their respective races in recent elections. The timing, in both cases was unfortunate for voters, and other candidates.

Avi Wolfman-Arent:

The small parent rebellion forming in one of Pennsylvania’s wealthiest school districts began at a Starbucks in suburban Chester County.

Over coffee, three moms — Kate Mayer, Jamie Lynch, and Wendy Brooks — swapped stories about how their kids struggled to read as they moved through the Tredyffrin/Easttown school district, located about 30 minutes west of Philadelphia on the Main Line.

They decided to start a local awareness campaign, beginning with an event where they passed out flyers and donuts to teachers. It seemed as benign as a bake sale.

That was a little less than two years ago.

Today, their group, “Everyone Reads T/E,” pushes a more subversive idea: that their acclaimed district doesn’t know how to teach reading. They’ve rallied a growing group of parents around this notion, and joined a national effort.

Laurie Frost and Jeff Henriques on Madison’s disastrous reading results:

Children who are not proficient readers by fourth grade are four times more likely to drop out of school. Additionally, two-thirds of them will end up in prison or on welfare.

Though these dismal trajectories are well known, Madison School District’s reading scores for minority students remain unconscionably low and flat. According to the most recent data from 2017-18, fewer than 9 percent of black and fewer than 20 percent of Hispanic fourth graders were reading proficiently. Year after year, we fail these students in the most basic of our responsibilities to them: teaching them how to read.

Much is known about the process of learning to read, but a huge gap is between that knowledge and what is practiced in our schools. The Madison School District needs a science-based literacy curriculum overseen by licensed reading professionals who understand the cognitive processes that underlie learning how to read.

Compare Madison, WI high school graduation rates and academic achievement data.

Routing around Madison’s non-diverse K-12 legacy governance model:

In March 2016, Cheatham said that it was her intent to make OEO “obsolete — that our schools will be serving students so well that there isn’t a need.”

Since then, the district has tried to keep tabs on any new charter proposals for Madison, going so far as to send former School Board member Ed Hughes to a September meeting of the Goodman Community Center board of directors to express the district’s opposition to another proposed charter school, Arbor Community School, which was looking to partner with the Goodman center.

Hughes gave the board a letter from Cheatham to UW System President Ray Cross that expressed the district’s dismay at allegedly being kept out of the loop on Arbor’s plans, pointed to alleged deficiencies in Arbor’s charter proposal, and asked that Arbor either be rejected or at least kept out of Madison.

Hughes also told the board that as a Goodman donor, he did not think other donors would look kindly on a Goodman partnership with Arbor.

Becky Steinhoff, Goodman executive director, later told the Wisconsin State Journal that Goodman was “experiencing a period of enormous change,” including the recent opening of a new building, and chose not to work with Arbor.

“I understand the climate and the polarizing topic of charters” in Madison, McCabe said, but he wasn’t concerned the district would attempt to thwart Milestone and he said it would “be a dream come true” if Milestone were one day folded into the district.

He said Community—Learning—Design has an application due to the state Feb. 22 for a federal planning grant.

Much more on our 2019 school board election:

Seat 3

Kaleem Caire, 7856 Wood Reed Drive, Madison

Cristiana Carusi, 5709 Bittersweet Place

Skylar Croy, 502 N. Frances St., Madison

Seat 4

David Blaska, 5213 Loruth Terrace, Madison

Laila Borokhim, 2214 Monroe St., Madison

Albert Bryan, 4302 Hillcrest Drive, Madison

Ali Muldrow, 1966 East Main St., Madison

Seat 5

TJ Mertz, 1210 Gilson St., Madison

Ananda Mirilli, 1027 S. Sunnyvale Lane Unit A, Madison

Amos Roe, 5705 Crabapple Lane, Madison

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Sarah Manski and Ed Hughes “withdrew” from their respective races in recent elections. The timing, in both cases was unfortunate for voters, and other candidates.

Negassi Tesfamichael:

MTI cited Carusi’s opposition to voucher and independent charter schools in its endorsement.

“Carusi is opposed to vouchers and independent charter schools and strongly believes that we need to continuously work to improve our public schools, rather than support alternatives,” MTI’s endorsement said.

Caire’s One City Schools, which expanded from One City Early Learning Center, is one of the state’s first 4K and kindergarten charter options authorized by the University of Wisconsin’s Office of Educational Opportunity.

Caire said in his MTI questionnaire that he supports public charter schools “but only those that have produced higher levels of student outcomes and attainment, or that (are) designed to meet a particular need that traditional public schools either struggle with or do not offer.”

Laurie Frost and Jeff Henriques on Madison’s disastrous reading results:

Children who are not proficient readers by fourth grade are four times more likely to drop out of school. Additionally, two-thirds of them will end up in prison or on welfare.

Though these dismal trajectories are well known, Madison School District’s reading scores for minority students remain unconscionably low and flat. According to the most recent data from 2017-18, fewer than 9 percent of black and fewer than 20 percent of Hispanic fourth graders were reading proficiently. Year after year, we fail these students in the most basic of our responsibilities to them: teaching them how to read.

Much is known about the process of learning to read, but a huge gap is between that knowledge and what is practiced in our schools. The Madison School District needs a science-based literacy curriculum overseen by licensed reading professionals who understand the cognitive processes that underlie learning how to read.

Compare Madison, WI high school graduation rates and academic achievement data.

Routing around Madison’s non-diverse K-12 legacy governance model:

In March 2016, Cheatham said that it was her intent to make OEO “obsolete — that our schools will be serving students so well that there isn’t a need.”

Since then, the district has tried to keep tabs on any new charter proposals for Madison, going so far as to send former School Board member Ed Hughes to a September meeting of the Goodman Community Center board of directors to express the district’s opposition to another proposed charter school, Arbor Community School, which was looking to partner with the Goodman center.

Hughes gave the board a letter from Cheatham to UW System President Ray Cross that expressed the district’s dismay at allegedly being kept out of the loop on Arbor’s plans, pointed to alleged deficiencies in Arbor’s charter proposal, and asked that Arbor either be rejected or at least kept out of Madison.

Hughes also told the board that as a Goodman donor, he did not think other donors would look kindly on a Goodman partnership with Arbor.

Becky Steinhoff, Goodman executive director, later told the Wisconsin State Journal that Goodman was “experiencing a period of enormous change,” including the recent opening of a new building, and chose not to work with Arbor.

“I understand the climate and the polarizing topic of charters” in Madison, McCabe said, but he wasn’t concerned the district would attempt to thwart Milestone and he said it would “be a dream come true” if Milestone were one day folded into the district.

He said Community—Learning—Design has an application due to the state Feb. 22 for a federal planning grant.

Much more on our 2019 school board election:

Seat 3

Kaleem Caire, 7856 Wood Reed Drive, Madison

Cristiana Carusi, 5709 Bittersweet Place

Skylar Croy, 502 N. Frances St., Madison

Seat 4

David Blaska, 5213 Loruth Terrace, Madison

Laila Borokhim, 2214 Monroe St., Madison

Albert Bryan, 4302 Hillcrest Drive, Madison

Ali Muldrow, 1966 East Main St., Madison

Seat 5

TJ Mertz, 1210 Gilson St., Madison

Ananda Mirilli, 1027 S. Sunnyvale Lane Unit A, Madison

Amos Roe, 5705 Crabapple Lane, Madison

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Sarah Manski and Ed Hughes “withdrew” from their respective races in recent elections. The timing, in both cases was unfortunate for voters, and other candidates.

Erin Hinrichs:

“Minnesota has a state of emergency regarding literacy. I’m very disappointed with where we’re at right now with the persistent reading success gap between white students and students of color,” he said Wednesday. “We are not making adequate progress, and the future of tens of thousands of our students is seriously at risk if we don’t address this.”

Third-grade reading skills are a critical benchmark for students’ future success. By the end of third grade, they should have the literacy skills they need to transition from learning to read to reading to learn.
Yet according to the latest state assessments, only 56 percent of fourth-graders tested proficient in reading. That number has remained relatively flat for years. Broken down by race and special status, the proficiency rates are even more alarming: Minnesota now has the widest gap in reading scores between white and nonwhite students in the nation. Only 32 percent of black fourth-graders and 34 percent of Hispanic fourth-graders are proficient in reading, compared to 66 percent of white fourth-graders.

Laurie Frost and Jeff Henriques on Madison’s disastrous reading results:

Children who are not proficient readers by fourth grade are four times more likely to drop out of school. Additionally, two-thirds of them will end up in prison or on welfare.

Though these dismal trajectories are well known, Madison School District’s reading scores for minority students remain unconscionably low and flat. According to the most recent data from 2017-18, fewer than 9 percent of black and fewer than 20 percent of Hispanic fourth graders were reading proficiently. Year after year, we fail these students in the most basic of our responsibilities to them: teaching them how to read.

Much is known about the process of learning to read, but a huge gap is between that knowledge and what is practiced in our schools. The Madison School District needs a science-based literacy curriculum overseen by licensed reading professionals who understand the cognitive processes that underlie learning how to read.

Compare Madison, WI high school graduation rates and academic achievement data.

Routing around Madison’s non-diverse K-12 legacy governance model:

In March 2016, Cheatham said that it was her intent to make OEO “obsolete — that our schools will be serving students so well that there isn’t a need.”

Since then, the district has tried to keep tabs on any new charter proposals for Madison, going so far as to send former School Board member Ed Hughes to a September meeting of the Goodman Community Center board of directors to express the district’s opposition to another proposed charter school, Arbor Community School, which was looking to partner with the Goodman center.

Hughes gave the board a letter from Cheatham to UW System President Ray Cross that expressed the district’s dismay at allegedly being kept out of the loop on Arbor’s plans, pointed to alleged deficiencies in Arbor’s charter proposal, and asked that Arbor either be rejected or at least kept out of Madison.

Hughes also told the board that as a Goodman donor, he did not think other donors would look kindly on a Goodman partnership with Arbor.

Becky Steinhoff, Goodman executive director, later told the Wisconsin State Journal that Goodman was “experiencing a period of enormous change,” including the recent opening of a new building, and chose not to work with Arbor.

“I understand the climate and the polarizing topic of charters” in Madison, McCabe said, but he wasn’t concerned the district would attempt to thwart Milestone and he said it would “be a dream come true” if Milestone were one day folded into the district.

He said Community—Learning—Design has an application due to the state Feb. 22 for a federal planning grant.

Much more on our 2019 school board election:

Seat 3

Kaleem Caire, 7856 Wood Reed Drive, Madison

Cristiana Carusi, 5709 Bittersweet Place

Skylar Croy, 502 N. Frances St., Madison

Seat 4

David Blaska, 5213 Loruth Terrace, Madison

Laila Borokhim, 2214 Monroe St., Madison

Albert Bryan, 4302 Hillcrest Drive, Madison

Ali Muldrow, 1966 East Main St., Madison

Seat 5

TJ Mertz, 1210 Gilson St., Madison

Ananda Mirilli, 1027 S. Sunnyvale Lane Unit A, Madison

Amos Roe, 5705 Crabapple Lane, Madison

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Sarah Manski and Ed Hughes “withdrew” from their respective races in recent elections. The timing, in both cases was unfortunate for voters, and other candidates.

Chris Rickert:

According to emails released to the State Journal under the state’s open records law, Superintendent Jennifer Cheatham on Sept. 10 asked her chief of staff, Ricardo Jara, and other front-office officials whether Arbor was “worth trying to stop? Or change somehow? If so, how?”

Cheatham expressed the district’s opposition to the school in a letter to Cross on Sept. 24 that points to alleged deficiencies in Arbor’s application, and accuses OEO of not sharing information with the district about the school.

“I am writing you to formally request that the OEO immediately terminate contract negotiations with (Arbor Community School) or, at the very least, require that this school not be located in the City of Madison,” she wrote.

