Seth Jovaag: Melissa Droessler tries not to flinch when she tells people her dream of opening a charter school in Madison. “Even the word ‘charter’ in Madison can be emotionally charged,” she says. But Droessler, director of Isthmus Montessori Academy, is steadfast in her belief that a century-old pedagogy created in the slums of Rome … Continue reading Charter Deja Vu in Madison: Isthmus Montessori Academy proposes Madison charter school to focus on achievement gap →

Pat Schneider: Yet some of those strategies have been used by the school district for years, and the results have not been good, Hughes acknowledged. “The results have been disappointing not just because African-American kids are achieving at lower rates than white kids, but because our African-American kids are doing worse than African-American kids in … Continue reading Commentary on Madison’s Achievement Gap: “More than Poverty” →

The Madison School District (PDF):

More rigorous and frequent reviews of progress (3.02, 4.04, 24)
Modify student achievement goals and include more robust measures of student performance (4.01, 4.02, 4.03, Appendix 1)
Clarify the admissions process, which is expressly aligned to the process used for other DLI programs (7.04)

Nuestro Mundo generally operates within the traditional District structures. Two proposed charter schools that largely wished to operate in a more independent manner – to varying degrees -, The Studio School and the Madison Preparatory Academy IB Charter School were rejected by a majority of the Madison School Board.

Mary Erpenbach (and This story was made possible by supp​ort from Madison Gas & Electric, Summit Credit Union, CUNA Mutual Foundation and Aldo Leopold Nature Center.):

Today, Caire’s tone has moderated. Somewhat.
“Teachers are not to blame for the problems kids bring into the classroom,” he says. “But teachers have to teach the kids in front of them. And Madison teachers are not prepared to do that. Now we have two choices: Make excuses why these kids can’t make it and just know that they won’t. Or move beyond and see a brighter future for kids.”
Many parents back him up. And many parents of students of color say that their experience with Madison’s public schools–both as students here, themselves, and now as parents–is simply much different and much worse than what they see white students and parents experiencing.
“I just always felt like I was on as a parent, like every time I walked through the door of that school I would have to go to bat for my son,” says Sabrina Madison, mother of a West High graduate who is now a freshman at UW-Milwaukee. “Do you know how many times I was asked if I wanted to apply for this [assistance] program or that program? I would always say, ‘No, we’re good.’ And at the same time, there is not the same ACT prep or things like that for my child. I was never asked ‘Is your son prepared for college?’ I never had that conversation with his guidance counselor.”
Hedi Rudd, whose two daughters graduated from East and son from West, says it has been her experience that the schools are informally segregated by assistance programs and that students of color are more likely to be treated with disrespect by school personnel. “Walk into the cafeteria and you’ll see the kids [of color] getting free food and the white students eating in the hall. I walked into the school office one day,” she recalls. “I look young and the secretary thought I was a student. She yelled, ‘What are you doing here?’ I just looked at her and said, ‘Do you talk to your students like that?'”
Dawn Crim, the mother of a daughter in elementary school and a son in middle school, says lowered expectations for students of color regardless of family income is an ongoing problem. “When we moved to Madison in 1996, we heard that MMSD was a great school district … and for the most part it has been good for our kids and family: strong teachers, good administrators, a supportive learning environment, and we’ve been able to be very involved.”
But?
“Regarding lower expectations for kids of color, not just disadvantaged kids, we, too, have experienced the lower expectations for our kids; overall there is a feeling and a sense of lower expectations,” Crim says. “And that should not come into play. All of our kids should be respected, pushed, have high expectations and should get the best education this district says it gives.”
In the meantime, the school district has been running programs in partnership with the Urban League of Greater Madison, UW-Madison, United Way of Dane County, the Boys and Girls Club of Dane County, and other organizations–all designed to lift scholastic achievement, close the gap, and get more kids graduated and on to college.
The Advancement Via Individual Determination program known as AVID (or AVID/TOPS, when coordinated with the Teens Of Promise program) is run by the district and the Boys and Girls Club here, and is a standout in a slew of public/private efforts to change the fate of students of color in Madison.
…..
At the end of the last school year, a total of four hundred forty-two students did not graduate on time from high school in Madison. One hundred nine were white, eighty-six were Hispanic, thirty-three were Asian and one hundred ninety-one were African American. If the graduation rate for African American students had been comparable to the eighty-eight percent graduation rate of white students, one hundred forty more African American students would have graduated from Madison high schools.
But they did not. While it’s true that the district actively searches out students who did not graduate on time, and works with them so that as many as possible do ultimately graduate, the black-and-white dividing line of fifty-five/eighty-eight remains for now the achievement gap’s stark, frightening, final face. What can be said is that many more Madisonians are paying attention to it, and many people in a position to make a difference are doing their level best to do something about it.
……
“One of the reasons we haven’t been as successful as we could be is because we’ve lacked focus and jumped from initiative to initiative,” she (Cheatham) says of the Madison schools.

Related: notes and links on Mary Erpanbach, Jennifer Cheatham and Madison’s long term disastrous reading scores.
Background articles:
Notes and links on the rejected Madison Preparatory IB Charter School.
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 (2005).
Notes and Links on the Madison K-12 Climate and Superintendent Hires Since 1992.
My Life and Times With the Madison Public Schools
Latest Madison Schools’ 2013-2014 $391,834,829 Budget.

Chris Rickert:

But the writer’s view of Madisonians as a bunch of liberals whose actions belie their highfalutin ideals rings true when it comes to at least one Madison institution: the schools.
Despite decades of embarrassing gaps in achievement between white and minority and poor and rich students, the Madison School District has:
Moved slowly to ramp up the AVID/TOPS (Advancement Via Individual Determination/Teens of Promise) program, which has been shown to boost academic achievement among the district’s students of color, who make up more than half the student body. It served 7 percent of middle and high school students in 2012-13, up from 0.2 percent when AVID was introduced in 2007-08 (TOPS was added a year later).
Done nothing to change regressive union rules that make teachers’ career advancement and promotion almost entirely a matter of their seniority and degree attainment — as opposed to, say, their ability to engage and educate students of color and poor students.
Turned down a bid by the Urban League of Greater Madison to create a charter school that would have focused on serving poor and minority students.
Declined to broach the idea of year-round school despite research showing that students from poor families suffer most from the “summer slide.”
Declined to seek changes to a school board elections system that has already basically ensured a win for the one white candidate on the ballot this April. The black candidate and the Latino candidate will have to fight it out for the other districtwide seat.
None of this is news. What is new, however, is the attention Madison’s long-standing race-based disparities in the schools and other areas are getting from the politically liberal people who run this town.

David Blaska:

Nobody does guilt like a Madison liberal! The president of the Madison School Board tells me that I really didn’t make that. All along, I have been swimming in the water of white privilege.
I wish Ed Hughes had told me about white privilege when, growing up on the farm, I was mucking out the old barn with a shovel. I knew I was swimming in something but I didn’t think it was white privilege.
Ed is an honorable public servant, mindful of the dismayingly poor unemployment, incarceration, and graduation rates among people of color here in the Emerald City.
“We white folks pretty much get to set the rules in Madison,” Hughes apologizes. He meant “liberal white folks.” They’ve been running Madison for 40 years, since Paul Soglin first became mayor. It’s 50 years since LBJ’s Great Society. Something besides the Obamacare website ain’t workin’.
Allow this Madison minority — I’m a conservative — to propose a fix: If a crusading young black educator named Kaleem Caire returns to the Madison School Board with a plan for a school focused on tackling minority underachievement, give it a chance! Ed, you voted with the majority to kill Madison Prep.

Much more on the rejected Madison Preparatory Academy IB Charter School, here.

Sarah Blaskey and Phil Gasper:

MADISON, WIS., has a reputation as one of the most liberal cities in the country. It is also possibly the most racially unequal.
In early October, Race to Equity–a Madison-based initiative started by the Wisconsin Council on Children and Families–released a report detailing racial disparities in Madison, and more broadly in Dane County, Wis. The findings are staggering.
The Race to Equity researchers expected the numbers compiled for racial disparities in Dane County to be similar or slightly better than the national averages. After all, Madison has long prided itself on having quality public education, good jobs, access to health care and human services programs, a relatively high standard of living and, in general, a progressive outlook on social, economic and political questions.
But while living standards for the white population in Dane County are higher than the national average, for the Black population, the opposite is true. On every indicator, with only two exceptions out of 40 measures, statistics collected in Dane County demonstrated equal or higher racial disparities between whites and Blacks than the national averages.

Related: The failed battle over the proposed Madison Preparatory Academy IB charter school and our disastrous reading scores.

