Both mentioned a few areas of focus for the upcoming year, including most immediately the transition back to in-person learning as the COVID-19 pandemic continues. Muldrow noted that the “vast majority of the young people we serve” are not eligible for a vaccine yet, requiring the district to continue to “provide high-quality educational opportunities” while keeping safety top of mind.
“The other thing I think that the board is really starting to think about differently is how we give our students credit for what they’ve learned about and from technology,” she said. “So how do we recognize that our students are coming back to school with all of these skills around the information age that we’ve never given students academic credit for, but that are super relevant to their ability to interact with the job market?”
Broadly, Castro and Muldrow have similar priorities from when they began on the board, including early childhood education, as the district plans a full-day 4-year-old kindergarten pilot program at eight schools next year. They hope it’s one way among multiple strategies to begin to close the longstanding opportunity gaps between students of color and their white peers.
“Making sure that the color of a kid’s skin isn’t a determining factor in whether or not they’re going to be able to read, whether or not they’re going to be perceived as disruptive or talented and gifted,” Muldrow said.
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.