That same day, former Madison School Board member Ed Hughes took Cheatham’s letter to a board of directors meeting of the Goodman Community Center, where Arbor was then trying to secure space.

More, from Negassi Tesfamichael.

Laurie Frost and Jeff Henriques on Madison’s disastrous reading results:

Children who are not proficient readers by fourth grade are four times more likely to drop out of school. Additionally, two-thirds of them will end up in prison or on welfare.

Though these dismal trajectories are well known, Madison School District’s reading scores for minority students remain unconscionably low and flat. According to the most recent data from 2017-18, fewer than 9 percent of black and fewer than 20 percent of Hispanic fourth graders were reading proficiently. Year after year, we fail these students in the most basic of our responsibilities to them: teaching them how to read.

Much is known about the process of learning to read, but a huge gap is between that knowledge and what is practiced in our schools. The Madison School District needs a science-based literacy curriculum overseen by licensed reading professionals who understand the cognitive processes that underlie learning how to read.

Compare Madison, WI high school graduation rates and academic achievement data.

Routing around Madison’s non-diverse K-12 legacy governance model:

In March 2016, Cheatham said that it was her intent to make OEO “obsolete — that our schools will be serving students so well that there isn’t a need.”

Since then, the district has tried to keep tabs on any new charter proposals for Madison, going so far as to send former School Board member Ed Hughes to a September meeting of the Goodman Community Center board of directors to express the district’s opposition to another proposed charter school, Arbor Community School, which was looking to partner with the Goodman center.

Hughes gave the board a letter from Cheatham to UW System President Ray Cross that expressed the district’s dismay at allegedly being kept out of the loop on Arbor’s plans, pointed to alleged deficiencies in Arbor’s charter proposal, and asked that Arbor either be rejected or at least kept out of Madison.

Hughes also told the board that as a Goodman donor, he did not think other donors would look kindly on a Goodman partnership with Arbor.

Becky Steinhoff, Goodman executive director, later told the Wisconsin State Journal that Goodman was “experiencing a period of enormous change,” including the recent opening of a new building, and chose not to work with Arbor.

“I understand the climate and the polarizing topic of charters” in Madison, McCabe said, but he wasn’t concerned the district would attempt to thwart Milestone and he said it would “be a dream come true” if Milestone were one day folded into the district.

He said Community—Learning—Design has an application due to the state Feb. 22 for a federal planning grant.

Much more on our 2019 school board election:

Seat 3

Kaleem Caire, 7856 Wood Reed Drive, Madison

Cristiana Carusi, 5709 Bittersweet Place

Skylar Croy, 502 N. Frances St., Madison

Seat 4

David Blaska, 5213 Loruth Terrace, Madison

Laila Borokhim, 2214 Monroe St., Madison

Albert Bryan, 4302 Hillcrest Drive, Madison

Ali Muldrow, 1966 East Main St., Madison

Seat 5

TJ Mertz, 1210 Gilson St., Madison

Ananda Mirilli, 1027 S. Sunnyvale Lane Unit A, Madison

Amos Roe, 5705 Crabapple Lane, Madison

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Sarah Manski and Ed Hughes “withdrew” from their respective races in recent elections. The timing, in both cases was unfortunate for voters, and other candidates.

A majority of the Madison School Board aborted the proposed Madison Preparatory IB Charter School.

Christopher Osher:

But districts are free to use their READ Act per-pupil funds on whatever curriculum they want, even on interventions researchers have found ineffective.

“Typically, as with any education policy, we’re only given so much authority on what we can tell districts to do and what we monitor for,” Colsman said in an interview with The Colorado Sun.

The state spends $3 million annually through the READ Act to provide diagnostic software school districts can use to assess student reading levels, but not all districts use it. Data shows the state’s software is used on fewer than half of the students in the state. The reading proficiency of most of the young students in Colorado is determined through other diagnostic tools never subjected to quality reviews by the state.

Meanwhile, state tracking of READ Act student performance shows that only 6 percent of children identified with a significant reading deficiency in kindergarten were reading at their grade level by third grade.

“All of us are looking for a way to get better results for kids because we can’t wait a generation for this,” Colsman said.

Half of state districts see worsening rates for significant deficiencies

Nearly half of the state’s 178 school districts saw the rate of students with significant reading deficiencies worsen since the READ Act program was put in place, according to a review of state data.

Commerce City’s Adams County 14 school district, home to 7,500 students, received more than $3 million in per-pupil READ Act funding to tackle significant reading deficiencies from 2012 through 2018, but reading problems there have worsened over same period.

In 2014, slightly more than 18 percent of the district’s kindergarten through third-grade students had a significant reading deficiency, according to state records. By 2018, that rate had more than doubled to nearly 40 percent.

New administrators at the district, forced by the Colorado Board of Education in November to hire an outside management consultant, said they’ve discovered the reading curriculum they were using was ineffective and not suited to the district’s heavily bilingual student population. They’ve since switched curriculum and are putting in place a summer school program devoted solely to reading instruction.

“Over the past 19 years we’ve had a high turnover in teachers and administrators,” said Jeanette Patterson, who was hired as the district’s executive director of curriculum and instruction last summer. “We’ve had to do a lot of training and retraining and retraining. That leads to inconsistency in the literacy block at the elementary school level.”

Laurie Frost and Jeff Henriques on Madison’s disastrous reading results:

Children who are not proficient readers by fourth grade are four times more likely to drop out of school. Additionally, two-thirds of them will end up in prison or on welfare.

Though these dismal trajectories are well known, Madison School District’s reading scores for minority students remain unconscionably low and flat. According to the most recent data from 2017-18, fewer than 9 percent of black and fewer than 20 percent of Hispanic fourth graders were reading proficiently. Year after year, we fail these students in the most basic of our responsibilities to them: teaching them how to read.

Much is known about the process of learning to read, but a huge gap is between that knowledge and what is practiced in our schools. The Madison School District needs a science-based literacy curriculum overseen by licensed reading professionals who understand the cognitive processes that underlie learning how to read.

Compare Madison, WI high school graduation rates and academic achievement data.

Routing around Madison’s non-diverse K-12 legacy governance model:

In March 2016, Cheatham said that it was her intent to make OEO “obsolete — that our schools will be serving students so well that there isn’t a need.”

Since then, the district has tried to keep tabs on any new charter proposals for Madison, going so far as to send former School Board member Ed Hughes to a September meeting of the Goodman Community Center board of directors to express the district’s opposition to another proposed charter school, Arbor Community School, which was looking to partner with the Goodman center.

Hughes gave the board a letter from Cheatham to UW System President Ray Cross that expressed the district’s dismay at allegedly being kept out of the loop on Arbor’s plans, pointed to alleged deficiencies in Arbor’s charter proposal, and asked that Arbor either be rejected or at least kept out of Madison.

Hughes also told the board that as a Goodman donor, he did not think other donors would look kindly on a Goodman partnership with Arbor.

Becky Steinhoff, Goodman executive director, later told the Wisconsin State Journal that Goodman was “experiencing a period of enormous change,” including the recent opening of a new building, and chose not to work with Arbor.

“I understand the climate and the polarizing topic of charters” in Madison, McCabe said, but he wasn’t concerned the district would attempt to thwart Milestone and he said it would “be a dream come true” if Milestone were one day folded into the district.

He said Community—Learning—Design has an application due to the state Feb. 22 for a federal planning grant.

Much more on our 2019 school board election:

Seat 3

Kaleem Caire, 7856 Wood Reed Drive, Madison

Cristiana Carusi, 5709 Bittersweet Place

Skylar Croy, 502 N. Frances St., Madison

Seat 4

David Blaska, 5213 Loruth Terrace, Madison

Laila Borokhim, 2214 Monroe St., Madison

Albert Bryan, 4302 Hillcrest Drive, Madison

Ali Muldrow, 1966 East Main St., Madison

Seat 5

TJ Mertz, 1210 Gilson St., Madison

Ananda Mirilli, 1027 S. Sunnyvale Lane Unit A, Madison

Amos Roe, 5705 Crabapple Lane, Madison

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Sarah Manski and Ed Hughes “withdrew” from their respective races in recent elections. The timing, in both cases was unfortunate for voters, and other candidates.

Negassi Tesfamichael:

With the Madison School Board primary election less than a month away, a crowded field of nine candidates will make their case to voters in the coming weeks, starting with a forum on Feb. 5.

Here’s a closer look at how candidates are making their case to voters.

Seat 3

Kaleem Caire, an education activist and founder of One City Schools, is calling for a focus on early childhood education. One City Schools, which he heads, is one of Wisconsin’s first 4K and kindergarten charter options authorized by the University of Wisconsin’s Office of Educational Opportunity.

Caire is running nearly eight years after the School Board rejected his proposal for another charter school, Madison Preparatory Academy.

“I would like to see stronger partnerships between MMSD and Madison’s early childhood education community that provide a sensible continuum of learning, growth and development opportunities for children from birth to age 5,” Caire wrote in a questionnaire distributed by Madison Teachers Inc.

Laurie Frost and Jeff Henriques on Madison’s disastrous reading results:

Children who are not proficient readers by fourth grade are four times more likely to drop out of school. Additionally, two-thirds of them will end up in prison or on welfare.

Though these dismal trajectories are well known, Madison School District’s reading scores for minority students remain unconscionably low and flat. According to the most recent data from 2017-18, fewer than 9 percent of black and fewer than 20 percent of Hispanic fourth graders were reading proficiently. Year after year, we fail these students in the most basic of our responsibilities to them: teaching them how to read.

Much is known about the process of learning to read, but a huge gap is between that knowledge and what is practiced in our schools. The Madison School District needs a science-based literacy curriculum overseen by licensed reading professionals who understand the cognitive processes that underlie learning how to read.

Compare Madison, WI high school graduation rates and academic achievement data.

Routing around Madison’s non-diverse K-12 legacy governance model:

In March 2016, Cheatham said that it was her intent to make OEO “obsolete — that our schools will be serving students so well that there isn’t a need.”

Since then, the district has tried to keep tabs on any new charter proposals for Madison, going so far as to send former School Board member Ed Hughes to a September meeting of the Goodman Community Center board of directors to express the district’s opposition to another proposed charter school, Arbor Community School, which was looking to partner with the Goodman center.

Hughes gave the board a letter from Cheatham to UW System President Ray Cross that expressed the district’s dismay at allegedly being kept out of the loop on Arbor’s plans, pointed to alleged deficiencies in Arbor’s charter proposal, and asked that Arbor either be rejected or at least kept out of Madison.

Hughes also told the board that as a Goodman donor, he did not think other donors would look kindly on a Goodman partnership with Arbor.

Becky Steinhoff, Goodman executive director, later told the Wisconsin State Journal that Goodman was “experiencing a period of enormous change,” including the recent opening of a new building, and chose not to work with Arbor.

“I understand the climate and the polarizing topic of charters” in Madison, McCabe said, but he wasn’t concerned the district would attempt to thwart Milestone and he said it would “be a dream come true” if Milestone were one day folded into the district.

He said Community—Learning—Design has an application due to the state Feb. 22 for a federal planning grant.

Much more on our 2019 school board election:

Seat 3

Kaleem Caire, 7856 Wood Reed Drive, Madison

Cristiana Carusi, 5709 Bittersweet Place

Skylar Croy, 502 N. Frances St., Madison

Seat 4

David Blaska, 5213 Loruth Terrace, Madison

Laila Borokhim, 2214 Monroe St., Madison

Albert Bryan, 4302 Hillcrest Drive, Madison

Ali Muldrow, 1966 East Main St., Madison

Seat 5

TJ Mertz, 1210 Gilson St., Madison

Ananda Mirilli, 1027 S. Sunnyvale Lane Unit A, Madison

Amos Roe, 5705 Crabapple Lane, Madison

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Sarah Manski and Ed Hughes “withdrew” from their respective races in recent elections. The timing, in both cases was unfortunate for voters, and other candidates.

