Erin Gretzinger:

Madison schools and other districts still have more work to do, though. Less than half of Madison students didn’t meet grade-level expectations in reading and writing in the 2024-25 school year, slightly fewer than the average statewide, according to state data. About 18.5% of Black students in Madison scored proficient in reading, compared with 20% statewide.

Jackson said her current top priority is placing dozens of early literacy coaches in schools by the start of next school year. She’s also focused on increasing communication between the Department of Public Instruction, schools and families, as well as making sure school districts and teachers have the necessary support and resources to implement the law.

“We expect a lot out of our educators, and we want to be sure that we are rolling this out and supporting this in a way that it doesn’t make it feel like it is overwhelming,” she said. “Our focus is making sure that they’ve got that knowledge, they’ve got those supports, so that we can see and will see changes in student proficiency.”

Jackson will help oversee millions of dollars to be allocated to school districts under Act 20. While lawmakers initially proposed $50 million to fund Act 20, Republican legislators declined to allocate the money amid a legal dispute with Democratic Gov. Tony Evers. Then two years after the law passed, lawmakers agreed to allocate nearly $41 million in the 2025-27 state budget.

After a final round of reimbursements for schools that purchased new reading curricula and materials ends in June 2027, Jackson said the Department of Public Instruction plans to ask state legislators for permission to use any remaining funds to continue supporting Act 20’s literacy initiatives, which could include coaching, professional development or curriculum.

The department has “no intention to leave any dollars on the table,” she said. “All of those funds will be used to continue to support our schools and continue to do this work.”

The state agency has recently faced sharpcriticism from some literacy advocacy groups on Act 20’s implementation and communication surrounding the law so far. Forward Literacy, a Madison-based group, has raised concerns about some of the state agency’s guidance to districts about personalized reading plans — a cornerstone of the law that requires schools to create individualized improvement plans for K-3 students who score below the 25th percentile on a reading assessment.

Since January last year, Wisconsin school districts have been required to develop that roadmap and share it with parents, who help decide alongside school officials whether a child is meeting grade-level benchmarks. Katie Kasubaski, executive director of Forward Literacy, has called on the Department of Public Instruction to rescind some of the guidance it has issued about when to provide students personalized reading plans.

——-

More.

——-

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

Map: Foundations of Reading Results: 2015–2024

Where have all the students gone?

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

David Randall

The Wisconsin Institute for Law & Liberty (WILL) just published Will Flanders’ The FORT Gap: How Inconsistent Teacher Preparation Is Fueling Wisconsin’s Literacy and Educator Crises, a report on how results on Foundations of Reading Test (FORT) show that Wisconsin’s teacher candidates aren’t sufficiently prepared in the Science of Reading, which is the gold-standard in reading instruction. That’s bad news for Wisconsin teachers—and worse for Wisconsin’s students, who won’t have teachers properly prepared to them how to read. Flanders’ report is an excellent summary of the issue for Wisconsin audiences—and for all Americans, since insufficient preparation for English Language Arts (ELA) teachers, especially in the Science of Reading, is a nationwide problem.

It isn’t the only problem for our ELA classrooms. The worst flaw of Common-Core style ELA instruction is that it focuses on skills instruction and neglects literary content—full-lenth, sophisticated, classic works of fiction and nonfiction. Notables such as Doug Lemov, Natalie Wexler, and E. D. Hirsch, Jr. have argued persuasively students need to be taught to read good books as an essential component of learning how to read. As the classical education schools know, the Science of Reading needs to be married to the enduring, challenging content that sparks children to want to read. That same combination inspires our own The Cather Standards: Model PreK-12 State English Language Arts Standards (National Association of Scholars and Freedom in Education); the Cather Standard, by saying what students should learn, implicitly provides a curriculum for ELA teacher preparation.

Implicitly only, alas. The existing standard National Evaluation Series (NES) English Language Arts (301)examination doesn’t entirely ignore good books. One of its five content domains is Analyzing and Interpreting Literature—although even in this domain, only 2 of the 4 competencies really address literature knowledge rather than techniques of how to analyze literature. ELA teachers should be tested centrally for their thorough content knowledge of good books from American literature, Western literature, and World literature.

———

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

Map: Foundations of Reading Results: 2015–2024

Where have all the students gone?

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Nuria Martinez-Keel:

Mississippi also has raised its standards for how it defines a proficient reader. A state law requires Mississippi accountability standards to increasewhenever 75% of students make a proficient score on yearly tests or when 65% of schools or districts make a grade of B or higher on annual A-F evaluations.

“We have increased that level, by the way, four times since I’ve been in office, and (are) about to increase it again,” Reeves told Oklahoma City news reporters. “Because what’s going to happen when you raise the bar, when you raise the level of expectations, what’s happened in Mississippi is exactly what’s going to happen in Oklahoma.”

Oklahoma’s proficiency standards are aligned with expectations used in the National Assessment of Educational Progress. NAEP tests students in all 50 states every two years and compiles the results in the Nation’s Report Card.

Not only has Mississippi’s overall fourth-grade reading progress impressed the nation, but the state’s scores among Black, Hispanic and economically disadvantaged students have ranked at or near the top of the country, according to NAEP results.

——-

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

Map: Foundations of Reading Results: 2015–2024

Where have all the students gone?

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Dana Goldstein

“Believable typos”

Even before A.I. chatbots, the internet had made cheating easier, in part through the simple mechanism of copy-and-paste plagiarism.

Now, the landscape is more complex. About two-thirds of American students are using A.I. regularly for schoolwork, according to recent surveys. While only a small slice — about 9 percent — admitted to outright cheating in one large study, much A.I. use lies in an ethical gray area.

A recent College Board survey of professors found three-quarters reported their students were using A.I. to write, and over 90 percent of respondents were concerned about plagiarism and dishonesty. Many institutions have seen a sharp increase in student disciplinary cases for academic misconduct, much of it related to the use of A.I.

OpenAI’s ChatGPT and Google’s Gemini are the most popular A.I. tools among students.

But just beneath these behemoths is a roiling, fiercely competitive market of legacy ed-tech purveyors and tiny start-ups, all using social media to tell young people that their academic lives could be easier — much easier — if they embrace A.I.

Some start-ups explicitly teach students how to cheat.

Eric:

The vast majority of new education funding for years now has gone to grift: more administrators, fancy new buildings built way over budget under union contracts, and especially Special Education (SPED).

For those unfamiliar, federal law requires schools to integrate special education students into general education classrooms to the “maximum extent appropriate.” For students with milder needs, this can work. For many others, it means assigning a full-time caregiver, politely called a “para-educator,” to handle their needs throughout the school day.

I was largely unaware of the true scale until my wife spent five years working as a para-educator. What she experienced horrified me. The level of care required for many students went far beyond any reasonable definition of “education.” It was intensive, daily caregiving, often one-on-one, funded by taxpayers who have almost no idea this is happening.

———

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

Map: Foundations of Reading Results: 2015–2024

Where have all the students gone?

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Ron Lieber:

College tuition will cost no more than 10 percent of parental adjusted gross income. That’s it. Grab the figure from Line 11a of your 1040 form, and divide by 10.

Starting today, those are the instructions for anyone interested in applying to Whitman College, a small liberal arts college in Walla Walla, Wash.

The school is one of a small but growing number of institutions that are finally answering the extremely reasonable question that families have asked in vain for decades: Why can’t you just tell us the price we’ll pay without having to apply and get in first?

“We’re not hiding the cost of college behind secret formulas,” the school now proclaims on its website.

Last month, Brandeis University made a similar move by introducing a tool allowing prospective students and their families to upload tax forms and high school transcripts in exchange for a “you will pay” figure.

What’s in it for you is clear. What’s in it for the schools may surprise you.

Whitman has seen a notable falloff in applications from the upper middle class. Many of those families have high enough incomes to disqualify themselves from much need-based financial aid, but they don’t have enough money to afford the school’s annual list price of close to $90,000.

Lars Andersen:

The prefece to the story is, that I in a kind of roundabout and (I think) humorous way published “my two favorite numbers” by spelling out a 10 diget and a 8 diget number with letters. I didn’t tell what they ment, but they where prime minister Mette Frederiksen’s social security and phone number. I also published a screenshot of me trying to interview Mette Frederiksen on what app, asking her about her wanting to ban encryption (CSA) and introducing mass surveillance via granting the police intelligence services access to all sorts of information (medical journals, social media posts, DNA registers ment for research and so on)

Open Culture:

Take online cours­es from the world’s top uni­ver­si­ties for free. Below, you will find 1,700 free online cours­es from uni­ver­si­ties like Yale, MIT, Har­vard, Oxford and more.

Note: This page includes a lot of Mas­sive Open Online Cours­es (MOOCs). If you want to enroll in a free ver­sion of a MOOC, please select the “Full Course, No Cer­tifi­cate” (edX) or “Audit” (Cours­era) option. If you take the course for a certificate/credential, you’ll be charged a fee, and we will receive a com­mis­sion from our affil­i­ate partners–Coursera, Future­Learn and edX.

Teagan King:

The Madison School Board on Monday approved $613 million in spending for the 2026-27 school year, including an average 5.3% raise for district teachers.

The $39 million increase over this school year will be largely funded by an 8.5% increase in revenue from property taxes, most of which was authorized by voters in a pair of referendums two years ago.

“There are always going to be challenges,” Superintendent Joe Gothard said Monday. “This is not the time for us to think about a non-investment or a flat investment in the Madison Metropolitan School District.”

Salaries and wages make up 81% of the district’s 2026-27 operating budget, which includes a 2.63% base wage increase for the district’s teachers, $4.7 million for increases along the district’s established salary schedules, and $3.8 million in salary adjustments to better compensate veteran teachers.

For the owner of an average Madison home, now valued at $500,300, that will mean about a 6.39% increase in the school portion of their property taxes to $5,193.17, a $311.82 increase.

Property taxes will account for 72% of the district’s total operating budget for 2026-27, the most in 10 years, according to the Wisconsin Policy Forum report. Next year’s property tax levy increase will follow a 20.4% increase for the 2025-26 school year, which the report indicates was the largest in more than 30 years.

Salaries and wages make up 81% of the district’s 2026-27 operating budget, which includes a 2.63% base wage increase for the district’s teachers, $4.7 million for increases along the district’s established salary schedules, and $3.8 million in salary adjustments to better compensate veteran teachers.

Employee health insurance costs are also expected to grow, as annual premiums are expected to be $94.5 million. This spring, the board approved a 3% increase in the amount of employees’ pay going to health insurance, though the change will not apply to the district’s lowest-paid employees, including special educational assistants and food service employees.

Next year’s budget also includes roughly $1.2 million for the district’s new 60-day paid parental leave policy, which the board approved in May.

About 140 employees are expected to use the leave, and about 80% of them are expected to need substitutes. The estimate is based on the number of parental leaves during the 2024-25 school year.

Expenditures for the district’s special education fund are also projected to be $120.6 million, about twice as much as its revenues and roughly $7.5 million more than in 2025-26. Food service funding will also face higher expenditures than revenues, at $15.5 million in budgeted expenditures and $11.7 million in revenue.

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

Map: Foundations of Reading Results: 2015–2024

Where have all the students gone?

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Teagan King:

Madison’s kindergarten through 12th grade students will face new restrictions on phone use next school year, after the Madison School Board approved a districtwide cellphone policy Monday.

The district’s new policy includes a bell-to-bell cellphone ban for kindergarten through eighth-grade classes, prohibiting any access to devices during the school day, including free times such as lunch and recess.

High schoolers will face off-and-away restrictions that prohibit phone use during instructional time, including classes, assemblies, labs and field trips, but would be allowed to use devices during lunch. Phone use will also be prohibited during passing periods under final adjustments made at Monday’s meeting.

———

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

Map: Foundations of Reading Results: 2015–2024

Where have all the students gone?

