Governor’s budget provides largest increase for K-12 education in state history to improve outcomes, expand access to mental health services, provide universal school meals, invest in computer science and financial literacy, bolster education workforce to keep class sizes small |
MADISON — Gov. Tony Evers today celebrated the beginning of Public Schools Week by highlightingmajor investments and initiatives from his 2023-25 biennial budget to support Wisconsin kids and K-12 schools across the state.
As highlighted by Gov. Evers earlier this month and announced during his 2023-25 Biennial Budget Message, the governor’s 2023-25 biennial budget proposal provides an increase of more than $2.6 billion for public schools, including the second largest proposed direct investment in state general aids since the 1995-97 biennium, the largest per pupil adjustments since revenue limits were imposed, and a historic investment in special education. Gov. Evers also proclaimed Feb. 27 – March 3, 2023, as “Public Schools Week” in Wisconsin. A copy of the governor’s Public Schools Week proclamation is available here. In his 2023-25 Biennial Budget Message, Gov. Evers outlined his plan to invest in K-12 schools and do what’s best for kids: “I’m also here to tell you that the way we’re funding our schools isn’t sustainable, either. We need to change that, too. Budgets reflect our priorities, which is why every budget I’ve ever built began with doing what’s best for our kids. This one is no different. “Now, let’s remember where we started. Four years ago, we hadn’t seen the largest per pupil revenue limit adjustment or the largest nominal increase in general aid in a decade; in 10 years, not one additional cent had been invested in special education aid; and if I hadn’t been here as governor to use my veto pen and take unilateral action, per pupil aid wouldn’t have increased by more than $300 per student. “So, we’ve accomplished a lot. And I’m proud of our work. But I’ve also spent four years asking some people in this building to do more. And I’ve heard those same people suggest time and again that because of our previous budgets and federal pandemic aid, our kids and our schools have already received enough. I’d like to respond to that tonight. “On Monday this week, the CDC released its Youth Risk Behavior Survey report. Here’s what the data show: in 2021, more than 40 percent of high school students felt so sad or hopeless nearly every day for at least two weeks in a row that they stopped doing their usual activities. One in 10 students attempted suicide. One in five students seriously considered attempting suicide. “And the statistics are especially bleak for teen girls and LGTBQ students. Nearly 60 percent of teen girls felt persistently sad or hopeless—double the rate for teen boys. Nearly a third of teen girls seriously considered attempting suicide—think about that, that’s one in three teen girls. And about 70 percent of LGBTQ students experienced persistent feelings of sadness or hopelessness. More than 20 percent of LGBTQ students attempted suicide. “No one who has the privilege of working in this building can read these statistics and say with a straight face that we’re already doing enough. Folks, ‘enough’ will be enough when these are not the statistics we’re reading about our kids in the news. It’s time to get serious. “As a governor who’s also a grandfather, tonight I am calling on the Legislature to join me in doing what’s best for our kids by approving the largest increase in K-12 schools and education in state history. “I’ve said before, and I’ll say again tonight: our kids can only achieve their full and best potential when they can bring their full and best selves to the classroom. If we want to have a chance at improving our kids’ outcomes, then we have to shorten the odds. “We can start by addressing the statistics I just read to you. Let’s make sure every kid in Wisconsin has access to school-based mental health services through our “Get Kids Ahead” initiative. It’s the Year of Mental Health, folks. I know we can get this done. “Here’s another easy step we can take: let’s make sure kids aren’t hungry—yes, ever, but especially at school. My plan is simple: fully fund universal school breakfasts and lunches so that every kid can be focused on their schoolwork and not when or whether they’ll eat next. “These are basic steps we can take to help improve outcomes for our kids so they can come to class coursework-ready. Coupled with our investments and initiatives to bolster our educator pipeline to keep class sizes small and improve financial literacy, math, and reading outcomes across our state, we’re going to make sure our kids are ready for success. “And we’re also going to make sure our kids have the skills and tools they need to join the 21st Century workforce we’re working to build together. So, I’m going to deliver on my pledge to improve access to computer science education in Wisconsin with a $10 million investment to bolster computer science education across our state, including requiring high schools to provide this critical instruction. …” In September, as students, parents, educators, and staff returned back to school, Gov. Evers, together with State Superintendent of Public Instruction