Negassi Tesfamichael:

Nearly all current candidates for the Madison School Board have started to make their case to voters and potential endorsers as the primary election heats up. That included answering questions from Madison Teachers Inc., the city’s teachers’ union.

Nine candidates are running for three seats on the seven-person School Board. MTI executive director Doug Keillor said candidates had to send in answers to the questionnaire by Jan. 11. On Wednesday, School Board candidates interviewed with the political action arm of MTI, which is comprised of 13 people who guide the union’s endorsement process during each election cycle.

Candidate Amos Roe, who is running for Seat 5, was the only current candidate who did not submit a questionnaire. Keillor said they reached out to Roe multiple times but did not receive a response. Skylar Croy, who withdrew from the race but whose name will still appear on the Feb. 19 ballot, also did not submit a questionnaire or interview with MTI.

Laurie Frost and Jeff Henriques on Madison’s disastrous reading results:

Children who are not proficient readers by fourth grade are four times more likely to drop out of school. Additionally, two-thirds of them will end up in prison or on welfare.

Though these dismal trajectories are well known, Madison School District’s reading scores for minority students remain unconscionably low and flat. According to the most recent data from 2017-18, fewer than 9 percent of black and fewer than 20 percent of Hispanic fourth graders were reading proficiently. Year after year, we fail these students in the most basic of our responsibilities to them: teaching them how to read.

Much is known about the process of learning to read, but a huge gap is between that knowledge and what is practiced in our schools. The Madison School District needs a science-based literacy curriculum overseen by licensed reading professionals who understand the cognitive processes that underlie learning how to read.

Compare Madison, WI high school graduation rates and academic achievement data.

Routing around Madison’s non-diverse K-12 legacy governance model:

In March 2016, Cheatham said that it was her intent to make OEO “obsolete — that our schools will be serving students so well that there isn’t a need.”

Since then, the district has tried to keep tabs on any new charter proposals for Madison, going so far as to send former School Board member Ed Hughes to a September meeting of the Goodman Community Center board of directors to express the district’s opposition to another proposed charter school, Arbor Community School, which was looking to partner with the Goodman center.

Hughes gave the board a letter from Cheatham to UW System President Ray Cross that expressed the district’s dismay at allegedly being kept out of the loop on Arbor’s plans, pointed to alleged deficiencies in Arbor’s charter proposal, and asked that Arbor either be rejected or at least kept out of Madison.

Hughes also told the board that as a Goodman donor, he did not think other donors would look kindly on a Goodman partnership with Arbor.

Becky Steinhoff, Goodman executive director, later told the Wisconsin State Journal that Goodman was “experiencing a period of enormous change,” including the recent opening of a new building, and chose not to work with Arbor.

“I understand the climate and the polarizing topic of charters” in Madison, McCabe said, but he wasn’t concerned the district would attempt to thwart Milestone and he said it would “be a dream come true” if Milestone were one day folded into the district.

He said Community—Learning—Design has an application due to the state Feb. 22 for a federal planning grant.

Much more on our 2019 school board election:

Seat 3

Kaleem Caire, 7856 Wood Reed Drive, Madison

Cristiana Carusi, 5709 Bittersweet Place

Skylar Croy, 502 N. Frances St., Madison

Seat 4

David Blaska, 5213 Loruth Terrace, Madison

Laila Borokhim, 2214 Monroe St., Madison

Albert Bryan, 4302 Hillcrest Drive, Madison

Ali Muldrow, 1966 East Main St., Madison

Seat 5

TJ Mertz, 1210 Gilson St., Madison

Ananda Mirilli, 1027 S. Sunnyvale Lane Unit A, Madison

Amos Roe, 5705 Crabapple Lane, Madison

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Sarah Manski and Ed Hughes “withdrew” from their respective races in recent elections. The timing, in both cases was unfortunate for voters, and other candidates.

Laurie Frost and Heff Henriques:

Children who are not proficient readers by fourth grade are four times more likely to drop out of school. Additionally, two-thirds of them will end up in prison or on welfare.

Though these dismal trajectories are well known, Madison School District’s reading scores for minority students remain unconscionably low and flat. According to the most recent data from 2017-18, fewer than 9 percent of black and fewer than 20 percent of Hispanic fourth graders were reading proficiently. Year after year, we fail these students in the most basic of our responsibilities to them: teaching them how to read.

Much is known about the process of learning to read, but a huge gap is between that knowledge and what is practiced in our schools. The Madison School District needs a science-based literacy curriculum overseen by licensed reading professionals who understand the cognitive processes that underlie learning how to read.

Compare Madison, WI high school graduation rates and academic achievement data.

Routing around Madison’s non-diverse K-12 legacy governance model:

In March 2016, Cheatham said that it was her intent to make OEO “obsolete — that our schools will be serving students so well that there isn’t a need.”

Since then, the district has tried to keep tabs on any new charter proposals for Madison, going so far as to send former School Board member Ed Hughes to a September meeting of the Goodman Community Center board of directors to express the district’s opposition to another proposed charter school, Arbor Community School, which was looking to partner with the Goodman center.

Hughes gave the board a letter from Cheatham to UW System President Ray Cross that expressed the district’s dismay at allegedly being kept out of the loop on Arbor’s plans, pointed to alleged deficiencies in Arbor’s charter proposal, and asked that Arbor either be rejected or at least kept out of Madison.

Hughes also told the board that as a Goodman donor, he did not think other donors would look kindly on a Goodman partnership with Arbor.

Becky Steinhoff, Goodman executive director, later told the Wisconsin State Journal that Goodman was “experiencing a period of enormous change,” including the recent opening of a new building, and chose not to work with Arbor.

“I understand the climate and the polarizing topic of charters” in Madison, McCabe said, but he wasn’t concerned the district would attempt to thwart Milestone and he said it would “be a dream come true” if Milestone were one day folded into the district.

He said Community—Learning—Design has an application due to the state Feb. 22 for a federal planning grant.

Much more on our 2019 school board election:

Seat 3

Kaleem Caire, 7856 Wood Reed Drive, Madison

Cristiana Carusi, 5709 Bittersweet Place

Skylar Croy, 502 N. Frances St., Madison

Seat 4

David Blaska, 5213 Loruth Terrace, Madison

Laila Borokhim, 2214 Monroe St., Madison

Albert Bryan, 4302 Hillcrest Drive, Madison

Ali Muldrow, 1966 East Main St., Madison

Seat 5

TJ Mertz, 1210 Gilson St., Madison

Ananda Mirilli, 1027 S. Sunnyvale Lane Unit A, Madison

Amos Roe, 5705 Crabapple Lane, Madison

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Sarah Manski and Ed Hughes “withdrew” from their respective races in recent elections. The timing, in both cases was unfortunate for voters, and other candidates.

Former Madison School Board Member Ed Hughes:

It turns out that this isn’t true. Explaining why gets a bit complicated, but here goes.

Mr. Hughes voted against the proposed Madison Preparatory IB Charter School.

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 school districts.

Madison Wisconsin High School Graduation Rates, College Readiness, and Student Learning.

Mr. Hughes curiously intervened in the recent Arbor Community School proposal.

”an emphasis on adult employment”.

Mr. Hughes, 2005::

This points up one of the frustrating aspects of trying to follow school issues in Madison: the recurring feeling that a quoted speaker – and it can be someone from the administration, or MTI, or the occasional school board member – believes that the audience for an assertion is composed entirely of idiots.

Chris Rickert:

In March 2016, Cheatham said that it was her intent to make OEO “obsolete — that our schools will be serving students so well that there isn’t a need.”

Since then, the district has tried to keep tabs on any new charter proposals for Madison, going so far as to send former School Board member Ed Hughes to a September meeting of the Goodman Community Center board of directors to express the district’s opposition to another proposed charter school, Arbor Community School, which was looking to partner with the Goodman center.

Hughes gave the board a letter from Cheatham to UW System President Ray Cross that expressed the district’s dismay at allegedly being kept out of the loop on Arbor’s plans, pointed to alleged deficiencies in Arbor’s charter proposal, and asked that Arbor either be rejected or at least kept out of Madison.

Hughes also told the board that as a Goodman donor, he did not think other donors would look kindly on a Goodman partnership with Arbor.

Becky Steinhoff, Goodman executive director, later told the Wisconsin State Journal that Goodman was “experiencing a period of enormous change,” including the recent opening of a new building, and chose not to work with Arbor.

“I understand the climate and the polarizing topic of charters” in Madison, McCabe said, but he wasn’t concerned the district would attempt to thwart Milestone and he said it would “be a dream come true” if Milestone were one day folded into the district.

He said Community—Learning—Design has an application due to the state Feb. 22 for a federal planning grant.

Much more on our 2019 school board election:

Seat 3

Kaleem Caire, 7856 Wood Reed Drive, Madison

Cristiana Carusi, 5709 Bittersweet Place

Skylar Croy, 502 N. Frances St., Madison

Seat 4

David Blaska, 5213 Loruth Terrace, Madison

Laila Borokhim, 2214 Monroe St., Madison

Albert Bryan, 4302 Hillcrest Drive, Madison

Ali Muldrow, 1966 East Main St., Madison

Seat 5

TJ Mertz, 1210 Gilson St., Madison

Ananda Mirilli, 1027 S. Sunnyvale Lane Unit A, Madison

Amos Roe, 5705 Crabapple Lane, Madison

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Sarah Manski and Ed Hughes “withdrew” from their respective races in recent elections. The timing, in both cases was unfortunate for voters, and other candidates.

Negassi Tesfamichael:

Madison School Board candidate Skylar Croy said in an interview with the Cap Times Friday that he would suspend his campaign and withdraw from the Seat 3 race, citing personal reasons.

Because Croy turned in his verified nomination signatures on Wednesday to the city clerk’s office, the third-year University of Wisconsin law student’s name will still appear on the ballot during the Feb. 19 primary election.

“Once you turn in signatures and they’re all proper, you’re on the ballot and can’t withdraw,” Eric Christiansen, an official at the City Clerk’s office said. He noted that even if a candidate died after their nomination signatures were turned in, their name would still appear on the ballot.

Croy serves in the Army National Guard and worked as an engineer before entering law school. Croy, 26, told the Cap Times on Wednesday that he was excited to have a chance to bring a younger voice to the seven-seat School Board.

His parents worked in schools, which Croy said helped developed his interest in education issues.

Much more on our 2019 school board election:

Seat 3

Kaleem Caire, 7856 Wood Reed Drive, Madison

Cristiana Carusi, 5709 Bittersweet Place

Skylar Croy, 502 N. Frances St., Madison

Seat 4

David Blaska, 5213 Loruth Terrace, Madison

Laila Borokhim, 2214 Monroe St., Madison

Albert Bryan, 4302 Hillcrest Drive, Madison

Ali Muldrow, 1966 East Main St., Madison

Seat 5

TJ Mertz, 1210 Gilson St., Madison

Ananda Mirilli, 1027 S. Sunnyvale Lane Unit A, Madison

Amos Roe, 5705 Crabapple Lane, Madison

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

A majority of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Sarah Manski and Ed Hughes “withdrew” from their respective races in recent elections. The timing, in both cases was unfortunate for voters, and other candidates.

Alan Borsuk:

20 percent. That is roughly the percentage of Milwaukee students, both in public and private schools, who were rated proficient or advanced in reading in tests in spring 2018 — and it’s about the same figure as every year for many years. Folks, we have a huge reading crisis. There may be more attention being paid to this, but there is little sign so far of more action.

