42 results
Corrinne Hess: Between 2022 and early 2024, the College Board adjusted how it scores AP subject exams using a data- and numbers-based approach aimed at eliminating some of the subjectivity and inconsistency that had previously been part of AP exam scoring. The “recalibration” resulted in a higher percentage of students getting the 3’s, 4’s, and […]
Todd Truitt: Superintendent from Virginia’s largest school division says increasing the # of questions to be proficient on our standardized tests (from the lowest in the nation) will demotivate students. Nonsensical, self-serving statements like these undermine public schools. ——— Marc Porter Magee: “Amber Northern, a Virginia Board of Education member, said at the board’s September […]
Cleo Krejci Jill Underly, the top DPI official, finalized those changes Sept. 3. They will be applied to 2024-25 state report card data, which will be released in November. “Just as you wouldn’t rely on a decade-old GPS to find your way today, we can’t use outdated performance benchmarks to guide school improvement,” Underly said […]
Samantha Smylie The Illinois State Board of Education agreed Wednesday to move ahead with a process to change the state’s testing system, though the exact details still are being worked out. That process will include creating new “cut scores,” or the lowest score needed for a student to be sorted into broad categories of achievement […]
Limited background amidst Wisconsin (and Madison’s) long term, disastrous reading results: Did taxpayer funded Wisconsin DPI Superintendent Underly Juice Test Scores for Reelection? notes and links on Incumbent DPI Superintendent Jill Underly (back story). Underly supports eliminating our one elementary teacher content knowledge requirement, the Foundations of Reading (FORT). Perhaps this forensic thread offers a […]
Emilee Fannon: Are standards lower? DPI officials have defended the new benchmarks, saying they align more directly with the state’s Forward Exam and teaching standards. Underly noted other states, such as Oklahoma and New York, have recently lowered their testing benchmarks. However, the Institute for Reforming Government, a conservative think tank, points to changes for […]
Dean Gorrell: State Superintendent of Public Instruction Jill Underly recently took to defending her decision to lower the cut scores for the Wisconsin Forward Exam. Lowering the cut scores will make it appear that a greater percentage of students are performing at higher levels. Underly offered this reason for the change: “They (the students) were appearing to be […]
Quinton Klabon: Good news! DPI fixed Milwaukee Public Schools! No, I don’t mean MPS’ finance crisis. The Forward Exam categories were OFFENSIVE.YUCKY: Below Basic, Basic, Proficient, AdvancedHAPPY: Developing, Approaching, Meeting, Advanced So, 68% of Black students are Developing. ✨ Will Flanders Changing terms for student performance on the Forward Exam will only serve to cloud […]
Dan O’Donnell The Institute for Reforming Government (IRG) has filed a lawsuit against the Wisconsin Department of Public Instruction (DPI) and its Standard Setting Committee, alleging violations of the state’s Open Meetings Law during a closed-door conference at a Wisconsin Dells resort in 2024. The suit, filed in Adams County (where the Chula Vista Resort […]
Ariel Kalil, Derek Rury Many, if not most, of them are wrong. Actual proficiency rates among eighth graders are 30 percent in reading and 28 percent in math, as measured by the National Assessment of Educational Progress, or N.A.E.P. The gap between grades and test scores is particularly pronounced in schools serving higher proportions of low-income […]
Wiseye: On April 15, 2026, the Assembly Committee on Government Operations, Accountability, and Transparency will hold an informational hearingon Department of Public Instruction policies, procedures, and compliance regarding open meetings laws and open records laws; standard-setting and benchmarking process for the Forward Exam. Speakers: ——- Dairyland Sentinel: So far, DPI has said.They dragged their feet on […]
The Economist: It helps that red states have gone back to basics: legislators in state capitals have enacted new rules that require teaching reading via phonics and holding failing schools accountable. Those decisions matter a great deal for classrooms. But America is made up of more than 13,000 school districts, most of which have the […]
Institute For Reforming Government “DPI’s state report cards say rich districts are worth the property taxes, even when they aren’t, and poor districts meet expectations, even when they don’t. Meanwhile, DPI underrates many of Wisconsin’s best districts,” said Quinton Klabon, Senior Research Director at the Institute for Reforming Government. “Parents should not have to play a guessing […]
1636 Forum: “Students know that an ‘A’ can be awarded . . . for anything from outstanding work to reasonably satisfactory work. It’s a farce,” said a faculty member. “We are terrified of the A-,” one student admitted. Another added, “I think the current grading system is working very well.” These are among the many […]