Dr. Jill Underly, announced their shared priorities for the 2023-25 budget, which included investments to improve reading and literacy outcomes, expand access to student mental health services and school nutrition, provided financial literacy and out-of-school programming, address educator staffing shortages to help keep class sizes small, and increase per pupil and special education aids. The governor’s 2023-25 biennial budget proposal delivers on these priorities and includes additional supports for Wisconsin kids, including investments to advance computer science education in schools statewide and additional resources for English Learners. After a decade of disinvestment, Gov. Evers has worked to invest in public education at every level. Under the governor’s leadership, the state passed an overdue increase in special education aid—the largest increase in state history, per pupil aid was increased by more than $300 per student, and Wisconsin’s K-12 schools have returned to the top 10 in the country after falling to 18th under previous leadership. In the 2021-23 budget signed by the governor, legislative Republicans finally joined the governor in restoring two-thirds funding for public schools for the first time in two decades, hitting that mark by the end of the biennium. However, the governor was clear that the budget sent to his desk by the Wisconsin State Legislature left much unfinished business in providing the support kids and schools deserved, and in December 2021, Gov. Evers directed an additional $110 million investment using federal relief funds to provide $133.72 in supplemental per pupil aid for every Wisconsin school district. In August, Gov. Evers also announced a $75 million investment using federal relief funds to help schools meet staffing needs, keep classroom sizes small, and provide other direct classroom support. Despite this significant progress, Gov. Evers knows that many kids and schools are struggling and that the current funding system is not sustainable. During his 2023 State of the State address, Gov. Evers announced he will be delivering on the promise he made before the election to use a portion of the state’s more than $7.1 billion projected surplus to make a historic investment in kids and schools, including providing more than $270 million over the biennium to make his “Get Kids Ahead” initiative a permanent program to expand access to school-based mental health support for kids in nearly every school district in the state. This, along with the many other bold investments in the governor’s proposal, will provide the kind of ongoing, sustainable funding Wisconsin schools need to ensure every kid can be successful. A list of the governor’s updated K-12 initiatives included in the 2023-25 biennial budget proposal is available below: Overall Investment
Special Education
“Get Kids Ahead” Initiative
Additionally, the governor’s investment will provide $3.6 million in FY 2023-24 and $7.3 million in FY 2024-25 to allow schools to receive Medicaid reimbursement for telehealth origination costs. Increased Medicaid Support Healthy Meals, Healthy Kids
Literacy and Improving Reading Outcomes
This budget also provides $742,500 per year for Wisconsin Literacy to conduct adult literacy activities, including expert trainings, personalized consultations, and workforce connections. Financial Literacy, Mathematics, and Computer Science
In 2022, Gov. Evers signed the National Governors Association Computer Science Compact, pledging to improve access to computer science instruction in Wisconsin’s K-12 schools. Gov. Evers understands that equitable access to computer science instruction is critical to student success and the state’s future. The governor’s plan includes:
Supporting English Learners
Gov. Evers’ budget improves school capacity to support English Learners by investing:
Teacher Workforce
Gov. Evers knows the value experienced teachers provide to their communities and leverages that value amid the shortage by proposing to authorize state agencies and local units of government, including schools, to rehire a retired annuitant teacher under certain circumstances to address workforce recruitment and retention issues. This will make it easier to hire experienced educators and staff. Supporting Tribal Partners The governor’s budget also invests $200,000 per year for a grant program administered by DPI to reimburse expenses incurred by school districts that choose to change race-based mascots and logos. Additional Student Supports Driver’s Education Career and Postsecondary Opportunities Prevent Opioid Overdoses Encouraging Family and Outdoor Engagement |
Education
PRESS ROOM: The SANS Institute Reopens HBCU Cyber Academy Application Window to Address Growing Need for Cybersecurity Professionals
PRESS ROOM: The SANS Institute Reopens HBCU Cyber Academy Application Window to Address Growing Need for Cybersecurity Professionals
Bethesda, MD – The SANS Institute is proud to announce the reopening of the HBCU Cyber Academyapplication window from February 1, 2023 to March 1, 2023. The HBCU Cyber Academy is a unique opportunity for students at Historically Black Colleges and Universities (HBCUs) to gain hands-on cybersecurity training and real-world experience, free of charge.