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Notes and links on the 2019 Madison School Board election:

Kaleem Caire

Cris Carusi

Dean Loumos

TJ Mertz

Ed Hughes

Ananda Mirilli

Ali Muldrow

David Blaska

Kate Toews

A majority (including Mr. Hughes) of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Negassi Tesfamichael:

The Madison School Board’s general election is still nearly five months away, but candidates have been jumping into the race the past few weeks at a rapid pace. Three seats on the seven-person School Board will be on the ballot this spring, and each seat will be contested. Here’s what you need to know about the race so far:

Seat 3

Seat 3, currently held by Dean Loumos, will have a new member this April. Loumos announced earlier this month that he would not seek re-election, citing medical concerns that would take him away from the campaign trail.

Cris Carusi, a district parent and volunteer, is running against education activist and One City Schools founder Kaleem Caire. Carusi ran for Seat 6 in 2017. She fell short in the three-person primary in that race.

Carusi told the Cap Times that she learned a lot from her first-ever campaign for public office.

Caire also has run for School Board. He lost the race for Seat 4 in 1998.

One City Schools, which expanded from One City Early Learning Center earlier this year, is one of the state’s first 4K and kindergarten charter options authorized by the University of Wisconsin’s Office of Educational Opportunity.

Caire went to the UW System to get One City Schools chartered after an earlier attempt to get a charter school, Madison Prep, approved by the Madison School District failed on a 5-2 vote in 2011.

He has previously said that he won’t have a conflict of interest if he serves on the School Board because One City Schools isn’t chartered through MMSD.

Notes and links:

Kaleem Caire

Cris Carusi

Dean Loumos

TJ Mertz

Ed Hughes

Ananda Mirilli

Ali Muldrow

David Blaska

Kate Toews

A majority (including Mr. Hughes) of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

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

2013: What will be different, this time?

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Chris Rickert:

Meanwhile, in a sign of how the Madison district is responding to subsequent charter applications, former Madison School Board member Ed Hughes said he went before the Goodman Community Center’s board on the district’s behalf on Sept. 24 to express the district’s opposition to another proposed non-district charter school, Arbor Community School, which was looking to partner with the Goodman center.

Arbor has not entered contract negotiations with OEO yet, according to incoming OEO director Latoya Holiday, but has been approved for a charter contingent on finding a location. Goodman executive director Becky Steinhoff said the school first approached the center in early summer about using space there and possible other, later collaborations.

Hughes said he delivered a letter from Madison superintendent Jennifer Cheatham that expressed the district’s dismay at allegedly being kept out of the loop on Arbor’s plans, and told the board that as a Goodman donor, he did not think other donors would look kindly on a Goodman partnership with Arbor.

In the letter to UW System president Ray Cross, which is dated Sept. 24, Cheatham points to alleged deficiencies in Arbor’s application, and accuses OEO of not sharing information with the district about the proposed school.

“I am writing you to formally request that the OEO immediately terminate contract negotiations with (Arbor Community School) or, at the very least, require that this school not be located in the City of Madison,” she writes.

Steinhoff said partnering with a charter school such as Arbor would likely be controversial in Madison but that even in the absence of the district’s opposition to the school and Hughes’ appearance before the board, the board “probably” would not have authorized further discussions with Arbor.

Fascinating.

Negassi Tesfamichael:

Mertz said he will look to highlight his record during the campaign, and also talk about building trust and accountability in the Madison Metropolitan School District.

“In order for us to provide our students the education they deserve, we need to work to repair the breakdowns of trust we see manifested in the divisions within our schools, within our community, and between too many of our families and our schools,” Mertz said. “We need to respect each other, assume the best intentions, and work together with honesty and hope.”

Notes and links:

TJ Mertz

Ed Hughes

A majority (including Mr. Hughes) of the Madison School Board rejected the proposed Madison Preparatory IB Charter School (2011).

Madison has long tolerated disastrous reading results, despite spending far more than most taxpayer supported K-12 School Districts.

Compare Madison, WI high school graduation rates and academic achievement data.

The Madison School District’s “Strategic Framework”.

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:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

Ed Hughes (2005): Madison Teachers union and the school board.

2006: “They’re all Rich White Kids, and ] do just fine, NOT!”

2009: An emphasis on adult employment.

2013: What will be different, this time?

Madison Superintendent Jennifer Cheatham, 2015:

Shortly after the office was proposed, Cheatham said non-district-authorized charter schools have “no consistent record of improving education for children, but they do drain resources from public schools, without any control in our local community or school board.”

“Rather than invest in what we know works in education, this proposal puts resources in strategies with mixed results at the expense of our public school students,” she said in May 2015

The Wisconsin Department of Public Instruction, lead by Governor Elect, Tony Evers, has waived Massachusetts’ style elementary teacher content knowledge requirements for thousands of teachers.

Will Fitzhugh:

The Concord Review this week welcomed its new editor, Charles Emerson Riggs, to the organization. Mr. Riggs succeeds TCR editor William Hughes Fitzhugh, who will remain Head of the parent organization he founded, The Concord Review, Inc.

Mr. Riggs, who is currently finishing his doctorate in American History at Rutgers University, is a graduate of Harvard College, summa cum laude, in History. He has more than a decade of experience as an editor, researcher, historian, and educator, having worked for Morgan Reynolds Publishing, Let’s Go Publications, The Immigrant Learning Center, and Rutgers University. In the summer of 2018, he acted as dean of The Concord Review’s summer programs in San Francisco, Boston, and Seoul, a role he will continue to occupy in 2019 and beyond.

A native of North Carolina and a descendent of Ralph Waldo Emerson, Mr. Riggs is a scholar of American intellectual history. His Ph.D. dissertation, which he recently completed and will be defending this spring, is about the confluence of religion, existentialism, and psychoanalysis in mid-twentieth-century American thought, with a focus on the German-born theologian and philosopher Paul Tillich.

His first task at TCR will be editing the Review’s 120th issue, to appear in the Spring of 2019. Under Mr. Fitzhugh, The Concord Review has published 1,307 student academic research papers in History from more than 40 countries on a quarterly basis since 1987. Incidentally, that is also the year of Mr. Riggs’s birth.

Mr. Fitzhugh expressed his congratulations on the arrival of the new editor. “I am very glad that Charles Emerson Riggs has a deep commitment to both History and to academic expository writing, and he understands and believes in the mission of The Concord Review to encourage and celebrate the achievements of secondary students around the world in both areas.”

Cathleen Draper:

“It was a lot of talk,” Johnson said. “[There’s] a lot of good people doing a lot of good things, but systemically, when you look at the data, things are not getting better. Systemically, we’re still operating in silos.”

Before leaving Madison, Johnson called for greater funding and committed community leadership. He cited divisions throughout the city – between politicians and the public, between nonprofit leaders, and between black and white community leaders – and a lack of people of color in leadership positions as reasons for Madison’s poor track record on racial equity.

Addressing the audience at the Cap Times Idea Fest, Johnson didn’t paint a positive picture of Madison’s equity issues almost four months after leaving the city.

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

2005:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

In 1998, the Madison School Board adopted an important academic goal: “that all students complete the 3rd grade able to read at or beyond grade level”. We adopted this goal in response to recommendations from a citizen study group that believed that minority students who are not competent as readers by the end of the third grade fall behind in all academic areas after third grade. 

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

2011: On the 5-2 Madison School Board No (Cole, Hughes, Moss, Passman, Silveira) Madison Preparatory Academy IB Charter School Vote (Howard, Mathiak voted Yes)

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

The Simpson Street Free Press (!) digs: Are Rising MMSD Grad Rates Something to Celebrate?, and digs deeper: Madison’s ACT College Readiness Gap.

CBS News:

Our series, School Matters, features extended stories and investigations on education. In this installment, we’re looking at a lawsuit winding its way through the federal appeals process that questions whether access to literacy is a constitutional right. A federal judge in Michigan recently ruled it wasn’t when he dismissed a 2016 case. That case claimed students in some of Detroit’s lowest-performing schools were denied “access” to literacy due to poor management, discrimination and underfunding.

For years, Detroit public schools were under control of emergency managers, who were trying to lift the district out of debt. But, this case has drawn national attention because of its wide-ranging implications, possibly leading to federal changes to the education system.

March 10, 2018: The Wisconsin State Journal published “Madison high school graduation rate for black students soars”.

September 1, 2018: “how are we to understand such high minority student graduation rates in combination with such low minority student achievement?”

2005:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

In 1998, the Madison School Board adopted an important academic goal: “that all students complete the 3rd grade able to read at or beyond grade level”. We adopted this goal in response to recommendations from a citizen study group that believed that minority students who are not competent as readers by the end of the third grade fall behind in all academic areas after third grade.

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

2011: On the 5-2 Madison School Board No (Cole, Hughes, Moss, Passman, Silveira) Madison Preparatory Academy IB Charter School Vote (Howard, Mathiak voted Yes)

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

The Simpson Street Free Press (!) digs: Are Rising MMSD Grad Rates Something to Celebrate?, and digs deeper: Madison’s ACT College Readiness Gap.

In closing, Madison spends far more than most K-12 taxpayer funded organizations.

Federal taxpayers have recently contributed to our property tax base.

David Dahmer:

How can this be, in a “unversity town”?

It’s true, some more affluent people reside in this city due to the existence of a large, world-class university. People with more money do create disparities.

Does that explain the exodus of brown and black professionals when they complete their four years at the university because they feel so uncomfortable and unwelcome in this town?

Does that mean that Madison has to be so severely segregated by race?

Does that mean that we have almost zero affordable housing in Madison for people of color forcing Blacks and Latinos to live in separated areas on the fringes of the city where they are disenfranchised economically, socially, and politically?

Does having an elite institution mean huge disparities in prosecutions and arrests and incarceration?

March 10, 2018: The Wisconsin State Journal published “Madison high school graduation rate for black students soars”.

September 1, 2018: “how are we to understand such high minority student graduation rates in combination with such low minority student achievement?”

2005:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

In 1998, the Madison School Board adopted an important academic goal: “that all students complete the 3rd grade able to read at or beyond grade level”. We adopted this goal in response to recommendations from a citizen study group that believed that minority students who are not competent as readers by the end of the third grade fall behind in all academic areas after third grade.

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

2011: On the 5-2 Madison School Board No (Cole, Hughes, Moss, Passman, Silveira) Madison Preparatory Academy IB Charter School Vote (Howard, Mathiak voted Yes)

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

The Simpson Street Free Press (!) digs: Are Rising MMSD Grad Rates Something to Celebrate?, and digs deeper: Madison’s ACT College Readiness Gap.

In closing, Madison spends far more than most K-12 taxpayer funded organizations.

Federal taxpayers have recently contributed to our property tax base.

Emily Hanford:

Balanced literacy was a way to defuse the wars over reading,” said Mark Seidenberg, a cognitive neuroscientist and author of the book “Language at the Speed of Sight.” “It succeeded in keeping the science at bay, and it allowed things to continue as before.”

He says the reading wars are over, and science lost.

Seidenberg knows of a child who was struggling so much with reading that her mother paid for a private tutor. “The tutor taught her some of the basic skills that the child wasn’t getting in her whole language classroom,” he said. “At the end of the school year the teacher was proud that the child had made so much progress, and the parent said, ‘Well, why didn’t you teach phonics and other basic skills related to print in class?’ And the teacher said ‘Oh, I did. Your child was absent that day.'”

For scientists like Seidenberg, the problem with teaching just a little bit of phonics is that according to all the research, phonics is crucial when it comes to learning how to read. Surrounding kids with good books is a great idea, but it’s not the same as teaching children to read.

Experts say that in a whole-language classroom, some kids will learn to read despite the lack of effective instruction. But without explicit and systematic phonics instruction, many children won’t ever learn to read very well.

In 2016, the National Council on Teacher Quality, a Washington, D.C.-based think tank, reviewed the syllabi of teacher preparation programs across the country and found that only 39 percent of them appeared to be teaching the components of effective reading instruction.

