Total staff in schools has increased since 2017. The number of full-time equivalents (FTEs) in Wisconsin schools has grown by 2.67% over this time frame, even as statewide enrollment declined by 3.6%.
Student-teacher ratios have declined across the state. Despite staffing shortages, the dramatic decline in student enrollment over the past ﬁve years resulted in student-teacher ratios declining from 14.60 to 13.67 over the past ﬁve years.
Teachers with Master’s Degrees do not improve student performance. Although teachers who have earned a Master’s degree receive higher pay, student proﬁciency is not higher in districts that have more teachers with Master’s degrees.
“Woke” positions are among the largest areas of growth.
While the absolute number of FTEs in these areas remains relatively low, the number of FTEs employed in connection with buzzwords like “Social-Emotional Behavioral Interventions/Support” and “Multicultural Education/Equity” are among the ﬁve fastest growing areas over the past ﬁve years.
Administrative staff varies extensively by district.
It is difficult to assess whether a district is investing taxpayer dollars wisely in staffing when administrative staff percentages vary drastically across the state. For example, about 47% of FTEs in Gibraltar School District were administrative—compared with about 8% in Shawano School District.
Meanwhile, Madison taxpayers have long supported substantial, well above average $pending – now greater than $25k per student!
“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”
The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results
2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results
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?