Madison School Board President Ed Hughes:

Mary Burke’s past activities are coming under increased scrutiny now that she is an active candidate for governor. Mary has generously supported different educational initiatives for many years. Her primary focus has been the AVID/TOPS partnership between the Madison School District and the Boys and Girls Club. But her pledge of support for the Madison Prep charter school proposal has drawn the most attention. Since I was more involved in the Madison Prep saga than most, I thought it might be helpful if I provided a summary of what I know about Mary’s involvement.
In December, 2010, the Urban League of Greater Madison presented an initial proposal to the Madison School Board to establish a charter school called Madison Prep. The Urban League described the school as “a catalyst for change and opportunity among young men, particularly young men of color.” The school was intended to inculcate a culture of hard-work and achievement among its students through a host of practices, including single-sex classrooms, an International Baccalaureate curriculum, longer school days and school years, intensive mentoring, and obligatory parental involvement.
Madison Prep was controversial from the start and the initial proposal was adjusted in response to various concerns. By the fall of 2011, Madison Prep was planned to be an instrumentality charter school, like our existing charter schools Nuestro Mundo and Badger Rock. As an instrumentality, all teachers and staff would have been union members.

Burke’s candidacy will bring additional statewide attention (and rhetoric) to the Madison schools, particularly its challenges. It will be interesting to see what, if anything Mary Burke says about her time on the local school board.

Chris Rickert:

More important than whether UW-Madison might take a chance on Madison Prep, though, is whether such a school chartered by UW-Madison would work. Caire said “higher education institutions tend to be more careful about who gets a charter and tend to charter some high-quality schools.”
There appears to be some evidence of this. Ten of 11 UW-Milwaukee-authorized charters have an average state report card score some 14 points higher than the Milwaukee Public Schools generally, with one charter school not rated.
The MPS and charter schools have comparable rates of poverty, although MPS schools have higher proportions of disabled students and English language learners. A special state test for disabled students and other accommodations can help mitigate the negative effect on a school’s overall performance but not necessarily completely, according to James Wollack, an associate professor and expert in testing and evaluation at UW-Madison.

Much more on the Madison Preparatory Academy, an IB charter school proposal rejected by a majority of the Madison School Board.
Madison’s non-diverse K-12 governance model spends about double the national average per student yet has sustained disastrous reading results for some time. The “same service” governance model has long run its course.

Chris Rickert:

Similarly, when I asked Madison School Board member T.J. Mertz — a critic of nontraditional public education models — about the bill, he framed it as a question of “local control.”
“The big issue in this bill is the loss of local control,” he said. “It allows for the authorizing of charters without any role for elected boards and mandates the approval of replicant charters, regardless of the needs of the community.”
It’s a funny notion, this “local control.”
Used by tea partiers to object to the new “common core” standards and by liberals to object to charter and voucher schools, the principle of “local control” tends to be so dependent on circumstance as to be not much of a principle at all.
True local control would dictate that if a state university is to refrain from authorizing charter schools, it should refrain from authorizing many of their affiliated centers and institutes because they use public money but lack direct public oversight, too.
True local control would mean electing Madison School Board members by geographic districts, not by randomly assigned at-large “seats.”
The state’s most recent school report cards show the Milwaukee school district scoring 14 points lower than 10 of the 11 charters authorized as of last year by UW-Milwaukee (one wasn’t rated). This despite very similar student poverty levels — 82.3 percent for Milwaukee and 75.96 percent for the charters.

Related: A majority of the Madison School Board rejected the proposed Madison Preparatory Academy IB Charter School. I am somewhat surprised that the Madison Prep rejection has not been challenged via legal venues.

Infographic, via a kind reader email:

After two years of operation, we are setting a new level of academic and behavioral expectations for our nearly 500 students. Today, our school environment promotes an atmosphere of rigor and joy and leads students to internalize important, positive lifelong values. We are proud of the progress that we have made, as we have many achievements to celebrate.
While we are excited about the work of our students and teachers in year two, we are poised to move from a turnaround school to a truly excellent school. Our mission is still alive: We will work with urgency until all of our students acquire the knowledge, skills and strength of character necessary to succeed on the path to college and to achieve their full potential. The 2013-2014 school year will be an extraordinary and critical one for our school community, as UP Academy aspires to do whatever it takes to create responsible and independent scholars.

Related: Comparing Boston, Long Beach and Madison schools, and the rejected Madison Preparatory Academy IB Charter school.

Erin Richards:

The union representing Kenosha teachers has been decertified and may not bargain base wages with the district.
Because unions are limited in what they can do even if they are certified, the new status of Kenosha’s teachers union — just like the decertification of many other teachers unions in the state that did not or could not pursue the steps necessary to maintain certification in the new era of Act 10 — may be a moral blow more than anything else.
Teachers in Milwaukee and Janesville met the state’s Aug. 30 deadline to apply for recertification, a state agency representative says. Peter Davis, general counsel for the Wisconsin Employment Relations Commission, said the Milwaukee and Janesville districts will hold recertification votes in November.
To continue as the recognized bargaining unit in the district, 51% of the union’s eligible membership must vote in favor of recertification, according to the controversial Act 10 legislation passed in 2011.
With contracts that were in place through the end of June, teachers in the three large southeastern Wisconsin districts were protected the longest from the new legislation, which limits collective bargaining, requires unions to hold annual votes to be recognized as official entities, and mandates that teachers and other public employees pay more out-of-pocket for their health care and retirement costs.
…..
“It seems like the majority of our affiliates in the state aren’t seeking recertification, so I don’t think the KEA is an outlier or unique in this,” Brey said.
She added that certification gives the union scant power over a limited number of issues they’d like a voice in.
Sheronda Glass, the director of business services in Kenosha, said it’s a new experience for the district to be under Act 10.

Terry Flores

Contrary to some published media reports, however, the union did not vote to decertify.
In fact, no such election was ever held, according to KEA Executive Director Joe Kiriaki, who responded to a report from the Conservative Badger blog, which published an article by Milwaukee radio talk show host Mark Belling, who said he had learned that just 37 percent of the teachers had voted to reauthorize the union.
In a prepared statement, Kiriaki criticized the district for “promoting untrue information” to Belling.
Union chose to focus on other issues
Kiriaki said the union opted not to “jump through the hoops,” such as the recertification requirement, created by Act 10, the state’s relatively new law on collective bargaining.
The law, among other things required the annual re-certification of unions if they want to serve as bargaining representatives for teachers and other public workers. It also prohibits most public employees from negotiating all but base wages, limiting them to the rate of inflation.
Kiriaki cited a ruling by a Dane County Circuit Court judge on the constitutionality of Act 10, saying he believed it would be upheld.

Interestingly, Madison School District & Madison Teachers to Commence Bargaining. Far more important, in my view is addressing Madison’s long standing, disastrous reading results.
In my view, the unions that wish to serve their membership effectively going forward would be much better off addressing new opportunities, including charters, virtual, and dual enrollment services. The Minneapolis Teachers Union can authorize charters, for example.
Much more on Act 10, here.
A conversation with retired WEAC executive Director Morris Andrews.
The Frederick Taylor inspired, agrarian K-12 model is changing, albeit at a glacial pace. Madison lags in many areas, from advanced opportunities to governance diversity, dual enrollment and online opportunities. Yet we spend double the national average per student, funded by ongoing property tax increases.
An elected official recently remarked to me that “it’s as if Madison schools have been stuck in a bubble for the past 40 years”.

The dichotomy that is Madison School Board Governance was on display this past week.
1. Board Member TJ Mertz, in light of the District’s plan to continue growing spending and property taxes for current programs, suggests that “fiscal indulgences“:

Tax expenditures are not tax cuts. Tax expenditures are socialism and corporate welfare. Tax expenditures are increases on anyone who does not receive the benefit or can’t hire a lobbyist…to manipulate the code to their favor.

be applied to certain school volunteers.
This proposal represents a continuation of the Districts’ decades long “same service” approach to governance, with declining academic results that spawned the rejected Madison Preparatory IB Charter School.
2. Madison’s new Superintendent, Jennifer Cheatham introduced her “Strategic Framework” at Wednesday’s Downtown Rotary Club meeting.
The Superintendent’s letter (jpg version) (within the “framework” document) to the Madison Community included this statement (word cloud):

Rather than present our educators with an ever-changing array of strategies, we will focus on what we know works and implement these strategies extremely well. While some of the work may seem familiar, having the courage and determination to stay focused on this work and do it well is in itself a revolutionary shift for our district. This is what it takes to narrow and eliminate gaps in student achievement.