Seidenberg says the scientific research has had relatively little impact on what happens in classrooms because the science isn’t very highly valued in schools of education. “Prospective teachers aren’t exposed to it or they’re led to believe that it’s only one of several perspectives,” he said. “In a class on reading, prospective teachers will be exposed to a menu in which they have 10 or 12 different approaches to reading, and they’re encouraged to pick the one that will fit their personal teaching style best.”

Education as a practice has placed a much higher value on observation and hands-on experience than on scientific evidence, Seidenberg said. “We have to change the culture of education from one based on beliefs to one based on facts.”

Kelly Butler has been trying to do just that for nearly two decades in Mississippi.

The Wisconsin DPI, lead by Mr. Evers, has largely killed our one (!) teacher content knowledge requirement: Foundations of Reading.

Related: MTEL

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!”

2011: A Capitol conversation.

On the 5-2 Madison School Board No (Cole, Hughes, Moss, Passman, Silveira) Madison Preparatory Academy IB Charter School Vote (Howard, Mathiak voted Yes)

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

2018: The Simpson Street Free Press (!) digs: Are Rising MMSD Grad Rates Something to Celebrate?, and digs deeper: Madison’s ACT College Readiness Gap.

The state of journalism, 2018.

Molly Beck:

But Walker and his campaign accused Evers of flip-flopping on the issue of school funding because Evers once said in an interview with WisconsinEye that improving academic outcomes for students struggling the most could still be achieved even if the state didn’t provide a significant funding increase.

Evers in the interview did say schools needed more funding overall, however.

Four years ago, Walker leveled similar criticism when he was running against another education official: Madison School Board member Mary Burke.

He blasted Burke for the Madison School District’s massive gap in academic performance between black and white students.

The Wisconsin DPI, lead by Mr. Evers, has largely killed our one (!) teacher content knowledge requirement: Foundations of Reading.

Related: MTEL

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!”

2011: A Capitol conversation.

On the 5-2 Madison School Board No (Cole, Hughes, Moss, Passman, Silveira) Madison Preparatory Academy IB Charter School Vote (Howard, Mathiak voted Yes)

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

2014: Wisconsin DPI Superintendent’s Task force on the Achievement Gap.

2018: The Simpson Street Free Press (!) digs: Are Rising MMSD Grad Rates Something to Celebrate?, and digs deeper: Madison’s ACT College Readiness Gap.

Wisconsin Legislative Council Committee on Dyslexia.

The state of journalism, 2018.

Jessie Opoien, has more.

Francis Turner:

The argument for public education is that it is good for society as a whole to have its children educated so that they can successfully take their place in it, contribute to it and so on. This has historically been understood to mean that we expect our children to learn the 3Rs, get some sort of idea of history/culture and then study something that helps them get a decent job and thence a house, spouse and 2.2 children. The logic behind public provision of it is that this levels the playing field and that it helps most the poorest children whose families otherwise could not afford it. Given that in the modern world there isn’t a single job that doesn’t require some literacy/numeracy the logic that says that education is a public good is quite plausible because uneducated people won’t be able to get a job and thus can’t pay taxes etc. (not to mention that in a democracy where everyone has the franchise, everyone should be able to make an informed choice).

You can now compare that theory with the actual result.

The majority of students do in fact learn to read at some minimal level. Some learn to read more, some learn to do sums in their head, but neither is guaranteed. That seems to be about it for useful results and even that minimal level is pretty poor, particularly for minorities:

Madison, 2005:

On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

2006:

They’re all Rich White Kids, and they’ll do just fine, NOT!”

2011:

On the 5-2 Madison School Board No (Cole, Hughes, Moss, Passman, Silveira) Madison Preparatory Academy IB Charter School Vote (Howard, Mathiak voted Yes)

2013:

Madison’s long term, disastrous reading results.

2018:

The Simpson Street Free Press (!) digs: Are Rising MMSD Grad Rates Something to Celebrate?, and digs deeper: Madison’s ACT College Readiness Gap.

Adam Hughes:

Using the 11,000 posts coded by Mechanical Turk workers, we split the data into five equally sized portions and trained the model five separate times, each time omitting a different 20% of the data so we could check how well the model did. Not only did this process help determine whether the models worked, but it also helped us determine prediction thresholds that provided us with the greatest balance between precision and recall. The full results of the cross validation process are shown here. Finally, in addition to cross-validation, we also compared our model’s predictions for the 1,100 posts that Center researchers labeled themselves, to make sure that our models agreed not only with the Mechanical Turk workers, but our own judgments as well.

Once we had our predictions, we decided to step back from the individual posts and take a look at the overall rates at which congressional Facebook posts took sides or went local. To do so, we computed the overall weighted proportions of posts that contained each of our topics, based on the machine learning models as well as the Mechanical Turk coders and in-house researchers, and compared the three different overall estimates. Happily, they all seemed to match closely.

Finally, we used these data to look at patterns in which members of Congress took sides, who went local and how the Facebook audience reacted to different kinds of posts. But our research doesn’t have to be the last word on this. We think other researchers and scholars interested in Congress might have their own ideas about how to use these data, so we’re publishing a dataset that contains our estimates of the rate at which individual members of Congress expressed opposition, expressed support or discussed local topics on Facebook. The dataset covers the full 114th Congress and the first year of the 115th Congress and is available here. (You’ll just need to create an account first.)

Please cite the dataset as: van Kessel, Patrick, Adam G. Hughes, and Solomon Messing. 2018. “Taking Sides on Facebook: How Congressional Outreach Changed Under President Trump.” Dataset: Pew Research Center.

Amber Walker:

Critics were also concerned about Madison Prep’s operating costs — totaling $11,000 per student — and its reliance on non-union staff in the wake of Wisconsin’s Act 10, a state law that severely limited collective bargaining rights of teachers and other state employees which passed early in 2011.

Caire said despite the challenges, building Madison Prep would have been an opportunity for the district to respond to the longstanding concerns of African-American parents for better educational outcomes for their children.

“How could (the Madison School Board) question us like that? (They) hadn’t gotten this thing right in two to three decades,” Caire said.

“Black kids were not getting what they needed. Black community members felt that and it’s real,” he said. “White community members said we were trying to tell them that their system doesn’t support black kids… a whole lot of it was about that.”

In December 2011, hundreds of people on both sides of the Madison Prep debate crowded the auditorium at Madison Memorial High School to appeal to the Madison School Board. Ultimately, the Board voted 5-2 against the charter proposal.

“It actually made me feel like Madison was no longer my home, going through that,” Caire said. “A lot of friends I had, to this day, after that experience don’t hang out with me like they used to. I miss that… unfortunately, there were some casualties with that whole episode.”

Ed Hughes, former Madison School Board president who was one of the two members who voted in favor of Madison Prep [Incorrect], agreed.

“It was an eye-opening experience for me. I had been on the board for a few years, but there was not previously an issue like that, one that highlighted the school district’s failure to educate children of color,” Hughes said.

“It took someone like (Caire) to come in, request the data, put it out, and say, ‘The school district is failing in some really significant ways and no one is doing anything about it.’ It is a real credit to him that he got people talking about the issue and starting to focus on it.”

Current Madison School Board member T.J. Mertz is an instructor at Edgewood College who blogs extensively about K-12 education issues in the city. Before joining the board, Mertz voiced his concerns about Madison Prep’s funding structure and pedagogical approach in his blog.

In an interview with the Cap Times, Mertz acknowledged the Madison Prep debate illuminated MMSD’s shortcomings in serving low income, African-American students, but it bolstered the rift between black families and the district.

“I think the campaign around Madison Prep shed more heat than light on the issues. It certainly called attention to it, but also created difficulties in district and community members working together,” Mertz said.

“I implored him, ‘Don’t make it harder for African-American families to work with the school district,’” Mertz said regarding a conversation he had with Caire early on in the Madison Prep charter process.

Correction: Mr. Hughes voted against Madison Prep, along with Beth Moss, Mary Passman, Arlene Silveira and Maya Cole.

Lucy Mathiak and James Howard voted for it.

Much more on the 2011 Madison School Board’s rejection of Madison prep, here.

Superintendent Jennifer Cheatham: “without; being held accountable to district standards”. Madison has long tolerated disastrous reading results.

Finally, Madison spends far more than $11k per student….

Steven Lubet:

The Kentucky General Assembly recently passed a budget that reduces funding for higher education by 6.25 percent, and will require cuts of as much as $24 million at the two major state universities. Numerous programs may have to be shuttered as a consequence, most likely including the University Press of Kentucky (UPK), which stands to lose its entire state subsidy.

That would be a shame, because UPK is widely admired for its publications in regional, Civil War, and Military history. A relatively small press, with only about 60 books per year, UPK has won twelve Frederick Jackson Turner awards, which speaks to the extremely high quality of its work. UPK is also unique in that it is affiliated with multiple in-state universities and colleges, both public and private, rather than exclusively with the University of Kentucky.

UPK is not the first university press to come under fire. In 2012, the new president of the University of Missouri announced plans to close the University of Missouri Press, which is another high-quality regional press – having published important works on Langston Hughes and Mark Twain. A public uproar saved the press and its $400,000 annual subsidy from the university.

The University Press of Kentucky receives a state subsidy of $672,000, which pays seven employee’s salaries. All other expenses are covered through annual book sales, which include important works on Kentucky and Appalachia.

University presses are often attractive targets for budget hawks, as many of their publications are highly specialized, and often quite esoteric. Scholars, of course, recognize the importance of publishing academic work that is often the product of decades of research. While the more prominent university presses – such as Oxford, Harvard, and Chicago – are not in danger, the smaller presses play an equally important role in disseminating new and meaningful scholarship.

Lydia Denworth:

When David Liu first heard about a strain of mouse from his colleague Zheng-Yi Chen, he got excited. The mice carry a gene, TMC1, with a mutation that leads to deafness over time, giving them the name Beethoven mice. Their mutation matches one in humans that produces the same effect. The mutation is dominant; if it is present, hearing loss is certain.

Liu, a chemical biologist at the Broad Institute, works with the noted CRISPR-Cas9 technology, which targets and changes precise stretches of DNA. In the Beethoven mouse, he saw an ideal testing ground for the new gene editing technology, bringing hope that it might accomplish something new: improve hearing by disrupting a single genetic mutation. Other forms of gene modification add copies of genes, but are ineffectual if a dominant mutation remains.

In a paper published Dec. 20 in Nature, Liu, who is also a professor at Harvard University and an investigator of the Howard Hughes Medical Institute, and Chen, a hearing biologist at Massachusetts Eye and Ear Infirmary and professor of otolaryngology at Harvard, along with colleagues, report that the idea worked. The mice treated showed improved hair cell survival and hearing thresholds, and were startled by loud noises while untreated mice weren’t. “To our knowledge, this is the first time that genome editing has been used to correct hearing loss in an animal model of human genetic deafness,” Liu says. “There is a lot of work to do to translate these results into patients, but there is some proof of principle here.”

Tech President:

The fact that Chris Hughes, a co-founder of Facebook, is working on the Obama campaign might have something to do with it. In writing up platform’s launch, Chris Wilson of USNews.com talked to Hughes last week and wrote that “the Illinois senator had a major advantage on this front in the form of staffer Chris Hughes, a cofounder of Facebook who still serves as a consultant for the site.” And Amy Schatz, in her recent profile of Hughes for the Wall Street Journal, listed the Obama Facebook application as an example of the work Hughes and other Obama staffers are doing.

The Obama campaign demurs when asked about when Facebook gave it access to their API. “We are fortunate to have Chris and the incredible skill set he brings to the campaign on our team,” it said in a statement. “The Obama campaign produced the tools ourselves, followed the guidelines set out by Facebook and look forward to welcoming more friends to our network.”