Hannah Schmid Virginia raises bar for students while Illinois hides strugglesLow student proficiency is being hidden in Illinois. Virginia raised its expectations for students. While other states are attacking their portion of the national epidemic of poor reading and math proficiency, Illinois is burying the problem. Illinois approved a plan this summer to lower the […]
Robert Pondiscio Last week, my colleague Rick Hess published an essay that hits an increasingly raw nerve in American education. Writing about Oklahoma’s new “teacher test” aimed at ferreting out “woke indoctrination,” he observed that while the state is right to be concerned about politicization of the teaching profession, it has chosen the wrong remedy. In brief, […]
Sarah Mervosh: “The U.S. is an example of frogs in the boiling water when it comes to talent,” said Jamie Merisotis, chief executive of the Lumina Foundation, which is focused on higher education and work force credentials. Because the United States has a large and diverse economy, he said, “it’s harder to see when the […]
Jessica Grose: Florida would join Massachusetts, Wisconsin, Oklahoma, and Alaska in lowering their testing standards or graduation requirements of late. After the absolutely dismal National Assessment of Educational Progress (NAEP) scores from 2024, which showed that a higher percentage of eighth graders scored “below basic” in reading than at any point in the test’s 30-year history, you would […]
Molly Beck: The move could deliver a blow to Democratic State Superintendent Jill Underly ahead of the April 1 spring election, when Underly is up for reelection against education consultant Brittany Kinser. Lawmakers passed a bill 18-14 that requires the DPI to overhaul its state report cards to match how they measured academic achievement before […]
WILL: Additional Background: Beginning in the 2020-21 school year, DPI made several changes to Wisconsin’s academic accountability system that have made it less rigorous. These changes were made unilaterally by the Department without any input from the legislature or Governor. These changes included: Earlier this year, WILL endorsed Assembly Bill 1, introduced by Senator John Jagler […]
Dan Shafer: In the upcoming Spring Election, the highest-profile race is the one for Wisconsin Supreme Court, the latest in Wisconsin’s seemingly endless number of everything-on-the-line elections. The undercard, then, is the race for State Superintendent of Public Instruction. Elections for this ostensibly nonpartisan office have not always attracted much attention, but this year’s race might buck […]
Cathy Kozlowicz: The bill recognizes same-sex marriage by making references in the statutes to spouses gender-neutral. The terms “wife,” “mother,” “father” and “husband” were replaced with gender-neutral terms, such as spouse and person. In one section covering artificial insemination, “the husband of the mother” was changed to “the spouse of the inseminated person.” RGA Executive […]
Kayla Huynh on Jill Underly: Underly’s top priorities include securing more state funding for schools and increasing the amount of money schools are reimbursed for special education services. She wants the state to reimburse 90% of schools’ special education costs. on Jeff Wright: Wright’s top priorities are to restore confidence in the Department of Public […]
Dave Cieslewicz: Today’s blog is in the category of You Just Can’t Make This Stuff Up. The Madison Metropolitan School District has some of the worst test scores in the state. It has a horrible truancy problem. Its racial achievement gap is comparable to the Grand Canyon. For the most recent year when statistics were […]
Jill Barshay More than 450,000 fourth and eighth graders, selected to be representative of the U.S. population, took the biennial reading and math tests between January and March of 2024. Depressed student achievement was pervasive across the country, regardless of state policies or instructional mandates. Student performance in every state remained below what it was in 2019 on at least one […]
WILL: The National Assessment of Educational Progress (NAEP) is a nationally representative sample of schools throughout the country that allows for an apples-to-apples comparison of students in each state, and some cities. Early this morning, the 2024 NAEP results were released. Not surprisingly, they paint a dim picture of student performance since the pandemic, both […]
WILL: Since at least 2020, the Wisconsin Department of Public Instruction has made changes that obscure the true performance of schools, making it harder for Wisconsin families to make informed decisions about their children’s education. Today, Senator John Jagler (R-Watertown) and Representative Bob Wittke (R-Caledonia) introduced new legislation (LRB-0976) aimed at restoring transparency and accountability […]
Kayla Huynh: Over 10% of the Madison school district’s teachers are relying on one-year emergency licenses to work in classrooms, according to figures obtained by the Cap Times under state open records laws. A majority of the Madison Metropolitan School District’s nearly 300 emergency licensed educators were teaching classes in bilingual education, English as a […]