The HBCU Cyber Academy was established with the goal of addressing the growing need for cybersecurity professionals and increasing diversity in the field. According to recent studies, the demand for cybersecurity professionals is expected to increase dramatically in the coming years, making it a highly lucrative and fulfilling career path for those with the necessary skills and knowledge.
Through the HBCU Cyber Academy, students will receive in-depth training from top SANS instructors and access to cutting-edge cybersecurity technologies. The program is designed to be flexible, allowing students to complete the training around their academic schedules and giving them the opportunity to gain practical experience in a real-world setting.
“The HBCU Cyber Academy is more than just a scholarship program,” said Max Shuftan, Director of Mission Programs and Partnerships. “It’s an investment in the future of the cybersecurity industry and in the students who participate in the program. By providing free, in-depth training and real-world experience, we’re helping to prepare the next generation of cybersecurity professionals and ensure a diverse and well-rounded workforce.”
The application window for the HBCU Cyber Academy is open to all juniors, seniors, and graduate students enrolled at HBCUs who have a strong interest in cybersecurity and any alumnus who would like to shift careers into cybersecurity. SANS Institute is dedicated to supporting the next generation of cybersecurity professionals and helping them to achieve their full potential.
“Misconceptions about cybersecurity abound due to popular culture, which often suggests that only those with a computer science background are suited for the field,” says Delisha Hodo, Chair of the SANS Institute HBCU. “The reality is that the growing demand for cybersecurity professionals requires individuals from diverse backgrounds, and even just having an interest in the field matters. Diversifying the industry now will improve its future and dispel these false ideas.”
“The HBCU Cyber Academy is a truly remarkable program,” said Shuftan. “We’ve seen firsthand the impact it can have on the students who participate, and we’re excited to see the positive impact they will have on the industry as a whole.”
For more information on the HBCU Cyber Academy and to apply, please visit https://www.sans.org/scholarship-academies/hbcu-cyber-academies/
Gov. Evers Appoints Dr. Joan M. Prince to UWS Board of Regents
MADISON — Gov. Tony Evers today announced the appointment of Dr. Joan M. Prince to the University of Wisconsin System Board of Regents.
The appointment fills the vacancy created by the resignation of Tracey Klein.
“Dr. Prince has an impressive and trailblazing career, including earning four degrees from UW-Milwaukee,” said Gov. Evers.
“From working on her doctorate to her time as an associate professor and vice chancellor to serving at the United Nations, she will bring a wealth of experience and insights to the Board and a deep appreciation for the work of students, faculty, and staff across the System.”
Prince, a Milwaukee native, was the first African American to hold undergraduate and graduate degrees in clinical laboratory medicine with a specialty in flow cytometry and hematology and a doctorate in medical science education from the University of Wisconsin-Milwaukee.
She served as the vice chancellor of global inclusion and engagement and as an associate professor in biomedical sciences at her alma mater from 2000 to 2021. In 2012, Dr. Prince was nominated by former President Barack Obama to the U.N. General Assembly as a public delegate with the honorary rank of ambassador.
In this role, she worked closely with U.N. committees and related organizations, such as UNICEF and U.N. Women, and delivered policy statements on behalf of the United States regarding the education of women and girls, among other humanitarian issues.
“After having the privilege and honor of receiving four degrees from the University of Wisconsin System, I know firsthand the level of academic excellence as well as the life-changing impact that this distinguished institution has on all that pass through its doors,” said Prince.
“It will be my honor and privilege to serve and support the facility, staff, and students on behalf of our state.”
Milwaukee School Board candidates to host joint press conference on February 1, 2023, at 4:30 PM
Candidates eager to share their collective vision, experiences, and urgent ‘Call-to-Action’.
MILWAUKEE, WI– Milwaukee School Board candidates will host a press conference on Wednesday, February 1st, at the Urban Ecology Center located at 1859 N 40th Street, from 4:30 PM to 6:30 PM. The candidates participating in the joint press conference are: Jeff Spence (School Board – Citywide); Darryl L. Jackson (School Board – District 3); and Pamela Holmes (School Board – District 2 Write-In).
Each candidate will collectively share their campaign platforms, professional experiences and backgrounds, and engage in an in-depth Q&A discussion about the issues facing education in Milwaukee.
A joint statement by each candidate: “Our public educational system is in a state of emergency. It is time to engage in common sense policies and practices that will prioritize our students, educators and communities throughout Milwaukee. Change is overdue. Join us to learn about our ‘call-to-action’ and plans for urgent, innovative and community-centered change in education”.