Although Facebook has supported profiles for most of the candidates, apparently it intends to step much more directly into the political arena. According to a email memo sent out to the campaigns after Platform was launched, it is encouraging all campaigns to develop applications for Platform, and is currently building “US Politics” and “Canadian Politics” applications that will house all politicians’ profiles that will enable users to get updates from the candidates and allow them to advertise a candidate on their profile (Newsvine just launched it’s own application on Platform that can do just that). It will be adding more political features throughout the summer.

Ed Hughes:

Madison West students did better in every category where there is a basis for comparison. (The number of Madison West students of two or more races who took the test was below the threshold for DPI to calculate an average score.) So why does Middleton have the higher overall average? This outcome is completely determined by the demographics of the schools. There are more West students than Middleton students in the lower-scoring categories, and this effect overwhelmed West’s clear superiority in the category-by-category comparisons.

There is more evidence of diversity’s negative impact on school comparisons all around us. For example, Google “best schools in Dane County.” You’ll get greatschools.org, or perhaps Zillow, which incorporates GreatSchools ratings. GreatSchools assigns a rating on a 1-to-10 scale to every school around. From all that appears, the GreatSchools ratings are the most commonly referred to sources of information about the relative quality of schools available to newcomers to our area or those contemplating relocation.

The GreatSchools rankings of Dane County schools appear to be entirely based on the results of standardized tests, undifferentiated by school demographics, income levels, or anything else. Not surprisingly, there is a substantial diversity deduction in these rankings. To understand why, we need to focus on how the ratings reflect the achievement levels and preponderance of white students at our schools.

Looking at the standardized test scores of white students provides an evenhanded if partial basis for comparison, unaffected by the schools’ differing demographics. In addition, it is the white families in the Madison area who are in the best position to affect the level of diversity in our schools, primarily through their choices of whether to enroll their students in Madison public schools or suburban or private alternatives. In light of this, it makes sense to tailor the analysis to the considerations that would be most relevant for them, in part so that we can have some basis to assess the validity of a “school quality” explanation for choosing a non-MMSD school.

The following tables shows three data points for the high schools in the Madison area: 2015-16 average composite scores for white students taking the ACT Statewide exam administered to all students in grade 11; percentage of the student body comprised of white students; and GreatSchools ranking on its 1-to-10 scale.

Paul Fanlund commentary. Mr. Hughes served three terms on the Madison School Board. His candidacies were unopposed in each election!

He ran for a fourth term earlier this year in a three way primary, but, withdrew prior to the spring general election.

Ed Hughes (2005): :

This points up one of the frustrating aspects of trying to follow school issues in Madison: the recurring feeling that a quoted speaker – and it can be someone from the administration, or MTI, or the occasional school board member – believes that the audience for an assertion is composed entirely of idiots.

A few notes on Mr. Hughes’ words:

a. Madison has long tolerated disastrous reading results (Mr. Hughes on the District’s reading results in 2016). I see no benefit to muddying the achievement waters until we see substantial improvements in what should be the District’s core mission: reading, writing, math, history and science.

b. Why did he and a majority of the Madison School Board support the expansion of our least diverse schools, rather than addressing the substantial diversity gap in those buildings?

Chris Rickert:

Instead, candidates are forced to choose which seat to run for, meaning that if there are two seats up for election and three candidates are interested in serving on the board, two of them end up vying for one seat and the third runs unopposed.

This year, two people, incumbent Ed Hughes and Nicki Vander Meulen, filed to run for Seat 7, and Kate Toews and Ali Muldrow filed to run for Seat 6. Then Hughes dropped out (although too late to remove his name from the ballot).

A similar situation happened in 2013, when Sarah Manski dropped out, leaving T.J. Mertz a shoo-in and four other candidates vying for two seats.

But what if voters prefer Toews and Muldrow over Vander Meulen? Or preferred two of the other candidates in 2013 to Mertz? Too bad; Madison’s unusual electoral system has chosen for them.

The School Board’s response to a flawed elections process has basically been: Meh, fair schmare.

“It’s just not that big a deal to me at this time,” board president James Howard said.

Attempts to reach Vander Meulen and Toews were not successful, and Muldrow said she is “willing to talk about the election process after the election.”

2017 Madison School Board Election: Seat 6 and Seat 7.

Seat 6: Cris Carusi, Ali Muldrow and Kate Toews

Seat 7: Matt Andrzejewski, Ed Hughes and Nicki Vander Meulen

I’ve added links to the SIS home page as well. Please email updates, corrections and additions to zellmer@gmail.com Thank you.

Matt Andrzejewski is a candidate for Seat 7.

Matt’s website and email address: mattandrzejewski@gmail.com

His opponents in the 21 February 2017 primary are Ed Hughes and Nicki Vander Meulen.

Lisa Speckhard

Several individuals have filed paperwork to run for the Madison School Board this spring, ending its members’ trend of running unopposed.

During the last school board election, with three seats up for grabs, TJ Mertz, Dean Loumos and James Howard all ran unopposed. Including those three, six of the last seven board races had no challengers.

There are seven at-large members of the board who serve three-year terms. Elections are held each April. Next April, the terms for seats 6 and 7 will end.

Seat 6 is currently held by Michael Flores, a Madison firefighter and paramedic. Seat 7 is held by Ed Hughes, an attorney and partner at Stafford Rosenbaum LLP. Both Flores and Hughes will run for re-election.

So far, two individuals have filed a declaration of candidacy with the Madison City Clerk to challenge Flores: Matthew Andrzejewski and Cristiana Carusi. Carusi is a PTO member and school volunteer. She has two children who attend school in the district. Andrzejewski teaches in the psychology department at the University of Wisconsin-Whitewater.

Links: Ed Hughes, Nicki Vander Meulen, Michael Flores, Matthew Andrzejewski and Cristiana Carusi.

Madison has long tolerated a non-diverse K-12 world, despite long term, disastrous reading results.

Doug Erickson:

Madison School Board members Ed Hughes and Michael Flores said Thursday they’ll run for re-election — Hughes for a fourth term, Flores for a second.

Candidate filing for the seats began Thursday and ends Jan. 3. Terms are for three years.

Hughes (Seat 7) and Flores (Seat 6) are the only members of the seven-person board whose terms expire in 2017. Members are elected districtwide but must run for specific seats.

Hughes has run unopposed each of his prior three campaigns but appears to have picked up a challenger this time. Juvenile attorney Nicki Vander Meulen announced on Facebook that she plans to seek Seat 7. She could not be reached for comment.

The nonpartisan general election is April 4. If a primary is needed, it will be Feb. 21.

Hughes, 64, is a lawyer and former board president. He was very visible this fall advocating for a referendum — approved overwhelmingly by voters Nov. 8 — that will provide the district with more operating money. He has been a frequent and pointed critic of the state’s funding of public education and of many Republican-led education efforts, such as the expansion of the state’s private-school voucher program.

Our community, via the quite traditional Madison School District, has long tolerated disastrous reading results.

Has anything changed?

The District’s 2015-2016 “annual report” includes a bit of data on reading and math:

Tap for larger versions.

Unfortunately, the annual report lacks a significant amount of data, from enrollment to staffing and total spending. Boston publishes a handy two page pdf summary, shades of Madison’s long lost “Citizen’s budget“.

Commentary, from Ed Hughes. Mr. Hughes assertion that 4k plays a role in local reading results is surprising, in light of recent studies that question 4k’s lack of achievement progress.

More….

Doug Erickson:

“a selective rather than exhaustive view…with only some grades and some demographic groups highlighted in detail”

James Wigderson:

Despite the administration’s plan to make sure no employee experienced a net loss in pay in the coming year, Loumos wanted the district to cover the cost of the employee contributions for the first year so every employee could have the full amount of their raises.

“What would it be if we held, if we gave everybody the true raise and added their co-payment on top? That’s what I want,” Loumos said.

However, the other board members balked at the idea of finding another $1.3 million in the budget to cover the employee health-insurance premium contributions.

“My goal was no one takes a net pay cut and I’m happy that we can find $300,000, which achieves that goal,” said board member Ed Hughes.

Charles Hughes:

A new report from the Government Accountability Office finds that virtually every one of the 1.2 million employees in their study received a rating at or above “fully successful,” compared to only 0.1 percent who were deemed “unacceptable,” which might be surprising given the scandals that have rocked multiple agencies in recent years and the fact that these employees are people, prone to making mistakes or every day struggles like everyone else. Milton Friedman once asked “where in the world you find these angels who are going to organize society for us?” If these performance ratings are to be believed, they’re already in the federal workforce, which might surprise anyone who has followed the developments at the VA or TSA. The extremely skewed distribution of ratings highlighted in the report highlight the shortcomings of the current evaluation system, which makes it harder to actually address any real problems with the performance of federal employees.

neeravkingsland:

table below to compare New Orleans African-American students and economically disadvantages students against the same subgroups in other places across all subjects in grades 3-8, with the hope that looking across grades and varied proficiency differentials might illuminate trends.

It should be noted that New Orleans students used paper and pencil versions, so in later grades especially this might result in inflated NOLA results. But as the chart details, New Orleans did well in 3rd and 4th grade as well (where other states saw less scoring differentials based on test type).

Green cells indicate where New Orleans students outperformed their peers; red cells indicate where they underperformed their peers.The numbers in the cell are +/- differential rates for how other geographies scored compared to NOLA proficiency.

Meanwhile, Madison largely continues with more if the same.

Ed Hughes:

long arc of successful school improvement efforts, we should pay more attention to long-term trends than test-to-test or even year-to-year progress. This requires a kind of patience that coexists uneasily with the sense of urgency for our urban public schools.

It also calls for the kind of long-term commitment that isn’t very compatible with the traditional model of school board governance. Folks generally aren’t inspired to run for school board by a desire to refrain from monkeying around with an approach that seems to be working. “Let’s leave well enough alone” isn’t much of a campaign slogan. And yet, if a school district is headed in the right direction, as I think we are in Madison, that can be exactly what is called for.

The bottom line is, education is complicated. Change is hard, system-wide change is harder, system-wide change for the better is harder still. The kind of long-term positive changes we want to see in our urban school districts will certainly take longer than five years and may take a decade of sustained effort to achieve. And incremental progress along the way may be all that we can expect to see.

Much more on Ed Hughes, here.

Unfortunately, despite spending more than most, Madison has long tolerated disastrous reading results.

Speaking of the long view, this, from 2007 is worth reading.

Madison School Board Member Ed Hughes:

Is it misguided, inefficient and wasteful to compel school districts to resort to referenda for authority to meet the rising costs of school operations? Not everyone thinks so. For example, Republican Jeremy Thiesfeldt, chair of the Assembly Committee on Education, does not see a problem with government by referendum. “A school district, if they decide that they need additional money to provide a quality education, what is wrong with them having to sell this to the providers of the tax dollars, the voters?” Thiesfeldt says.

We shouldn’t require our school boards to win voter approval for their annual budgets any more than we should hold a statewide referendum every other year so voters can weigh in on the biennial budget. Representative Thiesfeldt voted in favor of requiring a civics test for high school graduation so he should know that our government does not operate by plebiscite. We have a representative democracy and elect office holders to make decisions so that the voters don’t have to.

Voters become understandably irritated if they are called to the polls every year for a referendum on school district spending. There are dedicated volunteers in every school district, but other community members have other priorities and would not welcome the obligation to educate themselves every year on school district finances in order to cast an informed vote on a referendum. That’s the kind of thing they elect school board members to take care of.

Madison spends $16,700 per student, substantially more than the national average. This, despite long standing, disastrous reading results.

Much more on Ed Hughes, here.

Wisconsin’s stürm and drang over “Act 10” is somewhat manifested in Madison. Madison’s government schools are the only Wisconsin District, via extensive litigation, to still have a collective bargaining agreement with a teacher union, in this case, Madison Teachers, Inc.