: Education consultant Brittany Kinser, who told WisPolitics last week she had decided against a run for state superintendent, reversed course and has filed to run for the office this spring. Kinser, who describes herself as a “Blue Dog Democrat,” declined to comment further to WisPolitics yesterday in light of a school shooting in Madison. […]
Leila Fletcher and Sandy Flores Ruiz We are concerned that Wisconsin’s Department of Public Instruction seems less than committed to the reforms outlined in Act 20. It’s been over a year since Gov. Tony Evers signed Act 20, dubbed “the reading bill.” Act 20 looks to address our state’s dismal reading scores with science-based literacy […]
AJ Bayatpour: Wisconsin’s top education official is defending changes this year to the statewide standardized test taken by students in grades 3-8. The overhaul of the Forward Exam lowers the cut scores between groups, and it changes the terminology used to describe student performance. In her first interview since the state Department of Public Instruction […]
Will Flanders and Noah Diekemper Annually, when Wisconsin’s new school report cards are released, we learn that Wisconsin’s schools must all be located in Lake Wobegone, where everyone is above average. School districts like Beloit (14.1% proficiency in reading) and Milwaukee (11.5% proficiency in math) are somehow not judged to be deserving of a ranking […]
Quinton Klabon: 1 year and $1 BILLION in federal relief later, it’s still tragic. •6,000 fewer kids on college track•101,000 kids below grade level•Green Bay, Janesville stuck at pandemic low•Milwaukee Black kids not catching up Scott Girard: In the Madison Metropolitan School District, proficiency rates in both subjects are well above the state for white […]
Emily Hanford notes the “surge in legislative activity” amidst our long term, disastrous reading results [link]. via NAEP 4th grade results 1992-2022. Longtime SIS readers may recall a few of these articles, bookmarking our times, so to speak: 2004: [Link] “In 2003, 80% of Wisconsin fourth graders scored proficient or advanced on the WCKE in […]
Bryan Caplan: The most painful part of writing The Case Against Education was calculating the return to education. I spent fifteen months working on the spreadsheets. I came up with the baseline case, did scores of “variations on a theme,” noticed a small mistake or blind alley, then started over. Several programmer friends advised me […]
Scoot Milfred and Phil Hands: Usual mumbo-jumbo, we do on this podcast. Why don’t we invite in today some experts to talk about our topic which is around school. Which Madison is finally going to give a try this fall to experts. I know very well we have all hands on deck here. We have […]
Eric A. Hanushek, Paul E. Peterson and Ludger Woessmann, via a kind Chan Stroman-Roll email:
“Yet when compared to gains made by students in other countries, progress within the United States is middling, not stellar (see Figure 1). While 24 countries trail the U.S. rate of improvement, another 24 countries appear to be improving at a faster rate. Nor is U.S. progress sufficiently rapid to allow it to catch up with the leaders of the industrialized world.”
“Meanwhile, students in Wisconsin, Michigan, Minnesota, and Indiana were among those making the fewest average gains between 1992 and 2011. Once again, the larger political climate may have affected the progress on the ground. Unlike in the South, the reform movement has made little headway within midwestern states, at least until very recently. Many of the midwestern states had proud education histories symbolized by internationally acclaimed land-grant universities, which have become the pride of East Lansing, Michigan; Madison, Wisconsin; St. Paul, Minnesota; and Lafayette, Indiana. Satisfaction with past accomplishments may have dampened interest in the school reform agenda sweeping through southern, border, and some western states.”
Underlying study: “Achievement Growth: International and U.S. State Trends in Student Performance“
Related:
The results: Only 35.8% of Wisconsin’s WKCE test-takers in third through eighth and 10th grade in fall 2011 scored proficient or better in reading, and just 48.1% scored proficient or better in math.
Compare that with March, when the state released 2011 WKCE results that showed 78% and 82% of students scored proficient or better in math and reading.
Under the new benchmarks, just 41.9% of white students scored proficient or advanced in reading, and 55.2% met that mark in math on the latest state test. Previously, more than 87% of white students were considered proficient or better in reading, and 84.3% were considered to have scored proficient or better in math in 2011.
As for the state’s black students – many of whom attend Milwaukee Public Schools – 13.4% are considered proficient or advanced in reading, down from 58.7% using the old grading scale.
Rep. Steve Kestell, a Republican from Elkhart Lake who chairs the Assembly’s Education Committee, called the revised picture of student performance a “necessary and long-delayed wake-up call for Wisconsin.”