The Madison School Board’s letter (jpg version) to the community includes this statement:

Public education is under sustained attack, both in our state and across the nation. Initiatives like voucher expansion are premised on the notion that public schools are not up to the challenge of effectively educating diverse groups of students in urban settings.
We are out to prove that wrong. With Superintendent Cheatham, we agree that here in Madison all the ingredients are in place. Now it is up to us to show that we can serve as a model of a thriving urban school district, one that seeks out strong community partnerships and values genuine collaboration with teachers and staff in service of student success.
Our Strategic Framework lays out a roadmap for our work. While some of the goals will seem familiar, what’s new is a clear and streamlined focus and a tangible and energizing sense of shared commitment to our common goals.
The bedrock of the plan is the recognition that learning takes place in the classroom in the interactions between teachers and students. The efforts of all of us – from school board members to everyone in the organization – should be directed toward enhancing the quality and effectiveness of those interactions.
There is much work ahead of us, and the results we are expecting will not arrive overnight. But with focus, shared effort and tenacity, we can transform each of our schools into thriving schools. As we do so, Madison will be the school district of choice in Dane County.

Madison School Board word cloud:

Related: North Carolina Ends Pay Boosts for Teacher Master’s Degrees; Tenure for elementary and high-school teachers also eliminated

North Carolina Gov. Pat McCrory, a Republican, signed a budget bill Friday that eliminates teacher tenure and–in a rare move–gets rid of the automatic pay increase teachers receive for earning a master’s degree.
The legislation targets a compensation mechanism that is common in the U.S., where teachers receive automatic pay increases for years of service and advanced degrees. Some research has suggested those advanced degrees don’t lead to improved teaching.
Although a few other states have talked about doing away with the automatic pay increase for advanced degrees, experts say North Carolina is believed to be the first state to do so.
The budget bill–which drew hundreds of teachers to the Capitol in protest earlier this week–also eliminates tenure for elementary and high-school teachers and freezes teacher salaries for the fifth time in six years.
It comes as states and districts across the country are revamping teacher evaluations, salaries and job security, and linking them more closely to student performance. These changes have been propelled, in part, by the Obama administration and GOP governors.

The challenge for Madison is moving away from long time governance structures and practices, including a heavy (157 page pdf & revised summary of changes) teacher union contract. Chris Rickert’s recent column on Madison’s healthcare practices provides a glimpse at the teacher – student expenditure tension as well.
Then Ripon Superintendent Richard Zimman’s 2009 Madison Rotary speech offers important background on Madison’s dichotomy:

“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).

“Budget Cuts: We Won’t Be as Bold and Innovative as Oconomowoc, and That’s Okay”.

15mb mp3 audio.

Superintendent Cheatham’s slides follow (4MB PDF version). I hope that the prominence of Madison’s disastrous reading scores – slide 1 – indicates that this is job one for our $15,000ish/student organization.

A few of the Superintendent’s words merit a bit of analysis:
1. “What will be different this time?” That rhetoric is appropriate for our Madison schools. I compiled a number of notes and links on this subject, here.
2. “Ready to partner with local businesses and other organizations”. Great idea. The substance of this would certainly be a change after the Madison Preparatory Academy IB Charter school debacle (Urban League) and, some years ago, the rejection of Promega’s kind offer to partner on Madison Middle Schools 2000.
3. Mentions “all Madison schools are diverse”. I don’t buy that. The range of student climate across all schools is significant, from Van Hise and Franklin to LakeView, Mendota and Sandburg. Madison school data by income summary. I have long been astonished that this wide variation continues. Note that Madison’s reading problems are not limited to African-American students.
4. Mentioned Long Beach and Boston as urban districts that have narrowed the achievement gap. Both districts offer a variety of school governance models, which is quite different than Madison’s long-time “one size fits all approach”.
5. Dave Baskerville (www.wisconsin2.org) asked a question about benchmarking Madison students vs. the world, rather than Green Bay and Milwaukee. Superintendent Cheatham responded positively to that inquiry. Interestingly, the Long Beach schools prominently display their status as a “top 5 school system worldwide”.
6. “Some teachers and principals have not been reviewed for as long as 7 years”. This points to the crux of hard decision making. Presumably, we are at this point because such reviews make no difference given rolling administrator contracts and a strong union umbrella (or floor depending on your point of view). Thus, my last point (below) about getting on with the hard decisions which focus the organization on job number one: reading.
Pat Schneider and Matthew DeFour summarize the Superintendent’s press release and appearance.
Finally, I found it a bit curious that the Superintendent is supporting spending (and related property tax growth) for current programs in light of the larger strategy discussed today along with the recent “expert review”. The review stated that the “Madison School District has resources to close achievement gap”
This would be a great time to eliminate some programs such as the partially implemented Infinite Campus system.
Superintendent Cheatham’s plan indicates that choices will be made so that staff and resources can focus on where they are most needed. I wholeheartedly agree. There is no point in waiting and wasting more time and money. Delay will only increase the cost of her “strategy tax“.

David Blaska:

Graphical user interface? I think not, Mr. Jobs. Mainframe is where it’s at. Big and honking, run by guys in white lab coats. Smart phones? iPads? You’re dreaming. Take your new ideas somewhere else.
That is the Madison School Board. It has decided to batten the hatches against change. It is securing the perimeter against new thinking. It is the North Korea of education: insular, blighted, and paranoid.
Just try to start a charter school in Madison. I dare you. The Madison School Board on Monday took three measures to strangle new ideas in their crib:
1) Preserving the status quo: Any proposed charter school would have to have “a history of successful practice.” That leaves out several existing Madison public schools – never mind new approaches.
2) Starvation: Cap per-pupil reimbursement at around $6,500 – less than half what Madison public schools consume.
3) Encrustation: Unionized teachers only need apply.
I spoke to Carrie Bonk, executive director of the Wisconsin Charter Schools Association.

Related:
Madison’s disastrous reading results.

The rejected Studio charter school.

Minneapolis teacher’s union approved to authorize charter schools.

“We are not interested in the development of new charter schools”.

Notes and links on the rejected Madison Preparatory Academy IB Charter School.

Madison School District Open Enrollment Leavers Report, 2012-13.

Madison’s disastrous long term reading results..

Interview: Henry Tyson, Superintendent of Milwaukee’s St. Marcus Elementary School.

Dylan Pauly, Legal Counsel Steve Hartley, Chief of Staff (PDF):

It is the policy of the School Board to consider the establishment of charter schools that support the DISTRICT Mission and Belief Statements and as provided by law. The BOARD believes that the creation of charter schools can enhance the educational opportunities for Madison Metropolitan School District students by providing innovative and distinctive educational programs and by giving parents/students more educational options within the DISTRICT. Only charter schools that are an instrumentality of the DISTRICT will be considered by the BOARD.
The BOARD further believes that certain values and principles must be integrated into all work involving the conceptualization, development and implementation of a new charter school. These guiding principles are as follows:
1. All charter schools must meet high standards of student achievement while providing increased educational opportunities, including broadening existing opportunities for struggling populations of students;
2. All charter schools must have an underlying, research-based theory and history of successful practice that is likely to achieve academic success;
3. All charter schools will provide information to parents and students as to the quality of education provided by the charter school and the ongoing academic progress of the individual student;
4. All charter schools will ensure equitable access to all students regardless of gender, race and/or disability;
5. All charter schools must be financially accountable to the DISTRICT and rely on +’ sustainable funding models;
6. All charter schools must ensure the health and safety of all staff and students;
7. All externally-developed charter schools must be governed by a governance board that is registered as a 501(c)(3), tax-exempt charitable organization;
8. All charter schools must have a plan to hire, retain and recruit a highly-qualified, diverse staff;
9. All charter schools must have a clear code of student conduct that includes procedures for positive interventions and social emotional supports

Related:
Matthew DeFour’s article.
The rejected Studio charter school.
Minneapolis teacher’s union approved to authorize charter schools.
“We are not interested in the development of new charter schools”.
Notes and links on the rejected Madison Preparatory Academy IB Charter School.
Madison School District Open Enrollment Leavers Report, 2012-13.
Madison’s disastrous long term reading results..
Interview: Henry Tyson, Superintendent of Milwaukee’s St. Marcus Elementary School.

Dylan Pauly, Legal Counsel Steve Hartley, Chief of Staff, Madison School District via a kind reader’s email (700K PDF):

– removes the ability of an individual board member to initiate a charter proposal – must be initiated by the board instead (superintendent can also initiate)
– $6,500 per pupil funding formula, with reductions in district funding after the 3rd or 4th year (unclear) of between 10-20% based on private fundraising.

Madison will spend about $15k/student during the 2012-2013 school year.
Related: Many notes and links on the rejected (by a majority of the Madison School Board) Madison Preparatory Academy IB Charter School.
Madison Mayor Paul Soglin: “We are not interested in the development of new charter schools”. More, here.