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

by Qianruo Shen

Abstract: This paper examines the cognitive and curricular problems of Common Core elementary mathematics. Through analysis of Big Ideas Math and related instructional practices, it argues that, visual representations are employed excessively and without sufficient transition to symbolic reasoning and mathematical abstraction. At the same time, standard algorithms and procedural memory are de-emphasized, while multiple strategies are treated as goals in themselves rather than as means to efficient problem solving.The paper further argues that the opposition between understanding and memorization reflects a serious cognitive misconception. In practice, the proliferation of visual models and solution methods tends to keep instruction at the level of surface features rather than guiding students toward deeper conceptual structure. As a result, the curriculum becomes diffuse and overloaded, increasing students’ burden and extending learning time. Difficulties in fractions among American students reflect these deeper structural and cognitive problems.The study concludes that elementary mathematics should remain grounded in practicality, clarity, and coherent procedural structure so that most students can achieve solid mastery.

Teagan King:

The district had 25,029 students enrolled for the 2025-26 school year, a 126-student drop from the previous year. It expect 379 fewer this fall.

Overall 4K-12 enrollment in Madison schools is also projected to decrease about 3% over the next five years and 7% over the next 10 years, according to MGT’s forecast.

The district has already seen a slow decline over the past five years from an enrollment at 25,497 during the 2021-22 school year. Enrollment will continue to decline through the next several school years, according to MGT’s report.

The MGT forecast includes 24,649.6 students for the 2026-27 school year, 24,477.7 students during the 2027-28 school year and 24,369.8 students during 2028-29.

Enrollment in Madison schools could decline more than another 1,000 students by 2035, with enrollment projected at 23,069.8 that year.

However, district leaders expect longer-term growth.

——-

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

Map: Foundations of Reading Results: 2015–2024

Where have all the students gone?

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Teagan King:

A new boundary review was needed due to increasing housing developments expected to bring in new students, some already overcrowded schools and a desire to have more students attend schools closer to home instead of being driven across town, which could also ease transportation concerns, Green said.

Will any schools close?

Madison is not considering closing or consolidating any schools, though some school configurations could change. The district is seeking suggestions on shifting grade configurations, like making some schools 4K through eighth grade, changing paired elementary schools that provide kindergarten through second grade at one site and third through fifth grade at another or turning some sites into magnet schools.

“It’s too early to say that we’re actively considering that, but that could change depending on what we hear at our engagement sessions and see in our survey responses,” Folger said. “We’re not closing ourselves off to any possibilities.”

————

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

Map: Foundations of Reading Results: 2015–2024

Where have all the students gone?

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Chuqin Jiang:

Every June, millions of Chinese high schoolers take a make-or-break university entrance exam that many regard as the world’s hardest.

The pressure is enormous. Students spend years studying everything from math to the sciences and philosophy for the “Gaokao.” A single score serves as a potential arbiter of a student’s future, determining not just whether they can attend college but also where they’ll go and what they’ll study.

Each year, the exam is a national event. To ensure students arrive at testing sites on time, police enforce rolling traffic closures. Construction projects are halted within a specific radius of test sites so students aren’t distracted.

All students must take Chinese language, math and foreign-language exams, plus three subjects determined by their chosen path of study. The content of the questions also varies by region. Here are some of the questions that appeared this year:

Joshua Rauh, Gregory Kearney

Every few years, somewhere in America, voters are asked to dig deeper into their pockets to pay more for their public schools. A new sales tax here, or an extension of a property tax or parcel tax increase there. The typical pitch? This is a necessary investment in our kids, otherwise they won’t have enough music or science or laptops. The promise follows a familiar pattern: we need more money for education so we can have more resources for classrooms and better educational outcomes. 

The problem is that the money is often not going where people think, as we show in a new school district pension atlas covering 12,800 districts around the U.S. These numbers have largely been invisible until now, and the fiscal picture is not reassuring.

In 2023, pension contributions nationally absorbed over 10 cents of every dollar of associated education spending — the portion of school district budgets tied to employees who teach, support, and operate America’s schools — up from 8.5 cents in 2015. These contributions amounted as of the latest year of data to $77 billion annually that could go to pay directly for teachers and textbooks.

While associated education expenditures increased by $59 billion in real terms between 2015-2023, pension contributions absorbed approximately one-third of that increase.

———

U.S. School Pension Atlas

District-level pension contributions and their impact on education budgets, 2015–2023

———

Joshua Rauh:

Around 1/3rd of the real increase in annual $ for U.S. public schools since 2015 is getting consumed by pension contributions. In states like NJ and IL, it’s over 100%. We got the numbers for 12,800 school districts – read about it and check out your district in our new tool. ⬇️

Glenn Reynolds:

And the toxic waste it emits isn’t chemical but intellectual sludge, in the form of racial bigotry, antisemitism and crude Marxism.

“It’s amazing,” constitutional scholar Ilya Shapiro said a few days ago in testimony to a committee of the US Commission for Civil Rights: “The heart of antisemitism in America lies on campus, among the most educated and progressive people in the country.”

This isn’t the workplace bias and schoolyard name-calling that once marked antisemitism in this country — it’s now reached the performance stage. 

Like the recent incident in which antisemitic Cornell student Austin Franco rejected a job offer from a Jewish-owned startup with the hateful message “Not interested in working for a Jew” — then raised more than $20,000 from equally antisemitic goons on a crowdfunding site.

Franco attends the same campus where antisemitic students this semester trapped the university’s president in his car, holding him hostage after he hosted a civil debate over Israel.

Violence, threats and taunts have hit Jewish students on campuses across the country, from Columbia and Yale on the East Coast to UCLA on the West. 

Why have universities been so limp-wristed in addressing this unvarnished hatred? 

One reason is money:  Arab sheikdom Qatar has pumped tens of billions of dollars into US universities in recent years — and in the academy, money talks.

But another reason is that our universities have been the Petri dish in which this nasty ideology is cultured.

Law schools and humanities departments have embraced Critical Race Theory, which views everything through the lens of oppressor versus oppressed. 

——-

Sam Haselby:

The US left relocated from labor to elite private education. So instead of supporting, say, increased minimum wage or universal healthcare, it embraced unpopular utopian things that would never threaten oligarchy but which titillate Princeton and NYU students.

Washington Post:

While states cut back spending after the 2008 financial crisis hammered their budgets, those subsidies resumed their long-term upward trend by 2019. Last year, they averaged $12,081 per student, up from $7,677 in 1980, adjusted for inflation.

There is considerable variation between states: 26 consistently increased funding, 19 held roughly steady and five cut spending. But, on the whole, government is spending more on higher ed.

Why does the conventional wisdom suggest the opposite? Gillen finds that advocates often cherry-pick comparison years. For example, they’ll start with an abnormally high year for funding (2001) and end with the post-financial crisis nadir of 2012.
Comparisons also tend to use a bespoke inflation measure, called the Higher Education Cost Adjustment (HECA), rather than the standard measure. This does not adjust for changes in the general price level but for assumed increases of input costs, such as professor salaries. That’s a helpful way to examine cost pressures on colleges, but it leaves out broader inflationary context.

Alan J. Borsuk

There have been times when I was optimistic that – at last! – Milwaukee leaders were coming together to take on the city’s reading crisis in a meaningful and energized way. Last September was one of those times, when key figures across Milwaukee’s often-fractious education scene appeared together at a meeting of the Greater Milwaukee Committee to say that they were committed to action.

Now is not one of those times. Two reasons stand out:

One is that there is just too little happening to implement the Wisconsin reading reform law passed almost three years ago, and even what is happening seems to inch ahead. Compared to other states, some of which have serious progress to show for their commitment, Wisconsin seems to be slow-walking its way through reading improvement.  

The other is the dispute between the Wisconsin Department of Public Instruction and the Milwaukee Reading Coalition, a still-new group of dozens of civic and educational leaders. The dispute focuses on whether and how to use public money for training a large number of teachers in Milwaukee schools about effective approaches to getting children in early grades on track for reading success. The dispute is a prime factor in why the reading coalition work is pretty much at a standstill.  

An entire school year has passed since that Greater Milwaukee Committee session. There has been a lot of behind-the-scenes work on launching what was envisioned at that point. But it has not brought agreement or significant progress. Public money, controlled by the state Department of Public Instruction, hasn’t been made available. A good amount of private philanthropic money has been raised, but to make this a true citywide reading campaign, open to all schools and teachers, the private money isn’t enough.

Reading Coalition leaders – including Mayor Cavalier Johnson, Greater Milwaukee Foundation CEO Greg Wesley; influential philanthropic leader JoAnne Anton of Herb Kohl Philanthropies, and long-time education leader Howard Fuller – have gone public with their frustration with dealing with the DPI and Jill Underly, the elected state superintendent of public instruction. Exchanges of letters in recent weeks between the two sides have underscored how much things are at a standstill.

I’m not going to focus here on the specifics of the dispute, except to say the reading coalition leaders clearly have been willing to try different routes, including seeking fresh state legislation, to make this effort go forward, and the DPI has not gone along with them. The civic leaders say that they were led on for months by DPI leaders to think that things could be worked out before progress stopped entirely. At this point, it seems almost certain that nothing will change until after the fall elections, when there will be a new governor and when it is likely there will be changes in the balance of power in the legislature.

———

more.

———

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

Map: Foundations of Reading Results: 2015–2024

Where have all the students gone?

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

David Blaska:

Fully state-funded requires assuming $6.1 Billion in school property tax levies across Wisconsin’s 432 school districts — an 11 percent increase in state spending right there! Of course, Governor Hong would tax Wisconsin’s few billionaires — who have all that cash stuffed in mattresses instead of invested in the economy. (She’d also let Madison impose its own income tax. So there’s your tax relief.)

Presumably local school boards would remain free to set their own budgets. Which will be FULLY FUNDED! With the Big Sugar Daddy picking up the tab, the likes of Maia Pearson and Savion Castro will get free money for more social tinkering. Springtime for teachers unions! Winter for Poland and France. No more of those pesky referenda! 

Already, this school board intends to shower employees with three months (60 workdays) worth of parental leave — twice as much as University of Wisconsin. (State workers have to use sick leave.) Plus $8.5 million in pay raises, which includes up to $5,000/year for long-tenured teachers. And no revenue restraintsbecause schools will be FULLY FUNDED!

——-

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

Map: Foundations of Reading Results: 2015–2024

Where have all the students gone?

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Ben Southwood:

Only one country succeeded in modernizing its property rights in this period: England. The Glorious Revolution resolved the conflict between landowners and the Crown by handing the country to the landowners. One might expect this to have produced an oligarchy that jealously guarded its privileges. But the landowners, precisely because they were empowered, did something their continental counterparts could not. They dismantled the fossilized property arrangements that had blocked development elsewhere, and in doing so, set the stage for the Industrial Revolution.

Alex Baumhardt:

Oregon schools have among the highest absenteeism rates in the country, state data shows, and it’s a problem that has persisted since students returned to school following the COVID pandemic nearly five years ago.

Roughly one-third of Oregon students in 2024 were considered chronically absent, meaning they missed 17 or more school days during the school year in a state with one of the shortest school years in the country. About one-fifth of students nationwide were chronically absent in 2024, according to the U.S. Department of Education.

Repeal and replace

Among the recommendations state education officials offered are to repeal 11 state statutes relating to compulsory school attendance and to replace them with statutes that “would include compulsory attendance requirements and exemptions,” and also outline the responsibilities of guardians and school districts when it comes to student attendance. The report described some state attendance laws as “outdated” and “duplicitive,” and said some homeschooling regulations are wrapped into attendance laws.

Patti Waldmeir: 

We are entering the age of the everyday exoskeleton: light, wearable robotic devices that can change what it means to grow old.

Last week I strapped on a pair of bionic trainers to help me walk, and a robotic hip belt to make climbing easier. Not that I need assistance with either function now — but one day, I probably will. I applaud the idea of wearable robots that can help stave off immobility, as well as the social isolation and physical and mental decline it often brings.

Full exoskeletons have been around for decades, designed for military, workplace or medical rehabilitation uses. But now lighter and more affordable (if not cheap) joint-specific wearable exoskeletons are entering the market, aimed not at those who cannot walk, but those who struggle to go as far or as comfortably as they’d like.