The press conference is free and open to the public. Networking the candidates will start at 4:30 PM. Programming will begin promptly at 5:00 PM.
Department of Education Announces $63 Million in School Grants
The Department of Education said it is working to create new programs or expand existing community schools.
By Stacy M. Brown
NNPA Newswire Senior National Correspondent
@StacyBrownMedia
The U.S. Department of Education announced $63 million in new five-year Full-Service Community Schools (FSCS) grants to support 42 local educational agencies, non-profits, and other public or private organizations and institutions of higher education working to expand existing community schools or to establish new programs in eight new states and territories.
Those locations include Alabama, Alaska, Louisiana, Maryland, New Mexico, Oklahoma, Tennessee, and Puerto Rico.
Additionally, the District of Columbia Public Schools received a $492,000 capacity building and development grant.
The Department of Education said it is working to create new programs or expand existing community schools.
“Meeting the needs of the whole child is essential to help America’s students grow academically and improve their well-being,” officials said in a news release.
DOE officials said that’s why the Biden-Harris Administration remains committed to supporting community school models across the country, which provide comprehensive support to the nation’s students, their families, and communities.
They said community schools meet the unique needs of the neighborhoods they serve by bringing services into school buildings through local non-profit, private sector, and agency partnerships.
This includes services such as high-quality tutoring, health, mental health and nutrition services, and high-quality early learning programs, among others, for students and the community.
“Community Schools are an essential component of accelerating our students’ learning and supporting their social, emotional, and mental health, and deepening community partnerships,” said U.S. Secretary of Education Miguel Cardona.
“At the height of the pandemic, community schools connected students and families with vital nutrition assistance, mental, physical, and other health services, and expanded learning opportunities,” Cardona added.
He continued:
“This work continues today because we know that students learn best when there is a comprehensive and holistic approach to meeting their needs.
“I am thrilled that through the historic investment we’re announcing now, the Department is funding the largest cohort of grantees in the history of this grant program.
“This represents a huge step toward the Biden-Harris Administration’s goal of doubling the number of Full-Service Community Schools across the country and raising the bar for our support of children.”
This year’s grant competition received the largest number of applications in the program’s history, which officials said showed how important it is to have a support system in place to address students’ social, emotional, and mental health needs.
The new grantees are committed to implementing the four pillars of community schools, including expanded and enriched learning time and opportunities, and integrated student supports that address out-of-school barriers to learning.
It also includes active family and community engagement, and collaborative leadership and practices.
The White House also released a new toolkit that shows how other government agencies, such as the Department of Health and Human Services, the Department of Transportation, and the Department of Housing and Urban Development, can help.
The announcement comes while Cardona visited Turner Elementary School in Washington D.C., one of two District of Columbia Public Schools (DCPS) where FSCS funding will ensure a strong pipeline of services.
The administration said it would further demonstrate the Biden-Harris Administration’s commitment to providing a high-quality education for all students.
DCPS is one of the 42 local educational agencies, non-profits, or other public or private entities and institutions of higher education to receive this funding.
The Department conducted robust outreach to expand interest, and almost half of grantees in this cohort are first-time grantees, DOE officials stated.
“Notably, this cohort includes the first set of grantees in the history of the program that have expressed a commitment to scaling the community school model across the grantee’s state. With this award, the Department has awarded FSCS grants in 20 states and territories.”
New members of Kappa Alpha Psi Fraternity Milwaukee
Registering for the WCCUSD Is as Easy as 1-2-3
By Kathy Chouteau
The West Contra County Unified School District (WCCUSD) has released its 2022-2023 New Family Enrollment process, and it’s as simple as three steps.
First, visit bit.ly/wccusdschoolsitelocator to identify your resident school in WCCUSD. There will be an interactive School Site Locator where you can enter your address in the search box or just browse through the map.
Next, register online at wccusd.net/newfamilyenrollment. In order to register, you’ll need an email account, a Power Schools account (set up during online registration) and the required documents ready to upload. To register for school, you will need: Verification of residency (two); age verification: birth certificate, Baptismal record or passport; immunization record; parent, guardian or caregiver ID (one); and documents required under special circumstances, per the WCCUSD.