Matthew DeFour (and many others):

That led minority leaders to complain about the perceived control white Madison liberals — including teachers union leaders — exert on elections and on efforts meant to raise minority student achievement. Some local leaders have undertaken soul-searching while others say more minorities need to seek elective office.
“You could not have constructed a scenario to cause more alienation and more mistrust than what Sarah Manski did,” longtime local political observer Stuart Levitan said, referring to the primary winner for seat 5. “It exposed an underlying lack of connection between some of the progressive white community and the progressive African-American community that is very worrisome in the long run.”
In the last few weeks:

• Urban League of Greater Madison president Kaleem Caire in a lengthy email described the failed negotiations involving him, district officials and Madison Teachers Inc. executive director John Matthews over Caire’s proposed Madison Preparatory Academy geared toward low-income minority students.
• Ananda Mirilli, who placed third behind Manski for seat 5, released emails in which Sarah Manski’s husband, Ben Manski, accused Caire of recruiting Mirilli to run for School Board and linking Caire to a conservative foundation. Caire confirmed the email exchange, but said he didn’t recruit Mirilli. The Manskis did not respond to requests for comment.
• Two School Board members, Mary Burke and Ed Hughes, vigorously backed former police lieutenant Wayne Strong, who is black, to counter the influence of political groups supporting his opponent. In the seat 3 race, Strong faces Dean Loumos, a low-income housing provider supported by MTI, the Dane County Democratic Party, Progressive Dane and the local Green Party.

Much more on the 2013 Madison School Board election, here.

David Blaska

Kaleem Caire, president of the Urban League of Greater Madison, is speaking out against the campaign of deception waged against people of color and others who support doing something now about Madison’s yawning achievement gap instead of blaming Gov. Scott Walker.
In a statement issued this week, Caire writes, “As the 2013 Madison school board race continues, we (the Urban League) are deeply concerned about the negative politics, dishonesty and inaccurate discussions that have shaped the campaign. … We are concerned about how Madison Prep has become a red herring ….”
Walker had not even been sworn in as governor when the Urban League proposed establishing a charter school, Madison Preparatory Academy, to address an achievement gap in which barely half of black and Hispanic children graduate from high school in the Madison public schools.
Caire mentioned as the two worst offenders in this campaign of dishonesty T.J. Mertz, candidate for School Board seat #5, and Green Party activist Ben Manski.
Manski’s wife, Sarah, jumped into the seat #5 race hoping to squeeze out an already announced candidate, Latina immigrant Ananda Mirilli. Sarah Manski’s candidacy was apparently encouraged by both Mayor Paul Soglin, who gave her a glowing campaign testimonial, and teachers union boss John Matthews, to whom Soglin referred Sarah Manski. On Dec. 30, Ben Manski blasted an email containing this outright distortion of minority candidate Ananda Mirilli’s position:

Much more on the 2013 Madison School Board election, here.

Kaleem Caire, via a kind email

March 6, 2013
Dear Madison Leaders.
As the 2013 Madison school board race continues, we (the Urban League) are deeply concerned about the negative politics, dishonesty and inaccurate discussions that have shaped the campaign. While I will not, as a nonprofit leader, speak about the merits of individual candidates, we are concerned about how Madison Prep has become a red herring during the debates. The question of all the candidates has been largely narrowed to, “Did you support Madison Prep or did you not?”…as if something was horribly wrong with our charter school proposal, and as though that is the most important issue facing our school children and schools.
While the Urban League has no interest in partaking in the squabbles and confusion that has unfortunately come to define public conversation about our public schools, we do want to set the record straight about deliberations on Madison Prep that have been falsely expressed by many during this campaign, and used to dog individuals who supported the school proposal more than one year ago.
Here is how things transpired.
On May 9, 2011, Steve Goldberg of the CUNA Mutual Foundation facilitated a meeting about Madison Prep, at my request, between Madison Teacher’s Incorporated President, John Matthews and me. The meeting was held in CUNA’s cafeteria. We had lunch and met for about an hour. It was a cordial meeting and we each discussed the Madison Prep proposal and what it would take for the Urban League and MTI to work together. We didn’t get into many details, however I was sure to inform John that our proposal of a non-instrumentality charter school (non-MTI) was not because we didn’t support the union but because the collective bargaining agreement was too restrictive for the school model and design we were proposing to be fully implemented, and because we desired to recruit teachers outside the restrictions of the collective bargaining agreement. We wanted to have flexibility to aggressively recruit on an earlier timeline and have the final say on who worked in our school.
The three of us met again at the Coliseum Bar on August 23, 2011, this time involving other members of our teams. We got into the specifics of negotiations regarding the Urban League’s focus on establishing a non-instrumentality school and John’s desire to have Madison Prep’s employees be a part of MTI’s collective bargaining unit. At the close of that meeting, we (Urban League) offered to have Madison Prep’s teachers and guidance counselors be members of the collective bargaining unit. John said he felt we were making progress but he needed to think about not having MTI represent all of the staff that are a part of their bargaining unit. John and I also agreed that I would email him a memo outlining our desire to work with MTI, and provide the details of what we discussed. John agreed to respond after reviewing the proposal with his team. That memo, which we have not released previously, is attached [336K PDF]. You will see clearly that the Urban League initiated dialogue with MTI about having the teacher’s union represent our educators.
John, Steve and I met for a third time at Perkins restaurant for breakfast on the West Beltline on September 30, 2013. This time, I brought representatives of the Madison Prep and Urban League Boards with me: Dr. Gloria Ladson Billings, John Roach and Derrick Smith. It was at the close of this meeting that John Matthews told all of us that we “had a deal”, that MTI and the Urban League would now work together on Madison Prep. We all shook hands and exchanged pleasantries. Our team was relieved.
Later that evening, I received calls from Matt DeFour, a reporter with the Wisconsin State Journal and Susan Troller of The Capital Times. They both asked me to confirm what John had told them; that we had a deal. I replied by confirming the deal. The next day, The Capital Times ran a story, Madison Prep and MTI will work together on new charter school. The State Journal ran an article too, Prep School agrees to employ union staff. All was good, or so we thought.
Unfortunately, our agreement was short-lived. The very next day after the story hit the newspapers, my team and I began receiving angry letters from social workers and psychologists in MMSD who were upset that we did not want to have those positions represented by MTI. We replied by explaining to them that our reasoning was purely driven by the fact that 99% of the Districts psychologists were white and that there were few social workers of color, too. For obvious reasons, we did not believe MMSD would have success hiring diverse staff for these positions. We desired a diverse staff for two reasons: we anticipated the majority of our students to be students of color and our social work and psychological service model was different. Madison Prep had a family-serving model where the school would pay for such services for every person in a family, if necessary, who needed it, and would make available to families and students a diverse pool of contracted psychologists that families and students could choose from.
That Monday evening, October 3, 2011, John Matthews approached me with Steve Goldberg at the School Board hearing on Madison Prep and informed me that his bargaining unit was very upset and that he needed to have our Physical education teacher be represented by MTI, too. Our Phy Ed model was different; we had been working on a plan with the YMCA to implement a very innovative approach to ensuring our students were deeply engaged in health and wellness activities at school and beyond the school day. In our plan, we considered the extraordinarily high rates of obesity among young men and women of color. However, to make the deal with MTI work, that evening I gave MTI the Phy Ed teaching position.
But that one request ultimately became a request by MTI for every position in our school, and a request by John Matthews to re-open negotiations, this time with a mediator. At first, we rejected this request because we felt “a deal is a deal”. When you shake hands, you follow through.
We only gave in after current school board president, James Howard, called me at home to request that the Urban League come back to the negotiating table. James acknowledged not feeling great about asking us to do this after all we had been through – jumping through hoop after hoop. If you followed the media closely, you would recall how many times we worked to overcome hurdles that were placed in our way – $200K worth of hurdles (that’s how much we spent). After meeting with MMSD leadership and staff, we agreed to come back to the table to address issues with MTI and AFSCME, who wanted our custodial and food service workers to be represented by the union as well. When we met, the unions came to the negotiation with attorneys and so did we. If you care to find out what was said during these negotiations, you can request a transcript from Beth Lehman, the liaison to the MMSD Board of Education who was taking official notes (October 31 and November 1, 2011).
On our first day of negotiations, after all sides shared their requests and concerns, we (ULGM) decided to let AFSCME represent our custodial and food service staff. AFSCME was immediately satisfied, and left the room. That’s when the hardball towards us started. We then countered with a plausible proposal that MTI did not like. When we couldn’t get anywhere, we agreed to go into recess. Shortly after we came back from recess, former MMSD Superintendent Dan Nerad dropped the bomb on us. He shared that if we now agreed to have our staff be represented by MTI, we would have to budget paying our teachers an average of $80,000 per year per teacher and dedicating $25,000 per teacher to benefits. This would effectively increase our proposal from $15M over five years to $28M over five years.
Why the increased costs? For months, we projected in our budgets that our staff would likely average 7 years of teaching experience with a Master’s degree. We used the MTI-MMSD salary schedule to set the wages in our budget, and followed MMSD and MTI’s suggestions for how to budget for the extended school day and year parts of our charter school plan. Until that day, MMSD hadn’t once told us that the way we were budgeting was a problem. They actually submitted several versions of budgets to the School Board, and not once raising this issue.
Superintendent Nerad further informed us that MMSD was going to now submit a budget to the Board of Education that reflected costs for teachers with an average of 14 years’ experience and a master’s degree. When we shockingly asked Nerad if he thought the Board of Education would support such a proposal, he said they likely would not. We did not think the public would support such a unusual request either. As you can imagine, we left the negotiations very frustrated. In the 23rd hour, not only was the run we thought we had batted in taken away from us in the 9th inning, we felt like our entire season had been vacated by commissioners.
When we returned to our office that afternoon, we called an emergency meeting of the Urban League and Madison Prep boards. It was in those meetings that we had to make a choice. Do we completely abandon our proposal for Madison Prep after all we had done to see the project through, and after all of the community support and interests from parents that we had received, or do we go forward with our original proposal of a non-instrumentality charter school and let the chips fall where they may with a vote by the Board? At that point, our trust of MMSD and MTI was not very high. In fact, weeks before all of this happened, we were told by Nerad in a meeting with our team and attorneys, and his staff and attorneys, that the Board of Education had voted in closed session to unilaterally withdraw our charter school planning grant from the Wisconsin Department of Public Instruction. They reversed this decision after we informed them we would file a lawsuit against them. We were later told that a certain Board member was pushing for months to have this done. Then, after months of not being able to get certain board members to meet with us, Marj Passman, decided to meet with me alone in my office. During that meeting, she told me that we (ULGM) didn’t have the votes for Madison Prep and that we were never going to get the school approved. She the offered to donate her personal funds to Madison Prep, if we pulled our proposal and decided to do a private school instead. I told her that I appreciated her offer, but declined.
After finally meeting with all seven board of education members, both the Madison Prep and ULGM boards decided unanimously that we must in good conscience go forward, put the needs and future of our children first, and reintroduce the non-instrumentality proposal to the School Board. You know the rest of the story.
Over the next 45 days, we (ULGM) were categorically painted as an anti-union conservative outfit who proposed a flawed school model that divided Madison and threatened to join the Scott Walker effort to eliminate unions. We were made to be the great dividers (not the achievement gap itself) and me, “an Angry Black Man”. Lost in the debate were the reasons we proposed the school in the first place – because so many children of color were failing in our schools and there was no effective strategy in place to address it even though the school system has known about its racial achievement gap since it was first document by researcher Naomi Lede for the National Urban League in 1965. That gap has doubled since then.
Ironically, two of the people behind the attacks on ULGM were Ben Manski and TJ Mertz. They were uniquely aligned in their opposition to Madison Prep. John Matthews even weighed in on video with his comments against us, but at least he told a story that was 80% consistent with the events that actually transpired. Watch the video and listen to the reason he gave for why he didn’t support Madison Prep. He didn’t call us union haters or teacher bashers. He knew better. So why all the fuss now? Why have those who knew exactly what went on in these negotiations not told the true story about what really happened with Madison Prep? Why has a charter school proposal been made the scapegoat, or defining lever, in a school board race where there are so many other more important issues to address?
If all it takes to win a seat on the school board now is opposition to charter schools, rather than being someone who possesses unique experiences and qualifications to serve our now majority non-white and low-income student body and increasingly challenged schools, we should all worry about the future of our children and public schools.
So, for those who were unaware and those who’ve been misleading the public about Madison Prep and the Urban League, I hope you at least read this account all the way through and give all of the candidates in this school board election the opportunity to win or lose on their merits. Falsehoods and red herrings are not needed. They don’t make our city or our school district look good to the observing eye. Let’s be honest and accurate in our descriptions going forward.
Thank you for reading.
We continue to move forward for our children and are more determined than ever to serve them well.
Onward.
Strengthening the Bridge Between Education and Work
Kaleem Caire
President & CEO
Urban League of Greater Madison
Main: 608.729.1200
Assistant: 608.729.1249
Fax: 608.729.1205
www.ulgm.org
www.madison-prep.org
Invest in the Urban League
Urban League 2012 Third Quarter Progress Report