John Harnes:

Prior to the reunion, they discovered that the Harvard Graduate Students Union (HGSU-UAW) was on strike, and the issue upon which many alums focused before arriving in Cambridge was whether our class should cross the picket line. Fortunately, the issue never presented itself. One suspects that the union shared the university’s opinion of our relevance and deemed our geriatric gathering unworthy of protest. Certainly, no pickets greeted our arrival at any activity I attended. The only protest I saw was at the registration of incoming reunions the day we were leaving, which I passed on the way to breakfast. There was no picket line, just a sad- looking graduate student holding up a sign. As he ignored my wife and me, we ignored him.

However, that does not mean that I ignored the strike entirely. One of its more striking elements (no pun intended) was that the graduate students were represented by the United Auto Workers. While this may, at first, seem an odd coupling, the UAW has been involved in student politics for some time. In fact, as recounted by Amity Shlaes in her book, Great Society, the UAW was heavily involved in the formative years of that radical student organization, Students for a Democratic Society.

Walter Reuther

——-

Somewhat Related: Act 10. And: Milwaukee County pension scandal trial primer.

John Mac Ghlionn:

Lee C. Bollinger has spent his career inside the American university, not as a casual observer, but as one of its stewards and defenders. He led the University of Michigan through one of the most consequential affirmative action battles in modern legal history, then took the helm at Columbia University for nearly two decades—long enough to test whether his beliefs were genuine or merely convenient. Bollinger’s, it turns out, are the real deal.

He taught constitutional law. He thought seriously, and for a very long time, about how a free society protects the free exchange of ideas. And he came through it, not bitter, but battle-tested.

His new book, University: A Reckoning, arrives at a difficult moment. American universities are both praised as engines of discovery and condemned as temples of self-satisfied detachment. They are celebrated for producing Nobel laureates and blamed for producing graduates who can’t hold a civil conversation with someone who sees the world differently. They carry enormous prestige and, increasingly, enormous suspicion.

Public trust has eroded on both sides of the political divide, though for very different reasons. On the right, universities are seen as ideological monasteries—places where adherence to one set of views is enforced through social pressure dressed up as intellectual consensus. On the left, they are blamed for serving wealth and privilege rather than challenging it. Both critiques contain enough truth to sting. Into this atmosphere of palpable frustration, Bollinger steps forward, not to apologize or deflect, but to defend.

The question worth asking from the very first page is how honestly he manages it in this book. The answer, reached gradually, is this: honestly enough to make the book worth reading, but not honestly enough to fully satisfy the reader.

amuse:

California has handed us the cleanest test imaginable, and it did so almost by accident. In 1996 the state created the California High-Speed Rail Authority and charged it with linking the state by fast train. Six years later, in 2002, a man named Elon Musk founded a small rocket company called SpaceX. Hold those two dates in mind, because the six-year gap matters. The public agency had a head start. It was older, it was backed by the full faith and taxing power of the largest state economy in the country, and it was promised a river of money that would eventually swell beyond anything the rocket company ever raised. By every measure that bureaucrats use to predict success, the train should have been running long before the rocket reached orbit.

Now look at what each one did with its years. SpaceX raised roughly $12 billion in private capital across its entire history, money that investors handed over voluntarily, knowing they would lose all of it if the company failed. With that sum it built the first orbital-class rocket that could land itself and fly again, landing a booster in December 2015 and reflying a used one in 2017. It carried NASA astronauts to the International Space Station beginning in 2020. It flew a launch cadence that reached 138 orbital flights in a single year. It drove the cost of reaching orbit down by something like 65% to 70%, delivering payload at roughly $3,000 per kilogram against the Space Shuttle era’s $54,500. In June 2026 it went public, raised about $75 billion in one of the largest offerings in history, and saw its market value climb to roughly $2.5 trillion, the sixth most valuable public company on earth. That is what $12 billion of privately allocated capital produced.

Set against this the record of the train. Voters were sold Proposition 1A in 2008 on a specific promise, an 800-mile system carrying passengers between San Francisco and Los Angeles in two hours and forty minutes, for a total cost of $33 billion, with service beginning in 2020. The 2020 deadline passed with nothing to ride. The price estimate climbed past $77 billion, then $80 billion, then $128 billion, and the Authority’s own 2026 business plan now contemplates a figure as high as $231 billion for the full build. The scope, meanwhile, collapsed in the opposite direction, shrinking from a statewide network to a single 171-mile segment between Merced and Bakersfield, with interim service now hoped for somewhere between 2030 and 2033. After roughly three decades and more than $13 billion spent, the number of miles of high-speed track carrying paying passengers stands at zero. The US Senate Commerce Committee put the matter in a headline that needs no commentary, observing that after 25 years and billions in federal subsidies, not a single train is operating in California.

The Snow Report:

I am not the first to write about the fact that education has a fraught and not very pretty history when it comes to generating, critiquing, and applying rigorous evidence in order to maximise student academic and wellbeing outcomes. Examples of this commentary can be found here, here and here. Way back in 1996, David Hargreaves observed in a Teacher Training Agency Annual Lecture in London, that 

“Teaching is not at present a research-based profession. I have no doubt that if it were, teaching would be more effective and more satisfying”.

In 2000, Dr Louisa Moats commented that 

“Unfortunately, lack of rigor and respect for evidence in reading education are reinforced by the passivity of education leaders who feel that any idea that can muster a vigorous advocate is legitimate and deserves to be aired”. 

Dr Moats was discussing reading instruction, but her words are no less applicable to other curriculum areas, most notably mathematics instruction. 

Of course, there’s a bias from me right there in my opening paragraph – the idea that education exists to maximise student outcomes, academically and psychosocially. So yes, let’s be clear that that is, for me, a strong ethical and civic responsibility for those who work in education, across the university, policy, research, and classroom practice levels. And yes, I am of the view that transmission of knowledge as well teaching students how to apply said knowledge, is core business for schools. For some, that immediately casts me as “neoliberal” in my political views. I’m not now, nor have I ever been, a member of any political party but if my position that accountability matters as much in education as it does in other professional fields makes me neoliberal, I’ll take that over being what I’ve termed previously, paleoprogressive.

Tyler Cowen Summary:

I am a mathematician…and some of your recent comments on MR about the role of AI in Econ research as well as the (disappearing?) role of academic papers inspired this response. (It is partially but not exclusively about academia, so I hope it is ok that I’m sending it to your GMU address. Also, I’m hoping it doesn’t get flagged as spam because of the ai in the title…)

In no particular order:

-In the course of a math career, one accumulates lots of computational guesses, now one can test those with minimal effort.

-One also accumulates lots of incomplete and half formed drafts, proofs of special cases, etc, etc. Running those past claude and chatgpt can (does!) pay off. A lot of math is cleverly applying linear algebra and while I’m very good at linear algebra, I’m not as good at it as the AI’s are.

-The lower hanging fruit here are slightly off the beaten track, but not esoteric subjects. If you have a good overview of such, you can pretty quickly prod ai’s into making progress on them. (Before, you needed to have a school of grad students for that). Basic techniques (graph theory, algebra, calculus..) that ai’s are already good at can push these forward already. Making progress on truly hot topics is harder.

Paul Glynn: 

Trust in the news has fallen to an all-time low globally – the lowest since annual reports by the Reuters Institute began more than a decade ago (2015).

The research published on Tuesday suggests that public trust worldwide is at 37%, three points down on this time last year. In the UK, it has fallen by five points to 30% – 20 points lower than 10 years ago.

More than half of respondents said they now get their news from third-party platforms like social media and video networks, although a similar number still use news websites and TV news as well. Traditional sources are still more popular in the UK.

“Our data points to a mix of anxiety, disengagement and cynicism from audiences, many of whom don’t like the way publishers are covering long-running news stories such as immigration, inflation and international conflict,” the institute said.

Alexandra Hardle

It’s almost time for Arizona voters to decide who will square off in the race to be Arizona’s top education official.

Republican Tom Horne is the current superintendent of public instruction. The race has grown heated since Arizona Treasurer Kimberly Yee announced she would be running against Horne in the Republican primary. Empowerment Scholarship Account programs and diversity, equity and inclusion policies have been key issues in the contest.

On the Democratic side, Teresa “Terry” Ruiz and Brett Newby will face off on July’s ballot, running more subdued campaigns than their Republican opponents.

The superintendent of public instruction is elected as the head of the Arizona Department of Education, limited to two consecutive terms. 

The superintendent is responsible for distributing state and federal education funds to counties and public school districts every year. The superintendent also works with the State Board of Education to create standards for public schools. The superintendent can also request the auditor general to investigate public school money accounts.  

Michael Guamarin

This guy collected every local law in America and put them in a single database.

2.2 million laws.

This might seem to you like some nerds side project, and while it is technically, it is also much more important than you think.

Historically, whenever anything is made transparent to the voting bloc it undergoes radical change.

Every. Single. Time.

Nils Gilman:

When University of California President Clark Kerr delivered the Godkin Lectures at Harvard in 1963, published shortly thereafter as The Uses of the University, he was doing something unusual for an academic administrator: he was offering a sophisticated social theory, and doing so with wit. In these lectures, Kerr coined the term “multiversity” to describe what the postwar American research university had become. In Kerr’s account, the modern university was no longer to be understood as a community of scholars united by a shared ideal of learning, but rather as a sprawling institutional conglomerate serving at once as a research engine, a job-training facility, a credentialing mechanism, a coming-of-age experience, and an incubator of the national technical elite. The University of California, which Kerr had just finished steering through a near-decade of explosive growth, was his exemplar.

Kerr was a droll man. He once observed that the three great problems facing any university president were “parking for the faculty, athletics for the alumni, and sex for the students.” He described the university faculty (and I can confirm from personal experience that this remains accurate) as “a series of individual faculty entrepreneurs held together by a common grievance over parking.” And when Ronald Reagan made good on his 1966 gubernatorial campaign promise to fire him for being too lenient with the Free Speech Movement protesters, Kerr offered one of the great farewell lines in American academic history: “I leave the University of California as I arrived: fired with enthusiasm!”

Despite the jokes, Kerr was a serious man. The argument underneath The Uses of the University was that the multiversity, precisely because of its sprawl and apparent incoherence, was the institutional master key of mid-century American civilization. It was the nexus at which basic scientific knowledge was produced, technical and professional talent was credentialed, democratic citizenship was cultivated, and the national project of technological supremacy was advanced. The multiversity didn’t need to be coherent in order to be functionally useful as a platform for what Kerr called“administering the present.” He wrote with the high modernist confidence of someone who believed that hierarchical technocratic institutions, if competently managed, could keep these various volatile elements in balance.

Ross Douthat:

“… so I got into Yale Law School. And I wanted the best jobs, and I wanted to make the most money. But the thing I realized is that this kind of striving had made me pretty hollow. It had made me less interesting than some of the Christians that I know who seemed to have things figured out much better than the ‘elites’ that I had surrounded myself with. And I just started searching for something that answered the more important questions, like: How do you be a good father? How do you be a good husband? So one way that I would put this is, and this goes back to the personal relationship thing, is, yes, I do think religion serves a socially useful role. I think the evidence is quite clear that people and families that are raised with some sort of institutionalized faith are happier and healthier and more well-adjusted. But I also think: Isn’t that evidence that there’s something about Christianity that’s particularly true? That if these people who believe these things and practice the faith in these ways — I come back to this phrase, I think it’s from the Book of Matthew: ‘By your fruits you shall know them.'”

———

More.

Alex Olshonsky:

Why did I lose a night of sleep over this? Why did I scroll LinkedIn like a banshee on blow? What the hell is wrong with me?

And then the doozy: Wait. Director? That’s a totally different job. I’m already a stress case. They’re gonna realize I’m out of my depth. How could they not?

The spiraling thoughts follow you, and by the time you’re on the train home, you’re cursing your promotion.

And on and on it goes…

Sam McVeety and Amir Hormati: 

As foundation models continue to improve, the lack of relevant context often limits what they can do, especially as they are used to build agentic systems. While these models can help you write code, summarize documents, or analyze a dataset, they still need the right information to produce accurate and actionable results. 

That’s why today, we’re introducing the Open Knowledge Format (OKF), an open specification that formalizes the LLM-wiki pattern into a portable, interoperable format. This is a vendor-neutral, agent- and human-friendly standard for representing the metadata, context, and curated knowledge that modern AI systems need.