Finally, you should schedule an appointment at your resident school since registration isn’t complete until you meet with your school in person. Be prepared to show your ID for verification and the same documentation used during registration.
Learn more: https://www.wccusd.net/newfamilyenrollment
The post Registering for the WCCUSD Is as Easy as 1-2-3 first appeared on Post News Group. This article originally appeared in Post News Group.
White Teacher Fired After Telling Students His Race Was ‘Superior’
By Defender News Service
A teacher in the Pflugerville Independent School District which is located in Austin, Texas, is no longer employed by the district after a video surfaced of him saying he believes white people are “the superior” race.
In the video, the unidentified white middle school teacher was captured saying, “Deep down in my heart, I’m ethnocentric, which means I think my race is the superior one.”
It’s unclear what led to the controversial conversation inside a classroom at Bohls Middle School.
Rapper Southside’s son is in that class and they put the video on social media, which quickly went viral. The video shows the students’ quick reaction to the statement, which prompted one student to ask, “So white is better than all?”
The teacher then asks the students to let him finish speaking before adding, “I think everybody thinks [that] they’re just not honest about it.”
Several students then appear to confront the teacher about his bold claim, asking him if he just openly admitted to being racist.
“I think everybody is a racist at that level,” the teacher responded.
When asked a second time if he just said he is racist, the teacher said, “I did. I did. If I’m going to be honest with you.”
In a statement released on Nov. 14, Pflugerville ISD Superintendent Dr. Douglas Killian said that the teacher “is no longer employed” by the district and that the district “is actively looking for a replacement.”
Killian acknowledged that the incident “has prompted local and national media attention” and issued an apology to “any parents whose students have been included in the video without their knowledge.”
The full statement from Dr. Killian is below:
“Last Friday, Nov. 11, Pflugerville ISD officials were made aware of an inappropriate conversation a teacher at Bohls Middle School had with students during an advisory class. As of Monday morning, Nov. 14, the teacher in question is no longer employed by Pflugerville ISD and we are actively looking for a replacement.
In addition to providing this video to our administrators, the video was shared on social media by some in the class and has prompted local and national media attention. We apologize to any parents whose students have been included in the video without their knowledge.
We want to reiterate that this conversation does not align with our core beliefs and is not a reflection of our district or our culture at Bohls Middle School. Pflugerville ISD and Bohls MS staff work together to create an inclusive and welcoming environment for all of our students. The advisory discussion was inappropriate, inaccurate, and unacceptable; and this type of interaction will not be tolerated in any PfISD schools.
We apologize to our students and families at Bohls Middle School for the undue stress or concern this has caused. We have counselors and administrators available for any of our students and families who want to discuss this situation further.
We always do our best to ensure the safety of all students; we encourage them to be self-advocates and let an adult know when something is wrong, as they did in this situation. If you see something, say something.
As always, we appreciate the support of our Bohls Middle School families and entire PfISD community.
We always do our best to ensure the safety of all students; we encourage them to be self-advocates and let an adult know when something is wrong, as they did in this situation; this could be to a parent, a teacher, or a counselor. If you see something, say something. We apologize for any undue stress or concern this has caused. As always, we appreciate the support of our families and community.
This article originally appeared in The Houston Defender.
The post White Teacher Fired After Telling Students His Race Was ‘Superior’ first appeared on Post News Group. This article originally appeared in Post News Group.
Black Milwaukee MUST enlist in the war to win the last civil rights battle: EDUCATION
The response to our series on the impact of the COVID-19 pandemic on Black Milwaukee students ran the gamut from shock to frustration to anger.
A retired African American educator said she shed tears upon learning our students were on the short end of the widest academic achievement gap in the country.
But anger and tears will do nothing to change the appalling status quo.
Unless you use those tears for motivation and your frustration turns into action, you may witness the painful and unnecessary transition from what was once a mecca for African American migrants to an urban desert.
Even the most optimistic pundit interviewed for our series could not visualize a sanguine future for Black students. Or our city.
Instead, the common assumption is we are witnessing the loss of another generation of innocent Black children.
And with the handicap of illiteracy will come poverty, despair, poor health, and criminality in far too many cases.
This is not to say they were born with that handicap or are genetically predisposed to immortality. Instead, they are products of their environment, including being trapped in the Culture of Poverty and caught up in the paradigm of educational apartheid.