“We’ve been trying to tell folks for some time that we’ve been looking at things through rose-colored glasses in Wisconsin,” he added. “It was a hard thing to communicate, and it was largely ignored. This is a new awakening.”
State Sen. Luther Olsen (R-Ripon), who chairs the Senate Education Committee, said: “We’ve known for years that our proficiency-cut scores are way below where they should be, and really, this shows that we have got to do a better job.”
Under the past decade of No Child Left Behind, Wisconsin had been criticized for having a more lenient bar for proficiency than other states.
Still, the new results should be a “smack in the face” for Wisconsin, said Adam Gamoran, director of the Wisconsin Center for Education Research at UW-Madison.
“It’s going to be a wake-up call,” Gamoran said. “It’s a more honest reckoning of where Wisconsin students stand relative to other students across the nation and relative to the goals we want for all of our students.”
The old results were based on whether students were meeting Wisconsin’s definition of being at grade-level, whereas the new results reflect more rigorous standards of what it means to be prepared for college or a career used for the National Assessment of Educational Progress, also known as the nation’s report card.
About 3,000 4th and 8th graders in Wisconsin take the NAEP every other year. In 2011, 32 percent of Wisconsin 4th graders scored proficient on NAEP’s reading test and 39 percent scored proficient on the math test.
The data released Tuesday marks the first time DPI has converted results of the state test, which more than 430,000 students in grades 3-8 and 10 take in the fall, to the NAEP benchmarks.
DPI won’t release recalculated results for individual schools and districts until the fall, when it also plans to release individual school report cards with ratings on a scale of 0 to 100.
Kim Henderson, president of the Wisconsin Parent Teacher Association, said parents pay closer attention to state test scores than NAEP scores, so the results could “bring up a lot of good questioning.”
To get the waiver, Wisconsin had to develop its own accountability system in addition to teacher and principal evaluations, among other things.
The scores will be included on new school report cards to be released in the fall. How well individual students in grades 3-8 and 10 do on reading and math tests they take in November will be released next spring.
The new school report cards were developed in conjunction with Gov. Scott Walker, legislative leaders and others over the past year. They will include a numerical rating for individual schools from 0-100 based on student achievement, growth, graduation rates and closing of achievement gaps between different groups of students. The scores will generate an overall total that will place each school into one of five categories ranging from “Fails to Meet Expectations” to “Significantly Exceeds Expectations.”
“This new system will empower parents, allowing them to make education related decisions based on reliable and uniform data,” Walker said in a statement.
Sample report cards, without actual school data, are posted online to solicit feedback through Aug. 12.
from The Burden of Bad Ideas Heather Mac Donald, Chicago: Ivan R. Dee, 2000, pp. 82ff.
America’s nearly last-place finish in the Third International Mathematics and Sciences Study of student achievement caused widespread consternation this February, except in the one place it should have mattered most: the nation’s teacher education schools. Those schools have far more important things to do than worrying about test scores–things like stamping out racism in aspiring teachers. “Let’s be honest,” darkly commanded Professor Valerie Henning-Piedmont to a lecture hall of education students at Columbia University’s Teachers College last February. “What labels do you place on young people based on your biases?” It would be difficult to imagine a less likely group of bigots than these idealistic young people, happily toting around their handbooks of multicultural education and their exposés of sexism in the classroom. But Teachers College knows better. It knows that most of its students, by virtue of being white, are complicitous in an unjust power structure.
The crusade against racism is just the latest irrelevancy to seize the nation’s teacher education schools. For over eighty years, teacher education in America has been in the grip of an immutable dogma, responsible for endless educational nonsense. That dogma may be summed up in the phrase: Anything But Knowledge. Schools are about many things, teacher educators say (depending on the decade)–self-actualization, following one’s joy, social adjustment, or multicultural sensitivity–but the one thing they are not about is knowledge. Oh, sure, educators will occasionally allow the word to pass their lips, but it is always in a compromised position, as in “constructing one’s own knowledge,” or “contextualized knowledge.” Plain old knowledge, the kind passed down in books, the kind for which Faust sold his soul, that is out.
The education profession currently stands ready to tighten its already viselike grip on teacher credentialing, persuading both the federal government and the states to “professionalize” teaching further. In New York, as elsewhere, that means closing off routes to the classroom that do not pass through an education school. But before caving in to the educrats’ pressure, we had better take a hard look at what education schools teach.