As published, OKF v0.1 represents knowledge as a directory of Markdown files with YAML frontmatter, with a small set of agreed-upon conventions that let wikis written by different producers be consumed by different agents without translation.

Eugene Volokh:

The decision, in yesterday’s Rabiebna v. Higher Ed. Aids Bd., was written by Justice Annette Kingsland Ziegler, and joined by Justices Rebecca Grassl Bradley, Brian Hagedorn, and Janet Protasiewicz. The program provided state funds to students who were black; American Indian; Hispanic, meaning “a person of any race whose ancestors originated in Mexico, Puerto Rico, Cuba, Central America or South America or whose culture or origin is Spanish”; or (to oversimplify slightly) of Laotian, Vietnamese, or Cambodian extraction. The opinions are long, but the majority basically applied Students for Fair Admissions, Inc. v. President & Fellows of Harvard Coll. (2023).

Justices Jill Karofsky, Susan Crawford, and Rebecca Frank Dallet concurred in the judgment, but expressed their disagreement with SFFA.

Luke Berg, Rick Esenberg, Dan Lennington, and Nathalie Burmeister (Wisconsin Institute for Law & Liberty, Inc.) represent plaintiffs.

Corrinne Hess:

About 36 percent of Wisconsin’s youngest students score below the 25th percentile for reading. 

Statewide standardized tests show that fewer than 40 percent of students are considered proficient, and adult literacy rates indicate that over half of Wisconsin adults read below a sixth-grade level.

Jackson said the states that are seeing improved reading scores are seeing the improvement after six or seven years.

‘So what’s going to be necessary is understanding that this is going to be a journey for us,” Jackson said. “And we need the continued support of our schools. We need the continued support of our Legislature and we need continued support from DPI.” 

Jackson started her role in May. 

Before that, she was offered a job with the Milwaukee Reading Coalition, but the group was unable to move forward with the position due to lack of state funding. 

——-

Map: Foundations of Reading Results: 2015–2024

Where have all the students gone?

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Rick Esenberg

Grants to minorities were not held unconstitutional. Grants based on race were. Odd that most of the piece was given over to Jill Karofsky’s disagreement with what everyone (including her) agrees is controlling law. She’s wrong. Badly wrong.

Susie Dent:

Have you ever wondered whether dictionary writers sometimes make words up? It’s a fun thought: a lexicographer slipping in their own invention when no one is looking, or changing a definition to something hilarious. The reality of course is that dictionaries are the product of many hands; not only that, but they also draw on hard evidence of language in the wild. It would take a lot of for a made-up word to even make it to a first draft. But what, say, if everyone was in on it? What if a fake entry was deliberately smuggled into a dictionary and every editor turned a blind eye? That would be quite the linguistic thriller.

The reality is that fake additions are a thing, and they go by the name of ‘mountweazels’. Were you to consult the 1975 edition of the New Columbia Encyclopedia, you would find an entry for one Lillian Virginia Mountweazel: a photographer, born in Bangs, Ohio, best known for her pictures of rural American mailboxes. Tragically, the entry relates, Virginia was killed at the age of 31 by an explosion whilst on an assignment for Combustibles magazine.

John Hinderaker

It’s bad enough that our public schools are terrible. It’s worse that their curricula, in some states, are actively anti-American. In Minnesota, where I live, our legislature has mandated a change from teaching factual content to instilling left-wing activism. This is done in the guise of “Ethnic Studies” instruction. 

My organization campaigned hard against the legislative Ethnic Studies mandate and has since campaigned to repeal it. Nevertheless, it is going into effect this year. How bad is it? We have released a series of videos exposing what “Ethnic Studies” really means. This is the third in the series; there are two more to come. Prepare to be shocked:

Teagan King;

Lindbergh and Elvehjem were first suggested for renaming in proposals submitted in spring 2023 and fall 2022, respectively. In the past six years, the district has already renamed three elementary schools — now known as Carey, Henderson and Anana — as well as Gillespie Middle School and Memorial High School.

Elvehjem was suggested for renaming due to its namesake’s mixed legacy. Conrad Elvehjem was a UW-Madison professor, biochemistry department chair and university president. He pioneered niacin supplementation, but also, in 1931, he publicly supported a document that prohibited Black people from living in his neighborhood in Madison.

Madison resident Betsy Abramson suggested Lindbergh for renaming due to the namesake’s ties to Nazism and antisemitic statements. Abramson is chairing the renaming committee.

Charles Lindbergh, who attended UW-Madison but did not graduate from the university, was an American pilot known for completing the first solo nonstop transatlantic flight in 1927. He drew controversy starting in the late 1930s over disparaging comments about Jewish people and race, and he expressed admiration for German society around World War II. Lindbergh also accepted a medal from the Nazi government during a visit to Germany in the 1930s.

In April, the Madison School Board also launched a renaming process for Chavez Elementary School, and its renaming committee will start meetings in July. The district decided to rename the school after sexual assault allegations against the school’s namesake, labor rights activist Cesar Chavez, were revealed in March.

The district plans to have a list of top name choices for all three schools finalized for the Madison School Board to vote on at its August meeting, Tubbs said.

——-

Map: Foundations of Reading Results: 2015–2024

Where have all the students gone?

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

William Deresiewicz:

It’s no coincidence, it seems to me, that the decline of liberal democracy, as a fact and value, has succeeded the decline of liberal education as a fact and value. If we are ever to revive the first, an essential step will be to resurrect the second. The two “liberals,” after all, are the same. They refer to political liberty, as understood by ancient Athens, republican Rome, the American founders: not libertarian freedom from individual constraint but collective self-government by civic equals. Its opposite is tyranny, arbitrary rule by a single will, a dispensation we’re becoming more familiar with than we had ever thought we’d be.

John Hinderaker

Mass deportations may be coming to Europe. The European Parliament has voted (418-218) to pass the new “Return Regulation.” It will facilitate deportation of asylum seekers and illegal immigrants, and includes various enforcement measures. Watch the MEPs chant “Send them back!” Some, like this Member of the European Parliament, think it will lead to mass deportations:

Done deal: Mass deportations from Europe will soon become reality✈️ pic.twitter.com/rQ66WpZL3P

— Charlie Weimers MEP 🇸🇪 (@weimers) June 17, 2026

European voters are finally being heard. That is how it seems, anyway. Activists like Eva Vlaardingerbroek are getting traction. Will the Save Europe Act pass? I assume not, but stranger things have happened. (I see that YouTube restricts this video, you can’t have young people knowing there is a controversy about immigration):

John Sailer:

In April 2024, as anti-Israel protests overtook the nation’s campuses, the University of North Carolina at Chapel Hill’s then-interim chancellor Lee Roberts made headlines with a viral gesture. After a group of protesters removed the American flag and replaced it with the Palestinian flag at the campus’s quad, Roberts walked to the flagpole with campus police officers to raise the Stars and Stripes. The moment blew up on social media, portraying Roberts as a bold leader, likely cementing his permanent appointment later that year.

UNC Chapel Hill had already led the way on several key reforms. Its Board of Trustees adopted an institutional neutrality policy. It also created the School of Civic Life and Leadership, aimed at cultivating civil discourse and other habits of good citizenship in students. Roberts was widely expected to pick up the torch.

Neetu Arnold:

Grade inflation is a tough problem to solve. Harvard recently announced a cap on A’s in any given class, but it doesn’t address lower grades, including A-minuses, and such measures tend to provoke faculty resistance. Dartmouth has reported median grades since 1994, and it still experienced grade inflation. There’s a way to address the grading system directly while preserving faculty autonomy: by adding an “inflation-adjusted GPA” on student transcripts. 

A student’s transcript would show two overall grade-point averages. Next to the traditional GPA will appear a second number that adjusts course grades based on the median grade in each class. A student who earns an A in a course where the median grade is also an A would receive less of a boost than one who earns an A in a tougher course. If a student filled his schedule with easy-A classes, his transcript might show a traditional GPA of 4.0 and an adjusted GPA of 2.7. This large difference communicates that the student’s traditional GPA overstates his academic performance.

Luke Burgis:

“In democratic countries the science of association is the mother science; the progress of all the others depends on the progress of that one,” wrote Alexis de Tocqueville after touring Jacksonian America. The French writer had seen that Americans seemed particularly good at forming civic associations that incorporate both freedom and responsibility; in doing so, those associations formed citizens who were capable of governing themselves and flourishing in every domain of human life, without being consumed with the kind of political zero-sum games that threaten not only life and happiness, but progress, too.

Nearly two centuries later, do we Americans retain the talent for association? The signs aren’t promising. We belong to fewer congregations, clubs, unions, and lodges than our grandparents did. We report fewer close friends, and a rising share of us claim none at all. Time spent alone has reached record highs, and the Surgeon General has declared loneliness a public-health emergency. The genius for association that Tocqueville admired has not been abolished, so much as left to atrophy.

The breakdown in association results in what I call the problem of “the one and the 99” — the direct and unnatural relationship between a human person and a large group. It is a perennial problem, but current conditions have accentuated it dramatically because our technologies are built to connect the one directly to the millions, dissolving everything in between. The platforms that promised to bring us together did so by hollowing out the associations that once stood between the person and the mass. A man scrolling alone is plugged into a crowd of strangers — exposed to their moods, their fears, their judgments — with no friend group or congregation to mediate the encounter. We have never been connected to so many while accompanied by so few. 

Its political manifestation is the self set against the state, with no intermediary institutions or forms of association between them — except a few good group chats, if you’re lucky.

Eric:

This is pretty crazy: The 5-2 Democrat Court finds Larry Krasner is so quick to falsely concede error in murder cases (to try to free convicted murderers) that it has tasked the Pennsylvania Attorney General with checking to make sure he’s not lying. I’ve never seen this.

…..

This is a split decision, but shows that the presumption of regulatory for Soros-funded radical leftwing DA Krasner is gone. The Pennsylvania Supreme Court has had enough. It needs someone to “enhance the reliability” of proceedings. Yikes!

……

In a forceful and scolding opinion, the state’s high court said Krasner’s office “violated its duty of candor” and ruled the state attorney general’s office must now review cases it seeks to overturn.

Corinne Cowan

A majority of law professors feel that they cannot express their opinions on controversial topics for fear of backlash from students, other faculty, or administrators, according to a new report released by the Foundation for Individual Rights and Expression (FIRE).

The report, based on surveys with 1,959 law school faculty members, shows an academic environment in which law school faculty endorse First Amendment principles, but struggle to practice them. FIRE is a free speech advocacy group known for its legal work, College Free Speech Rankings, and university faculty polling — but this new report represents the group’s first foray into law …

Will Flanders and Cory Brewer

“A kid doesn’t need to know what year a war happened when they can ask their phone.” This was a statement from Department of Public Instruction representative Laura Roeker during a recent listening session on the Department’s new Portrait of a Graduate initiative. The initiative emphasizes preparing students for real life by focusing on qualities such as collaboration, communication, adaptability, and problem-solving.

John Hilliard:

A long-running debate over how schoolchildren are taught to read in Massachusetts may soon be settled: Phonics is set to become the law of the land.

In an effort to reverse a decade-long decline in reading skills, Massachusetts lawmakers on Tuesday announced a deal to overhaul literacy instruction for the state’s youngest learners, imposing mandates on schools that would end the see-sawing between two different approaches.

While earlier versions of the measure has been opposed by the Massachusetts Teachers Association, lawmakers contend they have to act now to stop a decade-long decline in student achievement. 

If the deal is approved, educators starting in the fall of 2027 would be required to use “evidence-based” literacy instruction that includes teaching children to sound out words, vocabulary building, oral comprehension, and more. 

It would also prohibit literacy curriculums that rely on “cueing” — which instructs children to, for example, look at a picture and guess what an unknown word means based on contextual clues.

A 2023 Globe investigation found nearly half of school districts in the state used curriculums that were dubbed “low quality” by the state, in part because the education plans taught cueing to students. At the time, the state lacked the authority and money to replace those curriculums.