The Madison School Board and Administration are working with the local teachers union on a new “Handbook”. The handbook will replace the collective bargaining agreement. Maneuvering over the terms of this very large document illuminates posturing and power structure(s) in our local government schools.

Madison Superintendent Jennifer Cheatham wrote recently (September 17, 2015 PDF):

The Oversight group was able to come to agreement on all of the handbook language with the exception of one item, job transfer in the support units. Pursuant to the handbook development process, this item was presented to me for review and recommendation to the Board. My preliminary recommendation is as follows:

Job Transfer for all support units
(See Pages 151, 181, 197, 240, 261)

Superintendent Recommendation
That the language in the Handbook with regard to transfer state as follows: Vacancies shall first be filled by employees in surplus. The District has the right to determine and select the most qualified applicant for any position. The term applicant refers to both internal and external candidates for the position.

The District retains the right to determine the job qualifications needed for any vacant position. Minimum qualifications shall be established by the District and equally applied to all persons.

Rationale/Employee Concern

Rationale:
It is essential that the District has the ability to hire the most qualified candidate for any vacant position—whether an internal candidate or an external candidate. This language is currently used for transfers in the teacher unit. Thus, it creates consistency across employee groups.
By providing the District with the flexibility of considering both internal and external candidates simultaneously the District can ensure that it is hiring the most qualified individual for any vacant position. It also gives the District opportunities to diversify the workforce by expanding the pool of applicants under consideration. This change would come with a commitment to provide stronger development opportunities for internal candidates who seek pathways to promotion.

Employee Concern:
The existing promotional system already grants a high degree of latitude in selecting candidates, including hiring from the outside where there are not qualified or interested internal applicants. It also helps to develop a cadre of dedicated, career-focused employees.

September 24, 2015 Memo to the Madison government schools board of education from Superintendent Jennifer Cheatham:

To: Board of Education
From: Jennifer Cheatham, Superintendent of Schools
RE: Update to Handbook following Operations Work Group

The Operations Work Group met on Monday September 21, 2015. Members of the Oversight Group for development of the Employee Handbook presented the draft Employee Handbook to the Board. There was one item on which the Oversight Group was unable to reach agreement, the hiring process for the support units. Pursuant to the handbook development process, this item was presented to me for review and recommendation to the Board. There was discussion around this item during the meeting and, the Board requested that members of the Oversight Group meet again in an attempt to reach consensus.

Per the Board’s direction, District and employee representatives on the Oversight Group came together to work on coming to consensus on the one remaining item in the Handbook. The group had a productive dialog and concluded that with more time, the group would be able to work together to resolve this issue. Given that the Handbook does not go into effect until July1, 2016, the group agreed to leave the issue regarding the hiring process for the support units unresolved at this point and to include in the Handbook the phrase “To Be Determined” in the applicable sections. As such, there is no longer an open item. When you vote on the Handbook on Monday, the section on the “Selection Process” in the various addenda for the applicable support units will state “To Be Determined” with an agreement on the part of the Oversight Group to continue to meet and develop final language that the Board will approve before the Handbook takes effect in the 2016-17 school year.

Current Collective Bargaining Agreement (160 page PDF) Wordcloud:

Proposed Employee Handbook (304 Page PDF – 9.21.2015 slide presentation) Wordcloud:

Background:

1. The Wisconsin Institute for Law and Liberty has filed suit to vacate the Madison government schools collective bargaining agreement with Madison Teachers, Inc.

2. Attorney Lester Pines has spent considerable time litigating Act 10 on behalf of Madison Teachers, Inc. – with some success.

3. The collective bargaining agreement has been used to prevent the development of non-Madison Government school models, such as independent charter, virtual and voucher organizations. This one size fits all approach was manifested by the rejection [Kaleem Caire letter] of the proposed Madison Preparatory Academy IB charter school.

4. Yet, Madison has long tolerated disastrous reading results, despite spending more than $15,000 per student annually. See also “What’s different, this time?”

5. Comparing Madison, Long Beach and Boston government school teacher union contracts. Current Superintendent Jennifer Cheatham has cited Boston and Long Beach government schools as Districts that have narrowed the achievement gap. Both government districts offer a variety of school governance models, which is quite different than Madison’s long-time “one size fits all approach”.

6. Nearby Oconomowoc is paying fewer teachers more.

7. Minneapolis teacher union approved to authorize charter schools.

8. Madison Teachers, Inc. commentary on the proposed handbook (Notes and links). Wordcloud:

9. A rather astonishing quote:

“The notion that parents inherently know what school is best for their kids is an example of conservative magical thinking.”; “For whatever reason, parents as a group tend to undervalue the benefits of diversity in the public schools….”

– Madison School Board member Ed Hughes.

10. 1,570,000 for four senators – WEAC.

11. Then Ripon Superintendent Richard Zimman’s 2009 speech to the Madison Rotary Club:

“Beware of legacy practices (most of what we do every day is the maintenance of the status quo), @12:40 minutes into the talk – the very public institutions intended for student learning has become focused instead on adult employment. I say that as an employee. Adult practices and attitudes have become embedded in organizational culture governed by strict regulations and union contracts that dictate most of what occurs inside schools today. Any impetus to change direction or structure is met with swift and stiff resistance. It’s as if we are stuck in a time warp keeping a 19th century school model on life support in an attempt to meet 21st century demands.” Zimman went on to discuss the Wisconsin DPI’s vigorous enforcement of teacher licensing practices and provided some unfortunate math & science teacher examples (including the “impossibility” of meeting the demand for such teachers (about 14 minutes)). He further cited exploding teacher salary, benefit and retiree costs eating instructional dollars (“Similar to GM”; “worry” about the children given this situation).

Schwerpunkt via wikipedia.

Chris Rickert:

In other words, it’s wrong for a school board member to vote specifically on policy affecting his finances, but OK to vote on a budget including that very same policy.

There are probably people in other parts of Wisconsin who would object to a local school board that gives itself big, immediate raises and to a school board member who votes on a budget that continues to excuse him from doing something the majority of workers already do — help pay for their health insurance.

But this is Madison, and as long as the board keeps its politics liberal and its teachers union happy, it’s doing a pretty good job.

Related: School Board member Ed Hughes (2005):

This points up one of the frustrating aspects of trying to follow school issues in Madison: the recurring feeling that a quoted speaker – and it can be someone from the administration, or MTI, or the occasional school board member – believes that the audience for an assertion is composed entirely of idiots.

Madison’s long term, disastrous reading results.

Possible de-regulation of Wisconsin charter school authorizations has lead to a bit of rhetoric on the state of Madison’s schools, their ability to compete and whether the District’s long term, disastrous reading results are being addressed. We begin with Chris Rickert:

Madison school officials not eager to cede control of ‘progress’:

Still, Department of Public Instruction student achievement data suggest independent charter schools overseen by UW-Milwaukee since 1999 provide better educations than Milwaukee public schools.

And if the UW System gets the authority to create a new office for approving charter schools in Madison, it wouldn’t be the first time a local or state government function was usurped by unelected and allegedly unaccountable people at higher levels of government who are aiming to eliminate injustice. U.S. presidents sent federal authorities to the South during the civil rights era. Appointed state and federal judges have been asked to overturn local and state abortion-related ordinances and laws. Last year, a federal judge struck down Wisconsin’s voter-approved gay marriage ban.

The injustice in the Madison School District is, of course, its decades-long failure to close achievement gaps between white students and students of color and between middle class and poor students.

Cheatham told this newspaper that “we are making progress on behalf of all children.”

Apparently, the district feels it should be the only educational organization in Madison with the opportunity to make such progress.

That’s because control over education might be as high a priority for the district as improving education.

David Blaska:

It is a worthy debate, for there is little doubt that the full school board, its superintendent, its teachers union, the Democratic Party, Mayor Soglin, and probably the majority of Madisonians share Ed’s sentiments. For the festive rest of us, the white lab coats at the Blaska Policy Research Werkes have developed an alternative Top Ten, dedicated to the late Larry “Bud” Melman.

1) Attack the motives of your adversaries. “What’s tougher is buying into [the] interpretation that the Joint Finance Committee Republicans are the good guys here, struggling mightily to do what’s right for our kids,” Ed Hughes says. “My much different interpretation is that the Joint Finance proposal is simply another cynical attack on our neighborhood public schools and is motivated both by animus for Madison and by an unseemly obsession with privatizing public education, particularly in the urban areas of our state.”

Unseemly! Particularly in urban Milwaukee, where the public school district as a whole has received a failing grade from the Department of Public Instruction, and in Madison, with a yawning chasm between black and white student achievement.

2) Nobody asked our permission. Ed complains that nobody consulted MMSD about its “strategies for enhancing student achievement, promising practices, charter school philosophy, or anything else.” Um, sometimes results speak louder than pretty words on paper, Ed.

Madison School Board Member Ed Hughes:

So we have two contrasting interpretations of the proposal. As it happens, I am right and Rickert is wrong. To help Rickert see the error of his ways, here’s a Letterman-like list of the top ten reasons why the Joint Finance proposal to establish a so-called “Office of Educational Opportunity” within the office of the UW System President is a cynical ploy to stuff Madison with charter schools for the sake of having more charter schools rather than a noble effort to combat injustice:

Mr. Hughes, in 2005:

This points up one of the frustrating aspects of trying to follow school issues in Madison: the recurring feeling that a quoted speaker – and it can be someone from the administration, or MTI, or the occasional school board member – believes that the audience for an assertion is composed entirely of idiots.

Finally, then Ripon Superintendent Richard Zimman, in 2009:

Zimman’s talk ranged far and wide. He discussed Wisconsin’s K-12 funding formula (it is important to remember that school spending increases annually (from 1987 to 2005, spending grew by 5.10% annually in Wisconsin and 5.25% in the Madison School District), though perhaps not in areas some would prefer.

“Beware of legacy practices (most of what we do every day is the maintenance of the status quo), @12:40 minutes into the talk – the very public institutions intended for student learning has become focused instead on adult employment. I say that as an employee. Adult practices and attitudes have become embedded in organizational culture governed by strict regulations and union contracts that dictate most of what occurs inside schools today. Any impetus to change direction or structure is met with swift and stiff resistance. It’s as if we are stuck in a time warp keeping a 19th century school model on life support in an attempt to meet 21st century demands.” Zimman went on to discuss the Wisconsin DPI’s vigorous enforcement of teacher licensing practices and provided some unfortunate math & science teacher examples (including the “impossibility” of meeting the demand for such teachers (about 14 minutes)). He further cited exploding teacher salary, benefit and retiree costs eating instructional dollars (“Similar to GM”; “worry” about the children given this situation).

Madison has long tolerated disastrous reading results.

Molly Beck:

“We are confident the proposal can fundamentally transform the educational opportunities that are available to students in Wisconsin’s two largest school districts,” he said.

Delaporte pointed to Department of Public Instruction data that shows less than 40 percent of Madison students have tested proficient in reading in recent years — slightly higher than the statewide average.
But Madison School District superintendent Jennifer Cheatham blasted the proposal, saying in a statement: “We are incredibly determined, and we are making progress on behalf of all children. But at every step of the way, the Legislature puts more barriers in our way and makes our jobs more difficult.”

Madison School Board member Ed Hughes called the proposal “breathtaking.”

“It looks like the UW President is required to appoint someone who could then authorize as many publicly funded but potentially for-profit charter schools in Madison as that unelected and unaccountable person wanted,” he said.

The proposal requires DPI to reduce a school district’s funding by the same amount that is paid per student to independent charter schools, currently about $8,000.

Cheatham also said independent charter schools have no consistent record of improving education and drain school districts’ funding.

Madison has long tolerated disastrous reading results, despite spending double the national average per student.