The Memorandum from Kaleem Caire to John Matthews (Madison Teachers, Inc)

MEMORANDUM
Date: August 23, 2011
To: Mr. John Matthews, Executive Director, Madison Teachers, Inc.
From: Kaleem Caire, President & CEO, Urban League of Greater Madison
cc: Mr. Steve Goldberg, President, CUNA Foundation; Mr. David Cagigal, Vice Chair, Urban League of Greater Madison (ULGM); Ms Laura DeRoche-Perez, Charter School Development Consultant, ULGM; Mr. David Hase, Attorney, Cooke & Frank SC
Re: Discussion about potential MTl-Madison Prep Relationship
Greetings John.
I sincerely appreciate your openness to engaging in conversation about a possible relationship between MTI and Madison Preparatory Academy for Young Men. We, ULGM and Madison Prep, look forward to determining very soon what the possibilities could be.
Please accept his memo as a means to frame the issues.

1. The Urban League of Greater Madison initially pursued a non-instrumentality public charter school
   focused on young men to, first and foremost, eliminate the academic and graduate gaps between young people of color and their white peers, to successfully prepare greater percentages of young men of color and those at-risk for higher education, to significantly reduce the incarceration rate among young adult males of color and to provide an example of success that could become a learning laboratory for
   educators, parents and the Greater Madison community with regard to successful ly educating young men, regardless of th eir race or socio-economic status.

2. We are very interested in determining how we can work with MTI while maintaining independence with regard to work rules, operations, management and leadership so that we can hire and retain the best team possible for Madison Prep, and make organizational and program decisions and modifications as necessary to meet the needs of our students, faculty, staff and parents.
3. MTl’s collective bargaining agreement with the Madison Metropolitan School District covers many positions within the school system. We are interested in having MTI represent our teachers and guidance counselors. All other staff would not be represented by MTI.
4. The collective bargaining agreement between MTI and Madison Prep would be limited to employee wages and benefits. Madison Prep teachers would select a representative among them, independent of Madison Prep’s leadership, to serve as their union representative to MTI.

I look forward to discussing this with you and members of our teams, and hearing what ideas you have for the
relationship as well.
Respectfully,
Kaleem Caire,
President & CEO
CONFIDENTIAL

336K PDF Version
jpg version
Related Links:

Madison Preparatory Academy IB Charter School (Rejected by a majority of the Madison School Board).
Ripon Superintendent Richard Zimman on “the very public institutions intended for student learning has become focused instead on adult employment.“.
John Matthews, Madison Teachers, Inc.
Kaleem Caire, Madison Urban League
The rejected Studio Charter School.
Union politics.
2013 Madison School Board Elections.
Update: Matthew DeFour’s article on Caire’s message:

Lucy Mathiak, who was on the board in 2011, also didn’t dispute Caire’s account of the board action, but couldn’t recall exactly what happened in the board’s closed sessions.
“Did (the Urban League) jump through many hoops, provide multiple copies of revised proposals upon request, meet ongoing demands for new and more detailed information? Yes,” Mathiak said. “It speaks volumes that Madison Prep is being used to smear and discredit candidates for the School Board and used as a litmus test of political worthiness.”
Matthews said the problems with Madison Prep resulted from Caire’s proposal to hire nonunion staff.
“What Kaleem seems to have forgotten, conveniently or otherwise, is that MTI representatives engaged in several discussions with him and several of his Board members, in attempt to reach an amicable resolution,” Matthews said. “What that now has to do with the current campaign for Board of Education, I fail to see. I know of no animosity among the candidates or their campaign workers.”
Passman and other board members who served at the time did not return a call seeking comment.

Jack Craver:

Tension over Madison Prep, a controversial charter school proposal that the Madison School Board rejected in December 2011, appears to linger in this year’s races for School Board. Some wonder if the racial tensions that the school, which was geared toward minority students, have now provoked a backlash against African-American candidates running for office.
In one of the contests, School Board President James Howard, who was one of two board members to vote in favor of establishing Madison Prep as a “non-instrumentality” school, meaning it would operate separately from the school district and employ non-district and non-unionized staff, is facing an opponent who entered the race in large part to oppose such projects.
“We should be looking for solutions within our public schools, not giving away taxpayer dollars to unaccountable, non-instrumental charter schools,” says Greg Packnett, who works as a legislative aide to state Reps. Christine Sinicki, D-Milwaukee, and Penny Bernard-Schaber, D-Appleton, and is active in local Democratic politics.
Howard, in a recent interview with the Cap Times editorial board, suggested that Packnett was recruited to run by the Dane County Democrats (Packnett sits on the executive board and has received the group’s endorsement) and others unhappy with Howard’s vote on Madison Prep and threatened by his strong advocacy for hiring more minority teachers and staff.
“In the debates, those are the two things that always come up — Madison Prep and diversity hiring. I’m being challenged on my views on diversity hiring and I’m not retreating on that,” he said.
Howard pins much of the blame on the Democratic Party of Dane County. He says he is puzzled by the involvement by a partisan group in what is officially a nonpartisan race, as well as the involvement of a county organization, whose membership includes people from outside of Madison, in a city race.