The compromise literacy bill, which still must be voted on by lawmakers and signed by Governor Maura Healey, would grant the state’s education department authority to approve a list of kindergarten through third grade reading programs, so that school districts would no longer decide on their own how they teach literacy.

It also includes enhanced requirements for schools to screen for disabilities such as dyslexia, according to the bill. The state would track how schools teach reading. 

Pat Garrett

The News: The Wisconsin Institute for Law & Liberty (WILL) has launched “The Wisconsin Education Comeback: A Roadmap for Student Success” a series of reports to reform education in Wisconsin. The roadmap will aim to provide a comprehensive set of K-12 education reforms for the next Governor and legislature to tackle.

The first report titled, “The FORT Gap: How Inconsistent Teacher Preparation Is Fueling Wisconsin’s Literacy and Educator Crises”, discusses how inconsistencies in teacher preparation are fueling Wisconsin’s literacy crisis and teachers shortage.

The Foundations of Reading Test (FORT) serves as a useful diagnostic tool for identifying this gap. Required for licensure in Elementary and Middle School Education, Middle Childhood-Early Adolescence, and Special Education, the FORT measures whether teaching candidates understand the five core components of evidence-based reading instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Inconsistent passage rates across universities reveal significant disparities in how effectively teacher preparation programs are training future educators. These gaps are directly exacerbating Wisconsin’s teacher shortage.

The Quote: WILL Research Director, Will Flanders stated, “Wisconsin is facing a growing literacy challenge marked by stagnant or declining reading proficiency and a strained teacher workforce. While these issues are often treated separately, they are actually closely connected. At the center is a systemic gap in teacher preparation—particularly in equipping educators with the knowledge and skills aligned with the “Science of Reading.”

Key Findings:

1. Teacher preparation is a root cause of both low reading proficiency and teacher shortages, with inconsistent training in the Science of Reading limiting both educator effectiveness and workforce supply.
2. Wide disparities in FORT passage rates across universities highlight uneven program quality. Passage rates vary from 100% to 25%. The highest and lowest passage rates are shown in the table below.

———

Map: Foundations of Reading Results: 2015–2024

Where have all the students gone?

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Ella Hanley:

Over more than two decades, the nearly $24 million project weathered multimillion-dollar budget gaps, pandemic-related delays and escalating construction costs before announcing its grand opening on July 23.

“We’re as anxious as everyone else to throw open the doors,” said Stacey Diehl, the market’s events manager. “So we decided to pull together a pop-up market series so people could start enjoying the space.”

The market began hosting pop-up previews June 10, which will run Wednesday evenings through July 1.

Market CEO Keisha Harrison estimated in May roughly half of the market’s 28 vendors will be open the first day. Market staples including pizza, coffee, produce, flowers and a brewery have yet to be confirmed.

Here’s a deeper look at how the Madison Public Market reached its finish line:

Eric Bott:

Madison schools’ draft budget proposes 8.5% property tax increase

Aaron Brown, Michael Mendelson and Clifford Asness:

The cost-disease sectors generally—healthcare, higher education, anything where Baumol’s curse (upward salary pressure in fields without productivity gains) meets a regulatory cartel. These will not be fixed by any single intervention because the political coalition that benefits from the status quo is too large and too local. Housing in San Francisco will not become affordable until incumbent homeowners accept that the common good requires slower increases in house prices, which is to say, probably never. They got rich by closing the door behind them, and they would like that door to stay closed. 

The two real affordability problems map to two different boxes. The destitute tail needs the cheap fixes plus targeted real-money transfers. The squeezed-talent class needs the structural fixes, which are not cheap politically even when they are nearly free fiscally. Almost everything else either fixes itself or shouldn’t be fixed.

The part nobody mentions.

Here is the move that the affordability discourse pulls off most quietly. The implicit assumption in essentially every affordability story is that we’re at year zero. That the problem has been ignored. That nobody has tried to do anything about it. That If Congress Would Only Act, things would get better.

Congress has been acting. Continuously. For decades. On every single one of these problems.

Take student loans, where we started. The federal government has been “addressing” student-loan affordability since the Higher Education Act of 1965. Pell Grants in 1972. Expanded loan eligibility in 1978 and 1992. Income-based repayment in 1994 and again in 2009. Public Service Loan Forgiveness in 2007. The federal takeover of the entire loan program in 2010. The SAVE plan in 2023. Broad-based forgiveness attempts from 2022 through 2024. The cumulative federal effort over those six decades runs into the trillions in subsidies, forgiveness, and forgone interest.

And what happened? Tuition rose at roughly twice the rate of general inflation for the entire period during which the federal government was “making college more affordable.” The standard explanation is that subsidizing demand for an inelastic good causes the price to rise to capture the subsidy. Schools raised tuition because students could borrow more. Students borrowed more because schools raised tuition. The aid rose to chase the price. The price rose to absorb the aid.

———

Map: Foundations of Reading Results: 2015–2024

Where have all the students gone?

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Laura Patranella:

Texas is so hot right now! Honestly, not really from a weather perspective, but if we are talking about bringing brisket and Buc-ee’s to the unsuspecting masses, it’s prime time. I learned at the recent ResearchEd Houston that Texas has more K-12 students than the entirety of Canada. Wow. What Texas does in education should be on everyone’s radar, if for no other reason than the sample size.

In 2023, Texas passed House Bill 1605, which, among other things, outlawed three-cueing and put into motion the creation of a Texas Open Education Resource (OER) known as Bluebonnet. The curriculum narrowly passed the State Board of Education (SBOE) with an 8-7 vote in the inaugural cycle of the Instructional Materials Review & Approval (IMRA) process. The curriculum has been somewhat mired in controversy ever since, most notably for its inclusion of Bible passages (and let’s not forget the roughly 4,200 typos across math and reading).

Critics are quick to pull isolated examples, speak in broad terms about cultural literacy and diverse populations, and end their description of Bluebonnet simply as “the controversial Bible-infused Texas curriculum.” To do so is reductive and borders upon negligence. In actuality, Bluebonnet is an adapted version of Amplify/CKLA – approximately 70% identical to one of the gold standards in knowledge-building curricula.

While the sequence of the lessons is frequently changed, and some units are unique to Bluebonnet or CKLA, it’s easy to see that the majority of the units share the same titles, and many are in fact identical. But one thing I noticed, and where I’ll focus from here, was the units that had the same titles but were flagged for religious references in Bluebonnet.

Jeneé Osterheldt:

But the role of the new tests in satisfying graduation requirements is unclear. On the one hand, officials said students will not be required to pass the new tests forgraduation; on the other hand, the recommendations say the exams will “meaningfully count toward students’ academic record.”

How “meaningfully” is not yet known. State officials have yet to define the term.

“The exam is part of the course; it is not the sole determinant to stop a student from graduating,” said Alana Davidson, deputy chief of staff at the Massachusetts Executive Office of Education. “The intention is not bringing back high-stakes tests.” 

The recommendations are a “first major step towards transforming the high school experience and reimagining what it can be for every child in the Commonwealth,” said state Education Secretary Stephen Zrike Jr. 

The Massachusetts Teachers Association, the force behind the ballot question that ended the MCAS requirement, expressed strong opposition to the return of standardized testing. 

“Voters agreed and chose to end the MCAS graduation requirement,” the union said in a statement, “understanding how a high-stakes standardized test narrowed and reduced the quality of the education available to students in public schools.” 

Matthew Yglesias

So I think this critique of gifted and talented is wrong, and, as I’ve written before, the push to eliminate tracking in K-12 schools is extremely misguided, especially since there are pretty straightforward ways to address the most valid critiques of how kids are identified for advanced math classes. 

At the same time, I do think the N.Y.C. gifted and talented programming deserves criticism, though my complaint is roughly the opposite of the one that Arnold-Ratliff offered. 

Precisely because you really can identify which kids are the most promising ones in a pretty reliable way, the mere fact that the graduates of a gifted program do well in life does not convey any information at all about whether the program is actually any good. 

If you read accounts of what’s happening in G&T, you’ll see that it’s a lot of special activities that have nothing to do with basic principles like “give the smartest kids harder math problems so they learn more.” And the research on the causal impact shows not much is going on. 

The level of fighting over who gets into this program and whether it’s unfair is wildly out of proportion to the scrutiny of its actual educational efficacy. 

And unfortunately, this is the case almost everywhere in American education, whether it’s the link between “good schools” and property values, the practical operation of charter and public school choice programs, the tuition that people pay for private school, or the battles over who gets into exam schools or gifted programs. 

Neetu Arnold

An A in a college class used to mean achievement. Today, an A means the average.

Grade inflation—the phenomenon whereby universities increase students’ average grades without a corresponding increase in achievement—has been a persistent issue in American education since at least the 1960s. Grades matter because they are the primary metric intended to communicate a student’s mastery of classroom material to faculty, graduate schools, and employers. But grade inflation distorts the signaling value of grades, making it difficult for people evaluating from the outside to distinguish between average and exceptional students.

It is possible for universities to address grade inflation. This brief finds:

• Universities that institute some kind of grading reform, such as Wellesley and Princeton, successfully reversed some grade inflation.
• Reforms that directly address grading standards, such as caps, are effective at addressing grade inflation. Reforms that disclose grade distributions should be viewed as transparency measures, but transparency alone does not stop grade inflation.

Reversing an established habit or culture of grade inflation, however, is difficult for an institution. While individual instructors confer grades, faculty face many pressures from university administrators and students to maintain high averages. Universities also face a collective-action problem: it is not enough for a handful of universities to adopt stricter grading policies if peer institutions continue to inflate.

This brief argues that reducing grade inflation requires changing the incentives that shape grading practices. It evaluates policies that states could pursue, such as including median class grades on college and university transcripts and instituting grading caps, and makes two key recommendations:

Brian Fraley:

When State Superintendent Jill Underly launched Wisconsin’s “Portrait of a Graduate” initiative in late May, the Department of Public Instruction (DPI) flooded the media with a carefully crafted narrative. Local press outlets quickly repeated the agency’s claims that this massive effort to redefine success in Wisconsin public education was being guided by a robust, diverse coalition of employers and industry representatives from every corner of the state.

But a document uncovered by the Dairyland Sentinel reveals a starkly different reality. Behind the public relations curtain lies a pattern of administrative stonewalling, a total absence of selection standards, and a steering committee that, despite public claims, barely shows any concern about Wisconsin’s employers’ needs.

The Broken Promise of Business Representation

DPI’s May press release explicitly boasted that the initiative was being guided by “employers and representatives from industries across Wisconsin.”

The actual roster tells a different story. Out of the 27 names provided by the state, there is exactly one private-sector employer listed: Anne Troka from Sargento. The rest of the list is heavily weighted with institutional insiders, public school administrators, and state agency bureaucrats. Even state agencies tasked with workforce development, such as the Department of Workforce Development (DWD) and the Wisconsin Economic Development Corporation (WEDC), sent government officials rather than actual job creators.

On DPI’s website, it describes the role of the steering committee:

Jonathan Turley:

Internal emails were uncovered recently that cast a new, negative light on Attorney General Merrick Garland’s record in targeting parents over school board controversies. The communications show that various Justice officials raised alarms over the effort pushed by Democratic allies and the National Association for School Boards. Career officials condemned the Biden Administration proposal by objecting that “If they do this, they might as well rename the damn thing the Anti-MAGA Task Force.”

As parents organized against COVID and woke policies being implemented by school boards, Democratic allies and the National Association for School Boards called upon the Biden Administration to crack down. Garland agreed and implemented a plan detailed in an October 2021 memo to treat these parents as engaged in potential “domestic terrorism.”

There was public outrage, but Garland defended the action, declaring “The obligation of the Justice Department is to protect the American people against violence and threats of violence and that particularly includes public officials.”

As the outcry grew, the Biden Administration was forced into a retreat and an apology:

“On behalf of NSBA, we regret and apologize for the letter. There was no justification for some of the language included in the letter. We should have had a better process in place to allow for consultation on a communication of this significance. We apologize also for the strain and stress this situation has caused you and your organizations.”

We now know that rank-and-file officials opposed the effort, but decided to go forward anyway. The Justice Department in October 2021 issued a memo to coordinate a response to what it described as an “increase in harassment, intimidation and threats of violence against school board members, teachers and workers in our nation’s public schools” by parents.

