America is in a decade-long education depression. Barely a third of students are proficient in reading or math across most grades in recent testing, achievement gaps are widening fast, and too many college freshmen are arriving on campus unable to read a full book or do middle-school-level math. Chronic absenteeism has surged after the pandemic; students are disengaged. Educators are burning out, and teachers are increasingly hard to recruit and retain. Costs are rising. Trust in public schools is at a record low, and families with the means to leave increasingly do, leaving districts with half-empty buildings.
This is what an institutional breaking point looks like. In these periods of deep political and social change, or interregnums, reforms that were once considered unthinkable become not only possible but also necessary. This moment of crisis in K-12 education is an opportunity to reimagine it from the ground up. We need nothing less than a new educational operating system — one that channels public funding through students and families directly, rather than through centralized district bureaucracies.
For decades, reformers have tried to fix the education system from within, pushing for higher standards, better data, stronger accountability and more equitable funding. Some gains have been made, but efforts to improve the system have repeatedly ground to a halt, blocked by bureaucratic inertia and political gridlock.
At the heart of this resistance is a fundamental misalignment of incentives. Schools are largely funded according to their ZIP code, not their success or failure. They often don’t need to deliver strong outcomes to maintain enrollment or secure their budgets. Without structural incentives to improve, even well-meaning systems stagnate, as bureaucracies optimize for self-preservation rather than delivering results. To transform our education system, we need to change the architecture of the system itself, not just patch the policies and programs that sit on top of it.
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A.B.T.: “Ain’t been taught.”
8,897 (!) Madison 4k to 3rd grade students scored lower than 75% of the students in the national comparison group during the 2024-2025 school year.
Madison taxpayers have long supported far above average (now > $26,000 per student) K-12 tax & spending practices. This, despite long term, disastrous reading results.
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”
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?
Legislative Letter to Jill Underly on Wisconsin Literacy