The Classroom

HIGH EXPECTATIONS AND GOALS FOR ALL NON-SPECIAL EDUCATION STUDENTS One can not assess the future job prospects of Wisconsin children if there is no benchmarking of global education performance. Wisconsin, unlike only North Carolina and Massachusetts through 2017, did not/do not as a state take the PISA international test.** Thus, Wisconsin schools with its new and even lower state standards for achievement, growth and graduation proudly if naively reported “no school districts had failed to meet expectations” in late 2025. So as these comparisons are made within only Wisconsin’s socioeconomic and racial strata, with even such low standards, at most only half or less of our 4th & 8th grade kids are so-called “proficient.” And with no references to other states. Certainly, gaps in these areas exist, far more so in Wisconsin than say Texas and many other states. (See ‘Resources’ page.) But recent OECD comparisons of the three main socioeconomic groups in 30 First World Countries have clearly shown that not only do America’s (& arguably Wisconsin’s) poorest students place last or near last among their poor counterparts in math, and likely still reading; but our “brightest and best” also place last vs. the best students in the other countries (WPR, 1/29/2025). So, “Stretch Targets” are for all of our children and all of our WI districts; though some will find it easier to globally catch up than others.

** = PISA tests were taken through 2017 by two WI school districts, Kettle Moraine & Pewaukee. Unlike the common perceptions, these PISA tests at age 15 not only evaluate basic understanding of the facts in Math, Reading & Science, but also demonstrate how well the students can problem-solve in these areas. The PISA tests are a mixture in each of the three subjects of multiple-choice questions and questions requiring students to construct their own responses.

STRONG INDIVIDUAL SCHOOL LEADERSHIP Should not our local public-school boards as well as choice school boards include a large number of members from a pool of principals and other seasoned educational professionals recommended by a non-partisan State board with veto power? To be fair to our kids, these leaders must establish goals and very high expectations based on the three STRETCH TARGETs for both the children and their teachers and then measure progress over the long haul. The key is to keep up with their international peers, not just make incremental improvements. Teams, not only individual teachers, are crucial within a consistent school culture that indeed believes and insists that our Wisconsin kids can be as well trained as any in the world. Yes, it takes a team…or several teams through the grades and years to reach “success”.

RECRUITMENT AND PLACEMENT OF MOTIVATED TEACHERS The main task of these highly qualified school board members who are intensely committed to student “success” is to recruit, place, and help coach, maintain, & encourage highly motivated and certified principals AND teachers in their classroom performance. And as those teachers pass the required MTEL-type tests (see below) and complete the required courses for K-12 student “enjoyment & fun” within the classroom learning, and then receive 30% increases in their current salaries plus annual minimum CPI-level annual adjustments, teaching jobs should become more attractive to many veteran teachers as well as to young women & men. (Acknowledged is the huge $25,000 difference between the varied 421 average district teacher salaries in WI. Just whether a STRETCH program would simply increase current salaries by 30%, or somehow smooth out some of the differences, would be a difficult if key legislator decision. In addition, besides the 64,000 current teachers, one must factor in the eventual raises of the needed additional 10,000 new teachers, STRETCH-certified counselors, DPI coaches, etc. And likewise, the some 85,000 non teacher WI school employees (down from 100,000) that would support district programs and begin receiving minimum CPI annual salary/wage increases must be factored in. See below.)

FOCUS ON THE CLASSROOM Teachers that support and reinforce each other with regular stimulation, collegial teacher meetings/peer reviews that share insights and best practices from around the state, nation and world for global level targets, are critical. Teachers in Japan employ a practice like this called jugyokenkyu whereby teachers listen to colleagues practicing classroom presentations to hone their craft. School bureaucracies that can be both simplified and minimized but made more focused and directly supportive of urgent classroom “learning success”, are so very important. Hey, the name of the game is THE KIDS and THEIR LEARNING and their future citizenship and livelihood! How do we all “stretch” and continually get “much better” (kaizen) as we focus our thoughts and conversations on the classroom and the very high targets for our students?

INNOVATION In every respect, radical STRETCH change should when practical, feed off what we already have here in WI… Willing, committed teachers, some 90% that would eventually no doubt embrace these stretch targets and what must go into them. We should use whenever feasible, aspects of WI Act 20, such as the long-term ombudsman, the office of literacy, the definitions of “eligible school,” the literacy coaches as a start to our coaches in all three disciplines, etc. Yet on the other hand, radical and fruitful change does not happen without ample experimentation. Whether it is the rare “successful” charter schools, choice schools or a major reorientation of teacher union priorities to the classroom, BIG CHANGES come from dire need AND from the examples of other “successful” efforts in the United States and abroad. This innovation is generated from both experienced practitioners “within” the system and from outside groups like the Gates Foundation’s Next Generation Learning Challenges, successful startup schools such as the Uncommon Schools, non-profit support groups like City Forward Collective, or teacher union think tanks. Why, for example were TN, IN, and HI moving so much faster than the rest of country in 2017? (Arne Duncan 12/15/14 Forbes). Or in 2026, what were the rapidly improving states of MS, LA, AL and still TN doing well? (Learning Policy Institute). Why had only Massachusetts “soared in achievement levels above all other states” and had achieved global levels? How have the leading countries in Europe and East Asia, all starting in post-World War II and later stark poverty, been able to so “succeed” with their kids? (See Commitment & Common Sense: Leading Education Reform in Massachusetts by D.D. Driscoll.) We have much to learn…and implement!

REPLICATION Experimental programs in each school or district or around the state that result in radical improvement should be copied with local refinements and adaptations wherever possible. Regular public education schools should view those very high achieving, if rare charter or choice schools, as well as high scoring other countries, not with cynicism or fear, but with curiosity and as possible models for innovations to learn from! What are they doing right!?

See more on how we can create this change!