A majority of the Madison school board rejected the proposed Madison Preparatory IB Charter School.

Ed Hughes:

Ignore this. Parents should not opt their children out of the MAP test. That won’t accomplish anything but frustrate the school district’s assessment of our own performance and blur our vision of where we should be focusing our improvement efforts. There are plenty of ways to support our public schools but this isn’t one of them.

Related: A letter to parents supporting “no teacher left behind”.

Chris Rickert:

Finances are always a consideration; they can also be an excuse. The district has cried poor at budget time for years, and yet somehow continued to find the money to, say, cover the full cost of union employees’ health insurance.

Board member Ed Hughes said he wouldn’t vote for Madison Prep because the district’s plan to address the gaps is better now.

“As compared to 2011, there is much more of a districtwide focus on addressing the achievement gap as well as improving outcomes for all students through an emphasis on a rigorous, coherent curriculum and great teaching in every classroom,” Hughes said.

The district’s shifting efforts to address the achievement gap is a story in itself.

After Madison Prep failed, then-Superintendent Daniel Nerad proposed a plan to address the gap that would have cost $105 million over five years. It was later whittled down to $49 million. Current Superintendent Jennifer Cheatham’s plan was advertised as costing nothing.

Mitch Henck:

This is Madison. I learned that phrase when I moved here from Green Bay in 1992.
It means that the elites who drive the politics and the predominate culture are more liberal or “progressive” than backward places out state.

I knew I was in Madison as a reporter when parents and activists were fighting over whether to have “Sarah Has Two Mommies” posters in a grade school library. Concerned parents weakly stated at a public hearing that first-graders were too young to understand sexuality of any kind.

Activists at the public meeting said the children needed to understand tolerance. One conservative parent said: “Why don’t we vote by secret ballot?” An activist said, “No, we want a consensus.”

The Madison School District official who was presiding agreed, and the controversial posters stayed on the library walls. This is Madison.

Now we have the Madison School Board. It has been historically run by the teacher’s union. The same was true after Gov. Scott Walker’s Act 10 was passed, strictly limiting collective bargaining for public employees.

Three weeks before the state Supreme Court would rule on the constitutionality of the law, the union-owned School Board rushed through a teacher’s contract that largely ignored Act 10. Unlike any other school district in the state, the contract made sure Madison teachers were not required to share the cost of their health insurance premiums. Unlike any other school district, Madison collects union dues from teacher paychecks for its leader, John Matthews.

By the way, I would not want him in a dark alley with me.

The problem is the Madison School District has a projected budget shortfall for 2015-2016 of $12 million to $20 million, according to last week’s State Journal. About $6 million could be saved by making aggressive health care costs, including requiring staff to contribute toward insurance premiums, renegotiating contracts with health care providers, and making plan changes. That’s according to Michael Barry, assistant superintendent of business services.

In fact, the district spends about $62 million on employee health care costs, which are expected to grow by 8.5 percent next school year. Shockingly, Madison School Board member Ed Hughes said: “If we’re talking about taking not a scalpel, but a machete to our programs given the cuts we’ll make because we’re the only school district in the state that’s unwilling to ask employees to contribute to their health insurance, I think that would be an impression that we would deservedly receive ridicule for.”

Even board member Mary Burke said: “We would be irresponsible to the community where basically 99 percent of the people pay contributions to health care” if the board made up the savings with cuts to staff and heath care.

So now what? The contract expires in June 2016. Conservative blogger David Blaska sued to force Madison to live under Act 10. A local judge ruled last week Blaska did have standing as a taxpayer to carry out his lawsuit as he is joined by The Wisconsin Institute of Law and Liberty.

Madison teacher’s union leader John Matthews said by making employees contribute to health care premiums, the district is effectively asking them to pay for iPads and administrators. Huh?

Todd Berry of the Wisconsin Taxpayers Alliance told me 90 percent of state cuts to education were covered by savings offered to school districts under Act 10 by changing work rules, by employee contributions to retirement and health insurance premiums, and by altering health plans.

That might fly for the rest of the state, but then again, this is Madison.

Much more on benefits and the Madison School District and Act 10.

A focus on “adult employment“.

Tap to view larger versions.

Deirdre Hargrove-Krieghoff:

In support of the continued work of developing a thriving workforce, the HR team conducted a survey of the 10 largest districts in the State of Wisconsin as well as districts in Dane County to provide a picture of our current compensation standing. It is our intent to develop and maintain a competitive salary structure for all of our employees, and we are committed to creating a structure that attracts the highest performers and is equity based.

The following information was developed for a specific budget-related purpose – to help determine, on a macro level, where the district stands relative to comparables for principal and teacher salaries, and whether a significant budget allowance (additional funding) is needed in 2015-16 for the specific purpose of adjusting to market comparables.

Please note:
When reviewing the data for Principals and Assistant Principals, it is illustrating the range that a candidate could make entering the district. For the Teacher base it shows the starting range for a beginning teacher. Maximum salaries are not listed, as most districts that reported are in the process of restructuring their salary schedules for teachers.Approximately 80 out of the 320 of teachers hired annually actually come in at the base step of $37,263.

The data suggests that compared to other districts represented, MMSD is mid to low in salary placement for Assistant Principals and Teachers and mid to high for salary placement for Principals.

Some districts represented, have moved away from the traditional approach of funding salary steps and tracks within their schedules and are front loading their schedule to be more competitive, this shift may cause their ranges to be higher than MMSD.

Presumably, a real comparison might include total compensation and outcomes, not to mention qualification differences.

Notes and links:

Madison School Board Member Ed Hughes, writing in 2005:

“This points up one of the frustrating aspects of trying to follow school issues in Madison: the recurring feeling that a quoted speaker – and it can be someone from the administration, or MTI, or the occasional school board member – believes that the audience for an assertion is composed entirely of idiots.”

Tap to view a larger version.

Comparing Madison and other District approaches to teacher benefits. Staffing compared: Madison, Long Beach & Boston.

A focus on adult employment.

Supt. Cheatam on 1st year of new school improvement effort: Schools moving away from wanting to be complaint, to adapting for their students

— Molly Beck (@MollyBeckWSJ) June 28, 2014

"You don’t get to opt out of doing what works in schools, but there are lots of ways that can look (for each school)."

— Molly Beck (@MollyBeckWSJ) June 28, 2014

Cheatham, board discussing ways to better communicate the district's direction to the community.

— Molly Beck (@MollyBeckWSJ) June 28, 2014

Board member Ed Hughes: We need results to show that the "theory of change" works.

— Molly Beck (@MollyBeckWSJ) June 28, 2014

"Give us stories to tell and we'll tell them."

— Molly Beck (@MollyBeckWSJ) June 28, 2014

T.J. Mertz, on getting more parents involved in school improvement effort: "The way to get people involved is to give them some real power."

— Molly Beck (@MollyBeckWSJ) June 28, 2014

Meeting agenda, here.

Related: Superintendnet Cheatham’s Rotary Club Talk – 2013

Madison Teachers, Inc. Newsletter, via a kind Jeannie Kamholtz email (PDF):

Last fall, MTI asked the District to bargain Contracts for multiple years. They refused, and a Contract was negotiated for the 2014-15 school year.

After hundreds of MTI members, sporting their MTI red shirts, attended two school board meetings in late May, the Board had a change of heart – and also a change in leadership with Arlene Silveira replacing Ed Hughes. Several MTI members addressed the Board at its meetings on May 26 and 29. The Board agreed to bargain. After five days of bargaining, terms were reached for Contracts for MTI’s five bargaining units, AFSCME’s two bargaining units, and that of the Building Trades Council.

In the new Contracts, MTI was successful in retaining members’ employment security and economic security provided by Contract salary schedules and fringe benefits.

MTI’s Contracts for 2014-15 and 2015-16 are the only contracts with Wisconsin school districts, for those years. A synopsis of the new Contracts is available on MTI’s webpage www.madisonteachers.org.
MTI members ratified the Contracts last Tuesday evening

Madison Teachers, Inc. Synopsis (PDF):

HANDBOOK: Among the topics addressed in our 2013 negotiations was how the Act 10 mandated “Employee Handbook” would be developed. In last year’s negotiations MTI gained agreement with the District, that while most school boards acted unilaterally to develop the Handbook, MTI has 5 appointees to the Committee which will develop the Handbook. That agreement also provides that MTI’s 2014- 15 Collective Bargaining Agreements serve as the foundation for the Handbook. That has now been amended to provide that the 2015-16 Contracts will serve as the foundation for the Handbook. Some school boards have rolled back employee rights to the 1950’s or 1960’s, when unilaterally creating the Handbook for their school districts. For example, teachers in some districts cannot wear sandals, open-toed

shoes and women must wear skirts or dresses at least to the knee. The Janesville School Board just eliminated wages for any credits or
degrees beyond the BA.

Pat Schnieder:

Maybe the formal deliberations on strategy don’t start until a closed session of the Madison School Board on Thursday, May 15, but engagement over a proposed extension of the teachers contract already has begun.

School board member Ed Hughes is stirring the pot with his remarks that the contract should not be extended without reconsidering hiring preferences for members of Madison Teachers, Inc., extended under the current contract.

John Matthews, executive director of MTI, replies that Hughes probably didn’t mind preference being given to internal transfers over external hires when he was in a union.

“When Ed was in the union at the Department of Justice, I doubt he would find considering outsiders to have preference over an internal transfer to be satisfactory,” Matthews said in an email.

Members of MTI are planning to offer their arguments for extending the contract when the school board meets at 5:30 p.m. Thursday at the Doyle Administration Building, 545 W. Dayton St.

Mary Burke votes for labor talks with Madison teachers. Matthew DeFour weighs in as well.

Hughes deserves credit for even raising this possibility. @CapTimes http://t.co/yfBEsLkDdC

— Chris Rickert (@ChrisRickertWSJ) May 15, 2014

More. Vis a vis Pat Schneider’s recent article.

Interview with MMSD School Board candidate Wayne Strong Safe schools and high academic achievement:

High academic achievement, for Strong, means that all of our MMSD students are achieving to the fullest extent of their abilities.

“Whether you are a TAG [Talented and Gifted] or a special-needs student or whether you are a middleof- the-road student, the teachers [should be] challenging our students to do the best that they can do and to be the best that they can be,” Strong says.

“We’ve got to make sure we are doing that for all of our students.”

Strong wants to improve graduation rates and he feels that the disparity in the way that kids are disciplined affects that quite a bit.

“Right now, our African American students are only graduating at a rate of 53 percent. That’s still not good,” Strong says.

Michael Flores: I’ll build bridge from community to School Board, more.

Madison school board candidates Wayne Strong and Michael Flores propose achievement gap solutions.

Credit Kaleem Caire for big impact

It’s easy to talk about Madison’s awful record of graduating barely half of its black high school students in four years, among other glaring racial disparities.

Kaleem Caire actually did something about it. And that’s what matters most. Caire’s impact on Madison during his four years as leader of the Urban League of Greater Madison has been profound.

Unfortunately, unanswered questions about his surprising departure and “less than ideal” use of the nonprofit’s credit cards won’t help the cause. It will give supporters of the status quo more leverage to argue against bold change.

The Madison School Board in late 2011 rejected the Urban League’s promising charter school proposal, siding with the teachers union over the Urban League and its many supporters. The proposal for a Madison Preparatory Academy was aimed at low-achieving minority students. It would have offered higher expectations for students, a longer school day and year, more pressure on parents to get involved, more minority teachers, uniforms, same-sex classes and internships with local employers

Libbey Meister: Flores would be wonderful School Board member.

Ed Hughes: I look forward to helping Madison schools thrive (Mr. Hughes is running uncontested for the 3rd time).

On Politics: Mary Burke would cut statewide vouchers, private school tuition deduction