J.D. Tuccille:

When the state is so big and intrusive that people need its permission to do everything from building a house to merging businesses, it’s easy for the lines to blur between conversations in which government officials merely voice preferences and those in which they twist arms to get their way. That creates room for partisans to defend “jawboning”—government bullying of private parties to do what officials won’t or can’t do themselves—as nothing more than casual chats.

The best way to handle jawboning is to strip government of power so it has little coercive leverage, and we should always work to do just that. Another good approach, embodied in legislation cosponsored by Sens. Ted Cruz (R–Texas) and Ron Wyden (D–Ore.), is to make it easier to monitor government communications with private parties and to punish officials who cross the line.

Leveling the Playing Field Against Government Pressure

“Nearly all of Americans’ speech—including TV news, online streams and social media—flows through private corporations that are highly susceptible to government pressure. Regular Americans can’t count on those companies to stand up to government jawboning, they need a way to level the playing field,” Wyden said while announcing the Justice Against Weaponized Bureaucratic Overreach to Networked Expression Act (JAWBONE) Act.

219 Pages

The Rape Gang Inquiry has now concluded the first phase of its work. It was established to examine one of the most horrendous scandals in the long history of our country: the systematic targeting of vulnerable girls, overwhelmingly White British, by predominantly Muslim Pakistani gangs across towns and cities up and down the nation.

The evidence presented throughout the hearings confirmed what had long been known but repeatedly denied by many in the political class. The Inquiry welcomed girls, boys, men, and women of all races and religions to testify to their experiences to gain a complete picture of the rape gang phenomenon.

The Casey Report of 2025 stated that disproportionate numbers of men from “Asian ethnic backgrounds” were among the suspects for group-based child sexual exploitation (‘CSE’). Baroness Casey quoted local reports showing that a significant proportion of those convicted were of Pakistani and/or Muslim heritage. The crimes stretch back generations.

Leor Sapir:

Yet, in what has become routine in this research area, the NHB study’s findings and conclusions later crumbled under scientific reexamination. As a methodological criticism published (to its credit) in the NHB last month—over a year after the original study—shows, the observed elevation in suicide attempts came from a small sample (roughly 100 youth) in a single state (Idaho), at a time when that state’s “anti-transgender” laws were not even in effect. Further, the researchers did not properly control for confounding factors. (The Society for Evidence-Based Gender Medicine has published its own methodological analysis, which is worth reading.)

Predictably, neither the authors nor the media outlets that trumpeted their “findings” have so far bothered to correct the record. In fact, the authors have said that the methodological criticisms “do not alter the interpretation of our findings.” NHB gave the authors of the original study a chance to respond to the criticism. As explained below, not only did their response fall short, but it also included a potentially damning admission. To judge by how these things usually go, the study will almost certainly continue to be cited as settled fact, bolstered through citation laundering in scientific journal publications.

——

More.

Small r data republican:

He wakes up in Powderhorn. Shared house, cheap rent. The neighborhood has over a dozen mutual aid rent funds. A church pastor told

The Ringer in February that “we have not had to say no to a single rent payment.” Those churches aren’t freelancing — two religious organizing networks,

ISAIAH and Faith in Minnesota, collectively hold seven-figure funding from the Tides Foundation and multiple Arabella Advisors pass-through entities. They control an uncounted number of kitchens, basements, meeting rooms, and parking lots across the Twin Cities.

They’re right about the origin. Everything — the patrol networks, the Signal architecture, the medic training, the meeting spaces — was built in 2020 and never shut down.

None of this money goes to him. All of it builds the ecosystem he lives inside.

The Punchline

An unindicted coconspirator, venting in a Signal message, wished there was “an in-person career fair where you could go from booth to booth and listen to all the anarchist, rebellion, and protest plans being made.” Instead, he said, the current model “is like an Amway pyramid selling scheme.”

He was closer to the truth than he realized. It looks like a 990.

——

Scott Johnson:

For a straight news account of the case, readers can turn to Jessica Costescu’s Washington Free Beacon story. I covered Dan Rosen’s press conference yesterday in “Antifa anti-ICE brigade charged.”

Matthew Jacob and Michael Bailey

This paper studies the causal effect of being the oldest within a school cohort on social capital. Using a fuzzy regression discontinuity design and data from Facebook, we find that boys who are older than their classmates make 11% more friends in high school. This social advantage is associated with leadership roles, with relatively older boys 42% more likely to become class president than their relatively younger peers. Men who were relatively older during childhood have larger social networks in adulthood, and disproportionately sort into management and entrepreneurship. Our findings suggest that small age differences in peer composition can have persistent effects on social and economic outcomes.

More.

Oyin Adedoyin and Dalvin Brown:

“They have to be very conscious of where every dollar is going,” said Heather Long, chief economist at Navy Federal Credit Union. “They can’t do everything that they were doing a few years ago, something has to give.”

Wallace and his wife have changed their grocery-shopping habits in response to rising costs. In prior years, they would order beef from a local farm and freeze it to use over time. Wallace said they stopped doing that this year after the cost of their order went up about $400. Now they look for sales at their local grocery stores.

Dan O’Donnell:

The study, titled “The FORT Gap: How Inconsistent Teacher Preparation Is Fueling Wisconsin’s Literacy and Educator Crises,” is the opening installment of a broader WILL initiative called “The Wisconsin Education Comeback: A Roadmap for Student Success.” The series is intended to hand the state’s next governor and legislature a ready-made agenda of K-12 reforms, with additional reports expected in the coming months.

The first report centers on the Foundations of Reading Test, known as the FORT, which Wisconsin requires for licensure in elementary and middle school education, middle childhood-early adolescence education, and special education. The exam is designed to confirm that aspiring teachers understand the five components of evidence-based reading instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension. WILL treats passage rates on the test as a diagnostic window into how well individual teacher-preparation programs are doing their job.

——-

Map: Foundations of Reading Results: 2015–2024

Where have all the students gone?

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Andy Rotherham:

Bottom Up Accountability 

Some context:

1 – We saw again last week that we have a student achievement problem. Not just gaps — but overall issues as well. Achievement was declining post-ESSA, post-no phones, whatever your preferred monocause, but it went off a cliff in 2020.

2 – We have a holy war about public v. public charter v. private v. homeschool when in fact you can find great and lousy examples in each of those sectors. I mean, don’t tell the advocates and ruin all the fun, but the variable to pay attention to is school quality, not school type. Especially if you are a parent looking for a specific school for your kid.

3 – We are experiencing an unbundling of the public school system — that is about to be accelerated by the new federal education tax credit. Enrollment is declining, people are seeking more choices and are less ideological about it than your average education policy professional. Last week Treasury officials said* there were not going to be poison pills in the tax credit regulations, so expect more blue states to come in.** I’m hearing even some union affiliates are reluctant to fight this hard at this point given how it’s constructed. You’ll also see some energy toward creating public-school-facing options.

———

Where have all the students gone?

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Skeptoid:

California was one of the first states to go all-in on whole language, which they did in 1987, although it had already spread through much of the state. The result was fast and alarming. In the 1992 and 1994 NAEP reports, California’s reading scores for 4th and 8th graders had collapsed to among the nation’s very worst (and this was more than 20 years before smartphones were in every student’s pocket).

——-

Where have all the students gone?

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Quinton Klabon

If you are a left-leaning policy -expert-, please, get in touch with Wisconsin’s state Legislature.

Come prepared to explain why schools score well in Massachusetts, Illinois, and New Jersey.

We are trying to copy Minnesota. 😭😭😭

———

This film was shown in most High Schools around the US for most of the 1960s. It is a wonderful insight on free enterprise and would do well to be shown again today.

———

Where have all the students gone?

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Deborah Prinze:

On Thursday, Wisconsin Congressional Reps. Gwen Moore and Mark Pocan helped introduce the “Keep Public Funds in Public Schools Act,” which aims to eliminate the Educational Choice for Children Act (ECCA), which was included in President Trump’s “One Big Beautiful Bill.”

To many families, this new legislation is yet another attempt by Democrats to halt the expansion of School Choice. Right now, the bill does not directly affect Wisconsin families because Governor Evers vetoed the legislation that would have allowed our state to participate in the federal program.

The “Keep Public Funds in Public Schools Act” would redirect funding back into public school systems and, in so doing, take power away from families wanting to participate in the expanded School Choice program. Moore and Pocan have leaned on misleading claims terming School Choice “vouchers,” “schemes,” and suggesting these schools are for the wealthy.

“It’s not like you’re encouraging education in any way,” Pocan said, “it’s just you’re giving a tax break to some of the wealthiest.”

———

Where have all the students gone?

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Maddie Hanna:

Numerous parents expressed frustration, saying they felt the district had not listened to them.

Brian Nealis, a parent of children finishing seventh and fourth grades in the district, said that when he tried to talk to his sons’ assistant principal about his concerns, “his response to me was, ‘The kids need to learn self-control.’ And my reaction was like, oh, should we just hand out nicotine packets in middle school? … That is the most asinine thing to hear from an educator.”

The board voted 7-2 to repeal the current technology policies, with members Sarah Thomas and Abigail Lerner Rubin voting no.

Rubin said she was uncomfortable with repealing existing policies before the district had adopted new ones, and asked fellow board members to “pause unless and until we can provide the evidence that people have asked for, that these devices are safe, effective, and legal.”

Shurak said the board needed to repeal the existing policies to allow administrators and teachers to move forward with planning for adoption of the proposed replacement policies for the coming school year.

Lessig

Sarah Wynn-Williams was a senior executive at Facebook. (You’ll remember, midway through the media storm created by Frances Haugen’s whistleblowing, Facebook changed its name to Meta, no doubt hoping that might change the story as well. Whatever. In this story, I’m going to stick with “Facebook.”) In 2025, Wynn-Williams published a book about her experiences at Facebook.

Careless People tells a story about that company that is worse than even I expected. I had had some exposure to what went on. I was helping Haugen when she became the “Facebook Whistleblower,” and spent endless hours reading through the Facebook Files. But Wynn-Williams’ experience was closer to the top. And the story she paints is astonishingly depressing. If you ever need to be convinced that the future of humanity should not rest with the judgment (or integrity) of Silicon Valley executives, this book is a must read.

When Haugen went public, there was a significant fear that Facebook would use the law to punish her. But when she wowed Congress, they wisely chose not to. Or at least, wisely, from the perspective of free speech and democratic values. Society desperately needs whistleblowers, especially among unregulated technology companies radically affecting social and democratic life. Without them, we would have no understanding of either the choices those companies make or the consequences of those choices for all of us.

Wynn-Williams’ going public, however, didn’t trigger the same non-reaction from Facebook. Instead, Facebook has aggressively litigated to silence her and suppress her book — now even comically so. As described by another critical social media whistleblower, Carole Cadwalladr, when Wynn-Williams was invited to the Hay Festival, her lawyer had to instruct the festival organizers about the risks in her appearing. As the lawyers wrote, Facebook

Rick Metsger

An olive branch was expected.

After all, when Oregon’s powerful teachers union, OEA, decided not to endorse Gov. Tina Kotek in last month’s primary election, some reconciliation was anticipated. What were her transgressions?

Kotek issued an order demanding that schools not reduce instructional times for students as a way of balancing their budgets. They were miffed at the signing of Senate Bill 141, which implemented a level of accountability for schools to up their performance standards. Then there was Kotek’s refusal to answer the plea by the union to tap the state’s emergency fund to address a school budget deficit in Portland.

Who does Kotek think she is? The Governor? The Superintendent of Public Instruction? Oregon’s Chief Accountability Officer?

Back to the olive branch. This week the Oregon Senate will consider whether to approve three new nominees to Oregon’s Quality Education Commission. You would expect one of the three might be a top OEA union representative.

How about all three?

Rousham Fernandez:

The recent high-school graduate from Park Ridge, N.J., is set to move into a private apartment right by campus. He is enrolling in a UF online program for the first few semesters and paying an extra fee package to access services like the campus gym and student-section football-game tickets. He plans to study at the library, join clubs and might rush a fraternity.

———

More.