Much more on “>the rejected Madison Preparatory Academy IB Charter school, here.

Matthew DeFour:

Two national education reform advocates encouraged about 100 attendees at an Urban League luncheon Thursday to advocate for institutional changes in the school system or “watch your city disappear.”
Geoffrey Canada, founder of the Harlem Children’s Zone in New York City, and Grammy-award-winning R&B musician John Legend participated in an hour-long discussion moderated by local television journalist Neil Heinen.
Canada said Madison leaders need to allow more educational innovation, such as charter schools, if it wants to raise achievement for low-income and minority students.
“You’ve got the cancer, but no one’s allowed to do any research,” Canada said. “If you care about this city, you’re going to end this (achievement gap). There is no future in allowing large numbers of your citizens to fail.”
…..
State Rep. Brett Hulsey, D-Madison, left the luncheon early because he didn’t like what he was hearing from the presenters.
“What they’re saying, I don’t know what it had to do with making our schools better for our kids,” Hulsey said. “We need to invest in our schools to hire more teachers, not talk about firing more teachers.”

Much more on the rejected Madison Preparatory IB charter school, here.

Mike Ford:

Admittedly I did not expect much. Upon review some parts pleasantly surprised me, but I am not holding my breath that it is the answer to MMSD’s achievement gaps. It is a classic example of what I call a butterflies and rainbows education plan. It includes a variety of non-controversial, ambitious, and often positive goals and strategies, but no compelling reason to expect it to close the achievement gap. Good things people will like, unlikely to address MMSD’s serious problems: butterflies and rainbows.
What follows is a review of the specific recommendations in the MSSD plan. And yes, there are good things in here that the district should pursue. However, any serious education plan must include timelines not just for implementation, but also for results. This plan does not do that. Nor does it say what happens if outcomes for struggling subgroups of students do not improve.
Recommendation #1: Ensure that All K-12 Students are Reading at Grade Level

The rejected Madison Preparatory IB charter school was proposed to address, in part Madison’s long standing achievement gap.
Related: Interview: Henry Tyson, Superintendent of Milwaukee’s St. Marcus Elementary School (an inner-city voucher school).

Matthew DeFour

Q: Given a chance to oversee the Madison Prep debate again, would you have done anything differently?
A: My approach was I was attempting to make that work as an instrumentality of the district, and costs were prohibiting that. In terms of it being a non-instrumentality proposal, there were two big problems there. One was the fact that contractually it wasn’t permissible. The other area was the need for accountability to the public body and the governing board.
Q: So what would you have done differently?
A: I’ve looked into myself quite a bit on that and I don’t know what that is.
Q: So you think you were decisive enough?
A: Let other people judge that. But if I didn’t have an interest in looking at a program like Badger Rock Middle School and other innovative program designs, we wouldn’t have spent the time we did on Madison Prep. We put considerable effort into trying to find alternative ways to work that out and the reality of it is that it didn’t work out.

Much more on the Madison Superintendent position, here.
Much more on the proposed Madison Preparatory IB charter school, here.

Paul Fanlund:

As for superintendent candidates, someone with the pugnacious edge of our 67-year-old mayor might serve the city well.
In a recent interview, Paul Soglin told me he’s believed for 40 years that the quality of a school system is the “number one driver” for a city’s success.
Soglin said Madison’s schools are excellent, and, yes, the achievement gap needs attention. But Soglin said it’s unfair to expect schools here to shoulder blame for children who arrived only recently. The school district “has not done a good enough job explaining itself,” Soglin said.
It is hard to disagree.
So, in sum, our next school chief should have Soglin-like skills at the big vision and respond to sniping at public schools, be able to boost the morale of embattled teachers and staff, collaborate effectively with a disparate set of civic partners, and bring experience and keen judgment to tackling the achievement gap.
Good thing we have some time.

I’m glad that Paul has written on this topic. I disagree, however, regarding “time”. The District’s singular administrative focus must be on the basics: reading and math.
Those behind the rejected Madison Preparatory IB charter school may have a different view, as well.

It is interesting to compare and contrast Board member amendments to the Administration’s proposed 2012-2013 Madison School District budget. The 2011-2012 budget spent $369,394,753 for 24,861 students or $14,858.40 each.
Mary Burke: Require Accountability for All Achievement Gap Programs.
Maya Cole offers 11 amendments, the first seeks to address the District’s literacy problems. Cole’s amendment 6 questions the Administration’s use of WPS health care savings (“general fund”).
James Howard seeks a student data analysis assistant and the implementation of a parent university.
Ed Hughes offers 3 amendments, the first seeks to moderate proposed administrative staffing growth, the 2nd requests $3,000,000 in additional maintenance spending (500K less than the Administrative proposal) and a change (reduction) in the use of the District’s reserves (or “fund equity“). Mr. Hughes’ amendments would result in a 5.7% property tax increase. Related: controversy and a possible audit over past maintenance spending.
Beth Moss requests additional middle school media library staffing and increased funding for the middle school Avid program. Much more on the AVID program, here.
Marj Passman requests the introduction of a credit recovery program at East High School (the other high schools evidently have in-house programs) and the creation of a “Department of African American achievement”.
Arlene Silveira requests $75K for the Superintendent Search and a possible interim candidate, a dropout recovery program, a Toki Middle School “Expeditionary Learning Program” and the creation of an implementation plan for all achievement gap programs. Notes and links on Toki middle school and the “Expeditionary Learning Program“.
Somewhat related: Madison Schools Administration has “introduced more than 18 programs and initiatives for elementary teachers since 2009”
I continue to wonder if all schools are held to the same academic and financial standards expressed during the debate and rejection of the proposed the proposed Madison Preparatory IB charter school?

The DPI released graduation rates last year using both the new and old calculation method for the state and individual school districts, and did the same again this year.
An example of the difference between the two calculations: The legacy rate for the most recent data shows Wisconsin’s students had a 90.5% graduation rate for 2011, instead of the 87% rate for that class under the new method the federal government considers more accurate.
Using the new, stricter method, the data shows Milwaukee Public Schools’ graduation rate increased for 2011 to 62.8%., up from 61.1% in 2010.
“We have much more work to do, but these numbers – along with ACT score growth and growth in 10th grade state test scores – show that we continue to move in the right direction,” MPS Superintendent Gregory Thornton said in a statement Thursday.
MPS officials on Thursday pointed out that the 1.7 percentage-point increase between the two years for the district was greater than the state four-year graduation rate increase in that time. The state’s four-year rate increased 1.3 percentage points, from 85.7% in 2009-’10.

Matthew DeFour:

The annual report from the Department of Public Instruction released Thursday also showed Madison’s four-year graduation rate dipped slightly last year to 73.7 percent.
According to the data, 50.1 percent of Madison’s black students graduated in four years, up from 48.3 percent in 2010. The white student graduation rate declined about 3.1 percentage points, to 84.1 percent.
District officials and education experts said it was unclear what accounted for the changes, and it’s difficult to draw any conclusions about Madison’s achievement gap from one or two years of data.
“You need to be looking over a period of several years that what you’re looking at is real change rather than a little blip from one to the other,” said Adam Gamoran, director of the Wisconsin Center for Education Research.
The graduation rates of black and white students in Madison have been a major topic of discussion in the city over the past year.Much more on the proposed Madison Preparatory IB charter school, here.

Standing Firm on Grad Rates
by Chuck Edwards:

Even as the Obama administration is busy dismantling much of NCLB through waivers, it is standing firm on some Bush-era decisions.
One of them is to consider high school graduation to be exactly that — graduating with a regular diploma, even if it takes five or six years for kids with special barriers. For accountability decisions affecting high schools, the Bush administration would not allow states to give schools “graduation” credit for students who obtain a GED or certificate of completion — only a regular diploma would do.
In response to the Obama administration’s new “ESEA Flexibility” initiative, states have taken another run at that decision, which was enshrined in last-gasp Bush regulations issued in October 2008.