Moreover, don’t make the mistake of blaming the current malaise — the nation’s worse academic performance—on the pandemic.
The pandemic only marginally worsened what was an abysmal reality for most Black students three years ago.
Before the pandemic, Black student performance wasamong the worst in the country. Only one in 10 could readat grade level, which was to be expected since we’ve hadthe lowest reading proficiency rates for African Americanfourth and eighth graders in the country since 2010.
Worse still, little to nothing has been done to remedy thataffront.
The pandemic exacerbated existing negative paradigms.
The Milwaukee School Board’s decision to continue virtual learning protocols long after other local and suburbanschools ended theirs, played a role in that paradigm.
As did various negative social indicators, which combined to earn Milwaukee the reputation as the worst cityfor Black Americans.
Our nation-leading poverty rate played a critical role.While many Black middle-class and specialty school students could adapt to virtual paradigms, their low-income
counterparts were hindered by their economic plight, including access to computers and internet services.
Like health disparities and economic woes, the pandemic brought these academic realities to light—again. Indeed, educational apartheid has been a part of the local landscape for records.
So has political, cultural, and economic apathy.
As the series pointed out, Milwaukee now hosts the broadest academic achievement gap in the entire United States of America. The ‘majority’ of Milwaukee schools failed to meet state expectations, as the graduation rate dropped below 70%.
Less than 20% of Black children can read at grade level (rated as proficient), and math scores are second to last in the nation, only behind Detroit.
When the embarrassing reading status first came to light, a coalition created by former MPS Superintendent Howard Fuller responded with a unique and comprehensive reading project that remarkably improved reading scores by one full grade during a summer of intensive tutoring.
But two years later, the program died when funding dried up, and no government agency, including the public school system or the state, was willing to step up to the plate.
That was as close to a remedy to reversing our reading dilemma and thus closing the academic achievement gap as we’ve witnessed.
You can count on one hand the number of proposals to emerge from various governmental agencies since then. None, however, have seen the light of day.
The rationale for dismissing the proposals is as alarming as their rejection, marred in partisan bickering and union politicking.
Thus, it should not have come as a surprise when a state Republican plan to allow a local government agency to take over up to three failing schools was ostracized. It’s proponents were labeled ‘racists and traitors to public education.’
The absurdity of that assertion rests with the applicant being former Milwaukee County Executive Chris Abele, who enlisted the assistance of nationally regarded African American school superintendent Demond Means.
So vicious were the attacks by the teachers union and former MPS Superintendent Darienne Driver, that Means, who many felt would someday take on the challenge of MPS, literally left town. (Driver later apologized, reportedly suggesting she was ‘forced’ to undermine the proposal.)
And the wrap-around services that Abele brought to the table went unused, even though they would have positively impacted low-income families and students.
Making matters worse, Democrats offered nothing to replace it. Instead, DPI (state Department of Public Instruction) changed the criteria for a ‘failing school!’
In other words, the schools were still underachieving, and the students continued to fail. But on paper, their plight was obscured by red tape.
We can point to several other initiatives that met with similar obstacles or diversions, the most obvious being MPS Board Director Aisha Carr’s innovative proposal to undertake a feasibility study of existing and new proposals to close the achievement gap.
Her proposal included a parent engagement project, isolating a day of the week for planning and analysis, and a renewed focus on mental health. The fifth day would also be used for career programs, tutoring, or college courses.
A board committee disingenuously rejected her proposal.
A state reading proposal that drew bi-partisan support and would focus on children handicapped by their inability to read at grade level, was rejected by the governor, who said his veto was because of a lack of appropriate funding for the proposal.
That ‘excuse’ flies in the face of logic, given the state is sitting on millions in unused federal stimulus funds and an additional $6 billion in surplus revenues.
If there is one message you don’t need a diploma to understand, it’s that neither the educracy nor politicians are able or willing to provide our low-income children with the quality education they deserve; that other children automatically receive based on family income or color.
That may be why the failing status quo has not raised an eyebrow beyond the politically impotent Black community.
That reality must change, which is fundamentality the reason for the series.
The series caught the attention of the state NAACP and several key Black officials who are bringing voice to this problem.
NAACP state president Wendell Harris has gone so far as to discuss a lawsuit.
He is also lobbying to replicate the successful reading programs implemented in Mississippi or the personalized student paradigm used in several charters and the Brown Deer School District (the only district in the entire state not hampered by a Black/White achievement gap).