Sarah Steimer:

James M. Redfield, a University of Chicago scholar renowned for his groundbreaking research on the ancient Greek world and revered for shaping generations of students, died May 28 at the age of 91.

The Edward Olson Distinguished Service Professor Emeritus of Classical Languages and Literatures, in the Committee on Social Thought, the Committee on the Ancient Mediterranean World, and the College, Redfield, AM’54, PhD’61, was a member of the UChicago faculty for over five decades. His scholarship analyzed the works of classical thinkers such as Homer and Plato through an anthropological lens, and his teaching, which focused on Greek language, literature and social theory, was recognized with two Quantrell Awards for Excellence in Undergraduate Teaching. 

“It is hard to overstate Jamie’s influence on the Committee on Social Thought and vice versa,” said Prof. Gabriel Lear, chair of the Committee on Social Thought. “His scholarship was a shining example of its ethos, combining anthropological, literary, and philosophical approaches to the classical Greek world with enormous erudition and sensitivity.”

Redfield’s most influential book, Nature and Culture in the Iliad: The Tragedy of Hector (1984), which placed an anthropological perspective on the role of Hector in the Iliad, had an enormous impact on the field of classics, shifting the way people thought about the structure and sense of the epic poem.

Chris Hoofnagle:

In 1960, the California Master Plan for Higher Educationcreated an ambitious, yet pragmatic, statewide architecture to give every Californian an affordable pathway to a university degree.

But today, the pragmatic aims of the Master Plan have been scrambled. A recent mandate for equal outcomes has pulled research faculty hired to work at the frontier into teaching high-school material. The key driver of this little-known agreement between Sacramento and the University of California, the 2022-2027 Multi-Year Compact. Signed in the midst of the pandemic recovery, the Compact ties new state funding to a set of institutional requirements.

Although radical for its time, the 1960 Master Plan was realistic in seeing education as a limited, valuable resource: It committed to a tuition-free education but acknowledged that taxpayers picked up the tab, requiring that education dollars be allocated efficiently. It tasked different institutions—community colleges, state schools, and the UCs—with different kinds of educational responsibilities to ensure equity of access without sacrificing cutting edge research.

The Master Plan’s coherence requires that students be accurately matched to, and therefore prepared for, the institutions they attend. Yet the UCs, which are at the heart of the plan, have lost this focus. Largely as a consequence of the 2022 Compact, they have been tasked with the impossible: Teach students needing high school remediation while simultaneously attempting to provide cutting edge education to those operating at the frontier.

Bruce Mehlman:

Stock markets are booming (24 new record highs so-far in 2026), and 62% of U.S. households own stocks.  Home values have never been higher, with the home-ownership rate at 65%. We haven’t faced a real recession in 17 years, and the unemployment sits at a mere 4.3%. U.S. life expectancy hit a record high, crime a record low. Optimism should be through the roof.

And yet…

Consumer sentiment is at its lowest point in 75 years. 59% of Americans say our country’s best years are behind us, 60% see us on the wrong track and just 21% are satisfied with the ways things are going. “Nearly 70% believe the American dream—that if you work hard, you will get ahead—no longer holds true or never did, the highest level in nearly 15 years of WSJ surveys.”

What gives? Why are Americans so anxious right now?

The 21st century has been one damn thing after another — national security crises (9/11, “forever wars”, global pandemic), economic crises (dot com crash, Great Recession; inflation spikes), and societal crises (COVID closures, school shootings, police violence, open borders). And Americans have never had more immediate, inescapable, non-stop access to “breaking” news, streaming video, unintentional misinformation & purposeful disinformation making each crisis feel personal & overwhelming.

Peter Beck & Seamus Hughes

New legislation offers the possibility of free and searchable access to court records. But there are other systemic issues within the judiciary that still hinder transparency.

In Federalist No. 62, James Madison wrote, “It will be of little avail to the people, that the laws are made by men of their own choice, if the laws be so voluminous that they cannot be read, or so incoherent that they cannot be understood; if they be repealed or revised before they are promulgated, or undergo such incessant changes that no man, who knows what the law is today, can guess what it will be tomorrow. Law is defined to be a rule of action; but how can that be a rule, which is little known, and less fixed?”

Today’s problem is not that the laws themselves are unknowable, but that the entire corpus adjudicating and interpreting them is beyond the reach of Americans with average time and resources, and even the lawyers responsible for shaping them. Whether it be a court order restricting access to abortion drugs, upholding a state’s election map, or blocking national immigration policies, it takes effort and money—that adds up considerably over time—to read federal court documents.

However, a new bipartisan bill introduced by senators John Kennedy and Ron Wyden of Louisiana and Oregon, respectively, could be the most promising attempt in years to overhaul the Public Access to Court Electronic Records system, the online federal court database known as PACER. (Editor’s note: for clarity purposes, we’re using PACER and CM/ECF interchangeably because it’s a pedantic distinction for most of the public.) On June 2, the senators issued a joint press release announcing the Open Courts Act, which they plan to present to the Senate Judiciary Committee.

If enacted, the bill could radically transform public access to court records. The bill proposes ending PACER’s paywall, allowing Americans to access millions of documents that currently accrue fees for every single page accessed. It would also modernize PACER’s website and searchability, which are so antiquated that they appear a product of the early internet age, a relic in an era increasingly shaped by artificial intelligence.

The Economist:

He hardly seems the guy to shake China’s scientific establishment. Geng Hongwei is a PhD dropout-turned-influencer. He posts technical videos for a general audience, leavened with cartoon memes. But in April his words, aimed at cancer researchers at a top Chinese university, triggered an earthquake. “I hope you’ll take academic fraud more seriously in the future,” he deadpanned, before demonstrating that the scientists had faked their data—and clumsily.

Werner Zagrebbi:

35 percent of recent Columbia classes arrived without submitting an SAT: 63 percent of Black students, 46 percent of Hispanic students, and 17 percent of East Asian students don’t submit scores.

Kayla Huynh:

• Wisconsin public schools have seen a 9% drop in student enrollment since 2011 but a 7% increase in staffing.
• The decline in student population is largely attributed to the state’s falling birth rate since 2007.
• Despite fewer students, districts have hired more staff to address growing needs, like mental health and academic gaps.
• Financial strain from this trend may force districts to close schools, reduce staff or cut educational programs.

Wisconsin public schools are employing more staff despite serving about 80,000 fewer students than they did 16 years ago, according to a new report from the Wisconsin Policy Forum.

Since the 2010-11 school year, the number of students enrolled in the state’s public schools has fallen more than 9% to about 792,000 students this school year. Meanwhile, the number of staff in schools increased 7%, and the number of public schools decreased about 3%, the Policy Forum reported.

With state funding tied to student counts, enrollment declines put additional strain on district budgets. The Policy Forum warned “the cost pressures of increased staffing will grow” as districts seek to maintain their workforces with shrinking revenues.

——-

“I would not characterize MMSD as having an increasing student enrollment despite the change in these selected years,” he said in an email.

Erin Gretzinger:

The Madison school district would raise the property tax levy by 8.5% next year under its preliminary $609 million operating budget, which would include salary increases for veteran teachers, paid parental leave, more school safety staff and an expansion of community recreation facilities near West Towne Mall.

Property taxes for the average Madison home, valued at roughly $500,000, would increase by $311 or about 6.4%. Last year, the district’s property tax levy rose by 20.4% — the largest hike in more than three decades — following the passage of a facilities referendum and an operating referendum in 2024.

While the Madison Metropolitan School District is proposing a balanced budget for the 2026-27 school year, the Wisconsin Policy Forum cautioned in a recent report that additional referenda could be necessary to maintain employee benefits and raise wages in the future.

Although enrollment has largely fallen over the last decade, staffing in the district has “modestly increased,” the report found. The district’s proposed operating budget increased $35.5 million from last year to this year, driven by staff and benefits costs.

……

The School Board rejected adding a high-deductible plan option that would have saved the district an additional $1 million.

———

Where have all the students gone?

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Teagan King:

Following the statewide trend, Madison added 86.2 full-time equivalent paraprofessional positions, a 25% increase. It also added 236.4 full-time equivalent teachers, a 12.1% increase. Other licensed non-classroom employees only grew by 0.9%.

The Madison School District’s student enrollment increased by 0.9%, or 223 students, over the past 16 years. It added 327 full-time employees, an 11.6% increase.

The study compared enrollment from 2011 and 2026. Don Cramer, another researcher on the report, said 2011 was MSD’s lowest enrollment, and the number of students peaked during that time in 2015 and has been declining since then.

——-

Where have all the students gone?

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Kyle Saunders:

My favorite class to teach is POLS 302, Parties and Elections in the US. I am teaching it this fall. During an election. Anyway, yesterday and today, I was doing some prep for it. Basically, it’s an upper division course that covers elections and the three parts of political parties: party organization, party in the electorate, and party in government. (”PIG-PIE-PO” as I am sure my students tire of hearing.)

Well, here’s some of the PIG material for you. Along with some new visuals and a video!

Further, I figured with the PCSA markup coming Thursday, and some of my readers have been following along and reading my college athletics series, well, you suddenly care about Congress (we call this here a “teachable moment” in the biz) and you’ve now met the number 85.3 several times. That’s the share of 2025 roll-call votes that were party-unity votes, the highest CQ has recorded since it started counting in 1953. I leaned on it when the SCORE Act died its third death, and again in the PCSA targeting memo, where the whole analysis rested on a claim I kept asserting without fully showing: that on the standard yardsticks, the 119th Congress is the most disciplined, most polarized legislature ever measured.

Williesha Morris

After Auburn University made sweeping changes to faculty representation and curriculum, professors at other schools are wondering whether they are next.

Last week, Auburn’s Board of Trustees dissolved its faculty senate and asserted more control over curriculum. 

“Faculty governance is one of the key safeguards against institutional indoctrination,” said Matthew Hudnall, a University of Alabama professor. The university is a place where “people are allowed to question, challenge and test ideas.”

Mark Bauerlein:

If you’re a student at the University of Michigan and you suffer from a disability, the school has two centers where you can take a test that accommodates your needs. There’s a problem, though. Lately, the centers have been flooded by qualified students and other venues have had to be found. 

That’s just one example of a trend in higher education that was reported a few months ago and picked up by outlets everywhere (see, for example, here and here). More and more kids at elite institutions have been popping up on disability rolls. A story in The Atlanticfrom December calls the growth “breathtaking” At the University of Chicago, it says, the number has tripled in eight years; at UC-Berkeley it has quadrupled in fifteen years, mostly from diagnoses of ADHD, anxiety, and depression. Now, at Amherst College, fully one-third of the undergrads are marked as disabled. 

A few years ago, a friend who runs field trips for students at a tier one institution told me that the number of attendees on meds these days is shocking (chaperones are always told of existing prescriptions in case of an emergency). When I visited an elite campus in 2024, my host mentioned that in one small class he was prohibited from making too-direct eye contact with one enrollee because of the student’s social anxiety disorder.

My first experience happened around 2014 when, as more and more undergraduates at Emory University carried laptops to class and flipped them open as soon as they sat down, I started banning them entirely, telling them on day one that the class would be book, paper, and pencil, nothing else. I had to do so, having written a book warning of the danger of screens in the hands of adolescents. Besides, these were English classes, and I’d been trained in close reading exercises whereby a poem on the page draws meticulous attention. We would spend the hour on details of prosody, metaphor, structure, alliteration, irony, and any other micro-element they might notice. Screens were an anathema. They sped up these young minds too much for them to grasp the layers of meaning and niceties of style in lines such as 

Carolyn Gorman:

The legally binding aspect deserves attention. Committee reports typically break down an account’s funding in tables that have no legal force; they simply act as guidance for agencies, which customarily follow them. This bill, however, contains language that the funding allocations “shall be … in the amounts specified” in the report table. That means the Department of Education would be required by law to spend the precise amounts detailed on those exact mental-health activities.

The practice of making table allocations legally binding has become more common in recent budget cycles. It locks in program allocations against an executive branch willing to withhold and redirect funds for programs it wants to eliminate—including these mental-health grants. There’s good reason for the administration’s approach: the spending buys little that’s good and a lot that’s bad. If the bill reaches the House floor for a vote as written, members should not let it pass.