Chris Rickert summarizes a bit of recent Madison School Board decision making vis a vis educational outcomes. Contrast this with the recent governance news (more) from Oconomowoc; a community 58 miles east of Madison.

Moreover, it’s not like Madisonians are certain to oppose a large tax hike, especially given the way they responded to Walker’s bid to kill collective bargaining.
Before that idea became law, the board voted for — and the community supported — extending union contracts. Unions agreed to some $21 million in concessions in return for two years’ worth of protection from the law’s restrictions.
But the board could have effectively stripped the union of seniority protections, forced members to pay more for health insurance, ended automatic pay raises and taken other actions that would have been even worse for union workers — but that also would have saved taxpayers lots of money.
Board members didn’t do that because they knew protecting employees was important to the people they represent. They should be able to count on a similar dedication to public schooling in asking for the money to pay for the district’s latest priorities.

Christian D’Andrea

The changes would have a significant effect on teachers that the district retains. Starting positions – though it’s unclear how many would be available due to the staff reduction – would go from starting at a $36,000 salary to a $50,000 stipend. The average teacher in the district would see his or her pay rise from $57,000 to $71,000. It’s a move that would not only reward educators for the extra work that they would take on, but could also have a significant effect in luring high-level teachers to the district.
In essence, the district is moving forward with a plan that will increase the workload for their strong teachers, but also increase their pay to reflect that shift. In cutting staff, the district has the flexibility to raise these salaries while saving money thanks to the benefit packages that will not have to be replaced. Despite the shuffle, class sizes and course offerings will remain the same, though some teachers may not. It’s a bold move to not only retain the high school’s top performers, but to lure good teachers from other districts to the city.
Tuesday’s meeting laid out the first step of issuing non-renewal notices to the 15 teachers that will not be retained. The school board will vote on the reforms as a whole on next month.

The Madison School District has, to date, been unwilling to substantively change it’s model, one that has been around for decades. The continuing use of Reading Recovery despite its cost and lower than average performance is one example.
With respect to facilities spending, perhaps it would be useful to look into the 2005 maintenance referendum spending & effectiveness.
It is my great “hope” (hope and change?) that Madison’s above average spending, in this case, 33% more per student than well to do Oconomowoc, nearby higher education institutions and a very supportive population will ultimately improve the curriculum and provide a superior environment for great teachers.

Isthmus:

School board elections are usually sleepy affairs.
But the proposal this year for Madison Prep, a single-gender charter school, has sparked a lively, and sometimes controversial, conversation about one of the most pressing problems facing Madison schools: the achievement gap between students of color and their white peers. The debate has, in turn, sparked interest in the school board.
In the race for Seat 1, two-term incumbent Arlene Silveira is being challenged by Nichelle Nichols, who works at the Urban League of Greater Madison, the main sponsor of Madison Prep.
While there are an unprecedented number of candidate forums and listening sessions under way, we thought we’d pose our own questions to candidates. This week we ask the candidates how they would address what might be the primary issue of the election: the achievement gap. What would they do to address this gap, and balance the needs of both high and low achieving students? More specifically, we ask about their view of Madison Prep, and whether they would vote for or against it in the future.

Much more on the proposed Madison Preparatory IB charter school, here.
Seat 1 Candidates:
Nichelle Nichols
www.nichols4schoolboard.org
email: nnichols4mmsd@gmail.com
Arlene Silveira (incumbent)
www.arleneforschoolboard.com
email: arlene_Silveira@yahoo.com
Seat 2 Candidates:
Mary Burke
www.maryburkeforschoolboard.net
email: maryburkewi@gmail.com
Michael Flores
www.floresforschoolboard.org
email: floresm1977@gmail.com
Arlene Silveira & Michael Flores Madison Teachers, Inc. Candidate Q & A

Isthmus:

School board elections are usually sleepy affairs.
But the proposal this year for Madison Prep, a single-gender charter school, has sparked a lively, and sometimes controversial, conversation about one of the most pressing problems facing Madison schools: the achievement gap between students of color and their white peers. The debate has, in turn, sparked interest in the school board.
In the race for Seat 2, which is being vacated by retiring board member Lucy Mathiak, philanthropist Mary Burke is running against firefighter Michael Flores.
While there are an unprecedented number of candidate forums and listening sessions under way, we thought we’d pose our own questions to candidates. This week we ask the candidates how they would address what might be the primary issue of the election: the achievement gap. What would they do to address this gap, and balance the needs of both high and low achieving students? More specifically, we ask about their view of Madison Prep, and whether they would vote for or against it in the future.

Much more on the proposed Madison Preparatory IB charter school, here.
Seat 1 Candidates:
Nichelle Nichols
www.nichols4schoolboard.org
email: nnichols4mmsd@gmail.com
Arlene Silveira (incumbent)
www.arleneforschoolboard.com
email: arlene_Silveira@yahoo.com
Seat 2 Candidates:
Mary Burke
www.maryburkeforschoolboard.net
email: maryburkewi@gmail.com
Michael Flores
www.floresforschoolboard.org
email: floresm1977@gmail.com
Arlene Silveira & Michael Flores Madison Teachers, Inc. Candidate Q & A

WIBA Outreach, via a kind Laura DeRoche-Perez email: Hour 1 [33mb mp3], Hour 2 [36mb mp3].
Notes & Links:
Madison Superintendent Dan Nerad’s $105,600,000 (over 5 years) plan to address the achievement gap.
Much more on the proposed Madison Preparatory IB charter school, here.

Jack Craver:

Since 2007, there have been nine elections for seats on the Madison School Board. Only two have been contested. Thus, in seven instances, a candidate was elected or re-elected without having to persuade the community on the merits of his or her platform, without ever facing an opponent in a debate.
This year, two seats on the School Board are hotly contested, a political dynamic that engages the community and that most members of the board welcome.
“What an active campaign does is get the candidate out and engaged with the community, specifically on larger issues affecting the school district,” says Lucy Mathiak, a School Board member who is vacating one of the seats that is on the April 3 ballot.
Competition may be healthy, but it can also be ugly. While the rhetoric in this year’s School Board races seems harmless compared to the toxic dialogue we’ve grown accustomed to in national and state politics, there is a palpable tension that underpins the contests.
Teachers and their union worry that Gov. Scott Walker’s attacks on collective bargaining rights and support for school vouchers could gain more traction if candidates who favor “flexibilities” and “tools” get elected to the board. Meanwhile, many in the black community feel their children are being neglected because policy-makers are not willing to challenge the unions or the status quo. District officials must contend with a rising poverty level among enrolled students and concerns about “white flight.”
In addition to massive cuts to education funding from the state, the current anxiety about the future of Madison’s schools was fueled by last year’s debate over the proposed Madison Preparatory Academy, a charter school plan devised by Kaleem Caire, the head of the Urban League of Greater Madison, to help minority students who are falling behind their white peers in academic achievement. Minority students in the Madison district have only a 48 percent four-year graduation rate and score much lower on standardized tests than do white students.
Objections to Madison Prep varied. Some thought creating a school focused on certain racial groups would be a step backward toward segregation. Others disliked the plan for its same-sex classrooms.
However, what ultimately killed the plan was the Urban League’s decision to have the school operate as a “non-instrumentality” of the Madison Metropolitan School District, meaning it would not have to hire union-represented district teachers and staff. In particular, Caire wanted to be able to hire non-white social workers and psychologists, few of whom are on the district’s current staff.

Much more on the proposed Madison Preparatory IB charter school, here.
Seat 1 Candidates:
Nichele Nichols
www.nichols4schoolboard.org
email: nnichols4mmsd@gmail.com
Arlene Silveira (incumbent)
www.arleneforschoolboard.com
email: arlene_Silveira@yahoo.com
Seat 2 Candidates:
Mary Burke
www.maryburkeforschoolboard.net
email: maryburkewi@gmail.com
Michael Flores
www.floresforschoolboard.org
email: floresm1977@gmail.com
1.25.2012 Madison School Board Candidate DCCPA Event Photos & Audio
Listen to the event via this 77MB mp3 audio file.
Arlene Silveira & Michael Flores Madison Teachers, Inc. Candidate Q & A

Part 1:



Part 2:



Part 3:



Much more on this event, including a number of comments, here.
Notes and links on the proposed Madison Preparatory IB charter school, here.
Thanks to Amy Good for forwarding the links.

Chris Rickert:

Teachers union seniority rules, though, appear less benign.
Joshua Cowen, a University of Kentucky assistant professor of public policy and administration, said there’s “indirect evidence” on “whether unions’ emphasis on seniority hinders academic achievement.”
Specifically, teachers don’t appear to get any better after three years on the job or after getting a master’s degree.
“What this means is that school districts are spending a good deal of money to reward teachers for characteristics that are not really related to student success,” he said.