A recently formed organization of Black activists and North Division high school alums called ‘Call to Action,’ are exploring the possibility of fundamental changes at that once respected school.
If successful (which means it will not be dismissed or corrupted bythe educracy), it could provide a template for an educational revolution.
In the interim, Black families are fleeing MPS by the thousands. Nearly 40,000 students are today enrolled in private (public) schoolsunder the school choice program and charters. Another 6,000 haveabandoned MPS for suburban districts under open enrollment.
Collectively, they make up nearly 47% of local students. An educrat with a vested interest in MPS surviving as is, once posited, the districtcan only sustain itself with a minimum of 50% of the local student population. Both time and students are running short.
Respected researcher and Marquette University Fellow Alan Borsukspeculated that Milwaukee would suffer the consequences if the educational exodus continues down this track. Milwaukee is the state’seconomic engine. Without a workforce and a strong economy, the entire state will suffer.
If the loss of thousands of Black children who have been allowed toslip through the cracks is not enough to move the community, the lossof our state’s economic engine may be motivation.
Mask it, ignore it, or put your head in the sand, but unless we address this concern, we are not only dooming a large segment of our community to second-class citizenship, but also our city.
As we have long said, education is the last battleground of the civilrights movement. Previous generations fought for our children to sitat the lunch counter. It is now this generation’s turn to make sure theycan read the menu.
The Community Journal is open to assuming whatever role necessary to arm, coordinate, and strategize on a battle plan. But withoutyour help, it’s a war we cannot win.
To lose this battle is to return to the era that sparked the desegregation lawsuit and a legislative proposal to carve out an autonomousand independent Black school district.
Milwaukee Academy of Science Celebrates A Week in Tech
Milwaukee Academy of Science (MAS), located on Milwaukee’s northwest side, is celebrating A Week in Tech where students from K4 to 12th grade are engaging in unique activities designed to expose and advance our scholars knowledge in the area of coding specifically, and technology overall.
On top of working with Code.org, CodeMonkey, Kodable and other coding websites, we will be having a panel speaking with high school students about potential careers in tech, some “unplugged” data science activities in the middle school, and each and every one of our Junior Academy and Elementary Academy (over 1,000+!) students engaging in fun and action packed “Hour of Code” activities throughout the week.
In addition to our regular STEM focused education during the Week in Tech which includes;
increased opportunities to work on nationally recognized coding websites like Code.org, CodeMonkey and Kodable; MAS will have a panel conversation for with high school students about potential careers in tech, and a series of data science activities in the middle school. In addition over 1,000 students will be engaging in fun and action packed “Hour of Code” activities throughout the week.
As always, the goal with these offerings is to not only bolster our scholars’ love of learning and persevering through new, sometimes challenging, tasks, but also to open their eyes to the wide world of tech to build interest into potential future careers. At the conclusion of the week students who show an increased interest in said activities will be able to continue their learning path when the week is over. Through our Computer Science and Robotics offerings at the high school level, as well as LEGO Robotics in our Junior Academy and STEAM classes in the Elementary, students of all levels will have a creative outlet to put their technology skills to use.
As we all know, the world of tech is moving at lightspeed. To think that two decades ago smartphones didn’t exist is a tough thing to fathom! Now we have the world at our fingertips at every moment of the day. In response, When speaking with Adam Gruse, Technology Integration Manager for MAS on what community engagement looks like for program implementation he said “From a community standpoint, being supportive and welcoming change is the number one priority. We are just cracking the surface of what tech can do, the time it can save, and the potential learning opportunities it can provide. These opportunities will also open scholars’ eyes to potential careers in tech. For these careers to take off, however, we need to prepare the next generation. If able, help your local schools fund projects that are tech driven, offer a helping hand to come speak to the scholars, and be a presence in and around the classroom. Most importantly, support teachers! It is the hardest job in the world and we are always looking for allies!”
A leader in STEM education, this year at MAS we will be completing over 1,500 HOURS of coding/tech activities in addition to our regular daily coursework and offerings. Is this true, 1500 hours in a week?
An Ally indeed is what we need to assure our students of color have accessible opportunities to career paths and MAS is taking the opportunity to do so through its STEM lens on education. To learn more, please email Uniqua Adams, Director of Development, at [email protected].