Consider what actually drives school safety problems: unsafe schools are a function of unenforced disciplineand unfollowed behavioral codes of conduct, academic disengagement, inadequate physical infrastructure, poor attendance, and family breakdown. When safety issues reflect unmet clinical needs, it’s from very serious cases—like early signs of psychosis—that schools cannot address. Most school-based mental-health programs flag kids with even slight distress for potential intervention and push them toward the mental-health system for diagnosis. These programs have not made students any safer.

Speech First:

Americans have long sensed that university campuses, once considered to be bastions of free inquiry, have become increasingly enthralled with an ideological orthodoxy that views spirited debate and diversity of opinion as unacceptable threats to “social justice.” These radical teachings go by different names, but recently its detractors as well as its champions have accepted the terms “Diversity, Equity, and Inclusion” (DEI).

Speech First is dedicated to preserving and promoting free speech on college campuses. To properly address the problem of DEI in higher education, we must first properly describe it. Parts of this problem are well known: e.g., college professors skew overwhelmingly to the political left, if not far-left, which can restrict the range of ideas students are exposed to as well as pressure and coerce students into espousing support for fringe ideas they disagree with. Other parts of this problem are just now coming into focus: e.g., the explosion in hiring DEI campus bureaucrats whose primary function is to police speech and thought on issues related to race, sex, gender identity, etc. But as we talk to students across the country, we have found substantial threats to free speech and open intellectual inquiry that have become facts of campus life without significant public recognition.

In our last report, published in 2022, “Freshman Disorientation: How Colleges and Universities Lay the Groundwork for Student Indoctrination,” we documented how colleges bombard students with mandatory DEI seminars the moment they step on campus. When students begin college, they often encounter a focus on DEI concepts that emphasize racial and sexual differences through critical theory exercises, all while being shielded from fundamental American principles like free speech and viewpoint diversity.

a a a

The Report on the State of Scholarship in the Humanities and the Humanistic Social Sciences identifies anthropology as the single most extreme case of scholarly deterioration in the humanities and social sciences. The American Anthropological Association rejects that characterization, not out of institutional defensiveness, but on evidentiary and methodological grounds the committee itself would claim to care about.

Anthropologists welcome rigorous critique of the discipline. What we cannot accept is a sweeping verdict about anthropology’s intellectual culture, scholarly practices, and professional norms built on selective evidence and issued without consultation. Anthropologists routinely argue that understanding a community, institution, or social world requires engagement with the people who inhabit it. We teach students to listen carefully, examine multiple forms of evidence, situate claims in context, and remain attentive to internal diversity and disagreement. It is therefore striking that a report offering such far-reaching conclusions about anthropology appears to have done so without meaningful engagement with the largest professional association representing the field.

The committee did not contact the American Anthropological Association, not its elected leadership, not its editors, not the broad range of scholars who comprise the discipline. This despite there being an anthropologist and a linguist among the committee’s members. This is a central methodological failure of a report that claims to assess an entire field. Anthropology is not a small or intellectually uniform field. It encompasses cultural anthropology, archaeology, biological anthropology, linguistic anthropology, applied anthropology, and numerous interdisciplinary areas. It contains vigorous and ongoing debates about theory, evidence, ethics, method, public engagement, and the future of the discipline itself.

In fact, the presentation of the report’s flagship example of anthropology’s “scholarly deterioration” is factually wrong. The report implies that the deteriorative position is embodied in one article they cite and refer to a single commentary on that article and their “internal report” as evidence. Their position is a significant misrepresentation of the state of the discourse and only stands if one ignores the substantial current literature. There is substantial and active literature that contradicts or at least complexifies the assertions made by the report, literature that would have been immediately apparent to anyone who had consulted working scholars in the field.

Bucco Capital

Syracuse announced a financial deficit this week after missing their enrollment target. They cite demographics + geopolitics, but the answer is much simpler:

David Polansky:

Modern citizenship presents different characteristics. After the fall of the Roman Empire, the ancient model of citizenship gave way to entirely new forms of social and political organization, shaped by feudal and ecclesiastical authority across the continent. Then, after eighteenth- and nineteenth-century revolutions shattered this ancien régime, it became common for historians to view the replacement of outdated hierarchies with modern citizenship as a revival of an ancient type. But any resemblance between ancient and modern citizenship should not be overstated. It’s more accurate to see modern citizenship as new wine in an old bottle.

Whereas ancient citizenship was the prerogative of a privileged few, modern citizenship is regarded as a universal right to which everyone is entitled. It is the means by which we look to ensure our individual rights and protections; consequently, it is instrumental in a way that its ancient counterpart was not. True, one can see attempts to reproduce the classical ethos of citizenship in, say, Adam Smith’s exhortation that “he is certainly not a good citizen who does not wish to promote, by every means in his power, the welfare of the whole society of his fellow-citizens.” Yet the prevailing modern sensibility emphasizes benefits over obligations and severs the link between citizenship and military service. Citizenship is primarily understood as a status that confers entitlements.

Modern citizenship also has a decidedly administrative quality. In place of sacred duties, buttressed by honor and shame, we have passports. As the political anthropologist James Scott has observed, “If you wish to have any standing in law, you must have a document that officials accept as evidence of citizenship, be that document a birth certificate, passport, or identity card.” Yet this formalism introduces greater flexibility, making citizenship more fluid. Whereas classical citizenship was a birthright, modern citizenship—through passports—can be assigned, revoked, or replaced.

Scott Scheall

In Chapter 10 (“Why the Worst Get on Top”) of The Road to Serfdom, F. A. Hayek argued that centralized political authority tends to elevate the worst people in society. Goons and demagogues do not rise to the top in totalitarian systems by accident. The logic of totalitarianism selects for thuggish leaders. 

A less dramatic, but equally perverse, logic governs American academia.

The incentive structure of the modern American university encourages relatively unsuccessful scholars, those who fail to establish fruitful research programs early in their careers, to pursue administrative positions, where they wield authority over more successful colleagues, who actually generate educational value. As a result, the American university is disproportionately governed by relative academic failures.

An effective scholar enjoys benefits impossible to find elsewhere in today’s workforce: freedom to follow ideas wherever they might lead and a considerable amount of free time to do it. Those who succeed aren’t inclined to leave the laboratory or library for administration.

Though administrative salaries tend to be higher, the rest of an administrator’s work-life is poorer in every other respect, involving endless committee meetings, paperwork, budgetary knife fights, student and parent grievance adjudication, and the difficult business of cultivating donors. Intellectual freedom and scholarly prestige are nowhere in evidence. 

Nicholas Dirks:

Last summer, the chancellors of two major universities, Daniel Diermeier of Vanderbilt and Andrew D. Martin of Washington University in St. Louis, commissioned a report on the humanities by a group of distinguished scholars chaired by the New York University philosopher Paul Boghossian.

FIRE

If left unchecked, the administration’s assertion of control would allow it to censor models that contradict the government’s preferred views or punish developers who oppose the administration. And other AI companies and users are now forced to grapple with uncertainty regarding what they may develop, deploy, and engage with without crossing the administration’s invisible line.

The administration’s action follows President Trump making plain his hostility to Anthropic, calling it a “radical left, woke” company, a stance shared by members of his cabinet. Last March, the administration deemed Anthropic insufficiently “patriotic” over model guardrails it disagreed with — ultimately designating it a “supply chain risk,” again citing national security grounds. But simply invoking national security does not immunize government officials from their constitutional obligations or give them carte blanche to punish speech.

Heavy-handed, arbitrary, behind-the-scenes governmental bullying is anathema to our free society, in any form. And its unacceptability is at its apex when directed to an endeavor that is inherently expressive, as is the creation and use of tools like Fable and Mythos.

WILL:

Wisconsin public schools average $18,592 per student. High school choice gets $13,371. K-8 choice gets just $10,877.

If extra spending isn’t driving student success, what is? Hear @RickEsenberg break down the real state of education in our latest episode. 🎧

———

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Beanie

“If you are on the wrong road progress means doing an about-turn and walking back to the right road and in that case the man who turns back soonest is the most progressive man. There is nothing progressive about being pig-headed and refusing to admit a mistake…We’re on the wrong road. And if that is so we must go back. Going back is the quickest way on.”-C.S. Lewis

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Hannah Schmid:

The Chicago Teachers Union’s preferred model fails in academic proficiency, absenteeism and cost.

The Chicago Teachers Union continues to push a schooling model that produces poor student outcomes and costs taxpayers more.

The union’s most recent contract with Chicago Public Schools includes the addition of 50 “sustainable community schools.” CTU wanted to add 180 of these schools, which the union envisions as community hubs that offer wraparound services for students and families. Right now there are 36 such schools, 15 of which are high schools.

CTU leadership and other proponents of the sustainable community schools model argue that they will uplift neighborhoods and provide students needed support services.

But at the eight CPS high schools that have used the model since 2018, proficiency is lower while absenteeism and spending is higher. Those eight schools also are seeing enrollment fall as families flee them.

Chicago’s sustainable community high schools spend more for poorer outcomes

Seven high schools transitioned to the sustainable community school model in the just-ended school year. The original eight illustrate the poor student outcomes at CTU’s favored education model.

More.

Fred de Sam Lazaro, Mike Fritz, Sam Lane:

Only about a third of Americans now believe a four-year college degree is worth the cost. Increasingly, students and families are questioning it too. As many colleges across the country face shrinking enrollment, more than 60 institutions are now offering students a faster path to graduation. Fred de Sam Lazaro reports as part of our series, Rethinking College.

Notice: Transcripts are machine and human generated and lightly edited for accuracy. They may contain errors.

Geoff Bennett:

Only about a third of Americans now believe a four-year college degree is worth the cost. And, increasingly, students and families are questioning it too. As many colleges across the country face shrinking enrollments, more than 60 institutions are now offering students a faster path to graduation.

Fred de Sam Lazaro reports as part of our series Rethinking College.

Paleoneoloberal

Throwing more money at public schools, even doubling teacher salaries, has virtually no effect on student outcomes.

——-

Clearly adding more admin staff hasn’t improved the numbers, so maybe go back to the 1960s ratio

——-

2026-2027 Madison K-12 $pending continues to grow, fueled by a 9.7% (!) property tax increase. Total spending will be at least $706,000,000 for 25,003 students, or $28,236 per student.

May 2026 Madison School District Presentation: 7,095 adults for 25,003 students (3.52 students per adult!)

Early Literacy Screener Map.

More. Act 20.

3,887 Madison 4 year old to third grade students scored lower than 75% of the students in the national comparison group.

Madison taxpayers have long supported far above average k-12 tax & $pending. This despite our long term, disastrous reading results. May, 2026: 7,095 Staff for 25,003 students; $pending > $26k per student!

Madison Schools: More $, No Accountability

The taxpayer funded Madison School District long used Reading Recovery…

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”

A.B.T.: “Ain’t been taught.”

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?

Wall Street Journal

National test scores keep showing how pandemic lockdowns hurt students—but also that the trend of academic decline is bigger than Covid. See the latest results from the National Assessment of Educational Progress (NAEP) on long-term trends, which show some modest improvement but also signs of declining student aptitude.

First comes more evidence that the lockdowns driven by teachers unions hurt student learning. Math and reading performance for 13-year-olds stagnated between 2023 and 2025 on the NAEP’s long-term trend assessment—which isn’t the same as the traditional NAEP exam—the Education Department announced Wednesday.

These children were in elementary school when Covid hit. Their scores in both subjects are lower than in 2020, before the pandemic. Some 58% performed at an intermediate level in reading in 2025 compared to 63% in 2020. In math, 70% could do “numerical operations and beginning problem solving” in 2025, down from 79% in 2020. Teachers union chief Randi Weingarten has a lot to answer for.

The news is better for 9-year-olds, who weren’t in school in 2020. Their scores went up from 2022 to 2025 in reading and math. Some 71% demonstrated at least “partially developed” skills in reading and 84% showed “beginning skills” in math in 2025, up from 67% and 80% respectively in 2022. Their reading scores caught up to 2020 levels, though they remain three points lower in math.