Related: Madison Prep supporters revamping proposal to overcome district objections; Seniority Changes

Matthews, however, said MTI opposes the types of changes Madison Prep would seek, such as eliminating a provision that grants senior teachers priority for new job openings in the district.
“Those are rights people have,” Matthews said. “It gets us right back to why there was so much reaction to what Gov. Walker did last year.”

Arlene Silveira & Michael Flores Madison Teachers, Inc. Candidate Q & A

Question 23 has implications for the future of our public schools, along with the proposed Madison Preparatory Academy IB charter school:

Given Act 10’s negative Impact on Collective Bargaining Agreements, will you introduce and vote for a motion to adopt the Collective Bargaining Agreements (182 page PDF Document) negotiated between MTI and The Madison Metropolitan School District as MMSD policy?

Both Silveira and Flores answered Yes.

David Blaska:

For our liberal/progressive acquaintances have run out of excuses. After all, they have owned the public school system, through the teachers union and its Democratic Party subsidiary, for the last 30 years or so.
Nowhere more so than in Madison, Wis., where not a single conservative serves on the 20-member Common Council, where the seven members of the current Madison School Board range on the political spectrum from Left-liberal to Hugo Chavez. (Beth Moss, Marjorie Passman, and Arlene Silveira are Progressive Dane.)
History, not conspiracy: The Left has had its hands on the controls of city government since Paul Soglin beat Bill Dyke in 1973 and the Madison School Board since forever.
Madison’s dominant Left is gagging a fur ball because its public schools have failed the very people liberal/progressives claim to champion. The Madison Metro School District graduates fewer than half – 48% – of its black students and only 56% of its Latinos.
Blacks and Latinos, where would they be without the tender ministrations of the liberal welfare state – living evidence of Republican perfidy! Clucked and cooed over in the tenured parlors of well-meaning West Side liberals – people like Nan Brien, Anne Arnesen, Barbara Arnold, and Carol Carstensen. All four ladies presided over this educational debacle as former Madison School Board members. Despite all evidence, these liberals are not one bit abashed by their failure, so strong is their faith in the powers of more spending and more government.
The Urban League’s school must not be approved, the four women write, because “Madison Prep will not be accountable to the Madison School Board nor to the taxpayers of Madison.” Touching, this sudden concern for the taxpayer. (Madison Prep Academy would cost the school district $17-28 million over five years. Supt. Nerad’s plan would cost $105.6 million over five years.)
Some would say that the Madison School Board has not been accountable to its children of color OR its taxpayers.

Much more on the proposed Madison Preparatory IB charter school, here.

Rob Starbuck talks to leaders of the African-American community about the history of Madison’s academic achievement gap and what can be done to reverse the alarming trend.
Much more on the proposed Madison Preparatory IB charter school, here.
Tepid response to Nerad’s plan to close achievement gap in Madison school district; $105,600,000 over 5 Years.
Event (2.16.2012) The Quest for Educational Opportunity: The History of Madison’s Response to the Academic Achievement Gap (1960-2011)

Matthew DeFour:

And even though teachers would be unionized, they would have different rules from those at other schools to bring costs down, Caire said.
Caire’s original proposal for Madison Prep called for a “non-instrumentality” charter school, meaning it would employ its own staff and be free of day-to-day district oversight. In October, Caire and Matthews announced an agreement by which Madison Prep would use union staff, opening the door for Madison Prep to submit an “instrumentality” charter school proposal to the district.
But a district analysis based on language in the union contract found the cost would be higher than originally projected. Cost-saving changes to the contract, which expires in June 2013, couldn’t be made without nullifying it under the state’s new collective bargaining law.
In November, Madison Prep supporters changed their proposal to a non-instrumentality charter school. District officials opposed that option, saying it would have insufficient oversight and conflict with the union contract, which requires the district to hire union employees.
The latest iteration of Madison Prep would be an instrumentality charter school. But because it would open in fall 2013, the current union contract wouldn’t apply, meaning separate rules could be written for the school.
Matthews, however, said MTI opposes the types of changes Madison Prep would seek, such as eliminating a provision that grants senior teachers priority for new job openings in the district.
“Those are rights people have,” Matthews said. “It gets us right back to why there was so much reaction to what Gov. Walker did last year.”

Much more on the proposed Madison Preparatory IB charter school, here.

Wisconsin State Journal Editorial:

Madison school chief Dan Nerad’s plan to close the district’s achievement gap is certainly bold about spending money.
It seeks an estimated $105 million over five years for a slew of ideas — many of them already in place or attempted, just not to the degree Nerad envisions.
The school superintendent argues a comprehensive approach is needed to boost the academic performance of struggling minority and low-income students. No one approach will magically lift the district’s terrible graduation rates of just 48 percent for black students and 57 percent for Latinos.

Much more on the proposed Madison Preparatory IB charter school, here.
Related:

• What Impact do High School Mathematics Curricula have on College (PDF)?
• Wisconsin Property Tax Growth: 1984-2012 (!)
• 60% to 42%: Madison School District’s Reading Recovery Effectiveness Lags “National Average”: Administration seeks to continue its use
• Much more on the proposed Madison Preparatory IB charter school, here.
• Madison schools superintendent Dan Nerad releases plan to address achievement gap @ Isthmus

Listen to most of the speech via this 25mb .mp3 file.

Well worth reading: Money And School Performance:
Lessons from the Kansas City Desegregation Experiment:

For decades critics of the public schools have been saying, “You can’t solve educational problems by throwing money at them.” The education establishment and its supporters have replied, “No one’s ever tried.” In Kansas City they did try. To improve the education of black students and encourage desegregation, a federal judge invited the Kansas City, Missouri, School District to come up with a cost-is-no-object educational plan and ordered local and state taxpayers to find the money to pay for it.
Kansas City spent as much as $11,700 per pupil–more money per pupil, on a cost of living adjusted basis, than any other of the 280 largest districts in the country. The money bought higher teachers’ salaries, 15 new schools, and such amenities as an Olympic-sized swimming pool with an underwater viewing room, television and animation studios, a robotics lab, a 25-acre wildlife sanctuary, a zoo, a model United Nations with simultaneous translation capability, and field trips to Mexico and Senegal. The student-teacher ratio was 12 or 13 to 1, the lowest of any major school district in the country.
The results were dismal. Test scores did not rise; the black-white gap did not diminish; and there was less, not greater, integration.

And, In Kansas City, tackling education’s status quo “We’re not an Employment Agency, We’re a School District”

Jack Craver:

Although the debate over the proposed Madison Preparatory Academy has often inflamed emotions in the community over the past year, Wednesday night’s forum for candidates for the Madison School Board was respectful and largely subdued.
In fact, if there was any overarching theme to the discussion, which was hosted by the Dane County Democrats at the Madison Concourse Hotel, it was that the candidates largely agree on most major educational issues.
Notably, none expressed support for the Madison Prep charter school unless it remained subject to the rules of the current collective bargaining agreement between the school district and the teachers union. In December, the School Board rejected the plan for the charter school after its backers sought “non-instrumentality” status from the district in an effort to gain more flexibility in setting pay and work conditions for its employees.

Much more on the candidates and a recent forum, here.

Chris Rickert:

They came, as such things usually do, via that great information dumping ground known as the Internet.
“The Ideological Lineage of Madison Prep: If you haven’t seen this, you really should: History, Not ‘Conspiracy,'” read the Feb. 1 tweet.
Included was a link to a Jan. 27 blog post that in 1,776 words has Kaleem Caire – head of the Urban League of Greater Madison and the main backer of controversial Madison charter school Madison Preparatory Academy — connected to more than a dozen conservative causes or leaders, including such bogeymen of the left as the American Legislative Exchange Council and the Charles G. Koch Foundation.
Similarly, a 1,357-word, Dec. 22 essay published on the website of a local liberal magazine points to Caire’s work with “right-wing organizations” such as the Black Alliance for Educational Options and describes the people behind charters like Madison Prep as being about the “business” of “obtaining a secure stream of public funding to attract more private investment in what are essentially private ventures outside of the scrutiny or accountability systems of democratically elected school boards.”
Well, OK …

Much more on the proposed Madison Preparatory IB charter school, here.

Tweet, in reply to this, via a kind reader.
Related: Arlene Silveira & Michael Flores Madison Teachers, Inc. Candidate Q & A

Question 23 has implications for the future of our public schools, along with the proposed Madison Preparatory Academy IB charter school:

Given Act 10’s negative Impact on Collective Bargaining Agreements, will you introduce and vote for a motion to adopt the Collective Bargaining Agreements (182 page PDF Document) negotiated between MTI and The Madison Metropolitan School District as MMSD policy?

Much more on More on Madison Superintendent Dan Nerad’s Achievement Gap Presentation: $105,600,000 over 5 Years.