The course in “Curriculum and Teaching in Elementary Education” that Professor Anne Nelson (a pseudonym) teaches at the City College of New York is a good place to start. Dressed in a tailored brown suit, and with close-cropped hair, Nelson is a charismatic teacher, with a commanding repertoire of voices and personae. And yet, for all her obvious experience and common sense, her course is a remarkable exercise in vacuousness.
As with most education classes, the title of Professor Nelson’s course doesn’t give a clear sense of what it is about. Unfortunately, Professor Nelson doesn’t either. The semester began, she said in a pre-class interview, by “building a community, rich of talk, in which students look at what they themselves are doing by in-class writing.” On this, the third meeting of the semester, Professor Nelson said that she would be “getting the students to develop the subtext of what they’re doing.” I would soon discover why Professor Nelson was so vague.
“Developing the subtext” turns out to involve a chain reaction of solipsistic moments. After taking attendance and–most admirably–quickly checking the students’ weekly handwriting practice, Professor Nelson begins the main work of the day: generating feather-light “texts,” both written and oral, for immediate group analysis. She asks the students to write for seven minutes on each of three questions; “What excites me about teaching?” “What concerns me about teaching?” and then, the moment that brands this class as hopelessly steeped in the Anything But Knowledge credo: “What was it like to do this writing?”
“Why Johnny’s Teacher Can’t Teach” (1998)
from The Burden of Bad Ideas
Heather Mac Donald
Chicago: Ivan R. Dee, 2000, pp. 82ff.
America’s nearly last-place finish in the Third International Mathematics and Sciences Study of student achievement caused widespread consternation this February, except in the one place it should have mattered most: the nation’s teacher education schools. Those schools have far more important things to do than worrying about test scores–things like stamping out racism in aspiring teachers. “Let’s be honest,” darkly commanded Professor Valerie Henning-Piedmont to a lecture hall of education students at Columbia University’s Teachers College last February. “What labels do you place on young people based on your biases?” It would be difficult to imagine a less likely group of bigots than these idealistic young people, happily toting around their handbooks of multicultural education and their exposés of sexism in the classroom. But Teachers College knows better. It knows that most of its students, by virtue of being white, are complicitous in an unjust power structure.
The crusade against racism is just the latest irrelevancy to seize the nation’s teacher education schools. For over eighty years, teacher education in America has been in the grip of an immutable dogma, responsible for endless educational nonsense. That dogma may be summed up in the phrase: Anything But Knowledge. Schools are about many things, teacher educators say (depending on the decade)–self-actualization, following one’s joy, social adjustment, or multicultural sensitivity–but the one thing they are not about is knowledge. Oh, sure, educators will occasionally allow the word to pass their lips, but it is always in a compromised position, as in “constructing one’s own knowledge,” or “contextualized knowledge.” Plain old knowledge, the kind passed down in books, the kind for which Faust sold his soul, that is out.
The education profession currently stands ready to tighten its already viselike grip on teacher credentialing, persuading both the federal government and the states to “professionalize” teaching further. In New York, as elsewhere, that means closing off routes to the classroom that do not pass through an education school. But before caving in to the educrats’ pressure, we had better take a hard look at what education schools teach.
The course in “Curriculum and Teaching in Elementary Education” that Professor Anne Nelson (a pseudonym) teaches at the City College of New York is a good place to start. Dressed in a tailored brown suit, and with close-cropped hair, Nelson is a charismatic teacher, with a commanding repertoire of voices and personae. And yet, for all her obvious experience and common sense, her course is a remarkable exercise in vacuousness.
This is very long, and the link may require a password so I’ve posted the entire article on the continued page. TJM http://www.tcrecord.org/PrintContent.asp?ContentID=11566 Standards, Accountability, and School Reform by Linda Darling-Hammond — 2004 The standards-based reform movement has led to increased emphasis on tests, coupled with rewards and sanctions, as the basis for “accountability” systems. […]
Video and audio from Wednesday’s Math Forum are now available [watch the 80 minute video] [mp3 audio file 1, file 2]. This rare event included the following participants: Dick Askey (UW Math Professor) Faye Hilgart, Madison Metropolitan School District Steffen Lempp (MMSD Parent and UW Math Professor) Linda McQuillen, Madison Metropolitan School District Gabriele Meyer […]
On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations (2004) Curricula play a vital role in educational practice. They provide a crucial link between standards and accountability measures. They shape and are shaped by the professionals who teach with them. Typically, they also determine the content of the subjects being taught. Furthermore, because […]