Eleven Thoughts on Making the Work of K–12 Teachers More Successful

People Falling with Hand outreachedThe Fall 2024 Marquette Lawyer magazine included essays looking at the broad question of why so much K–12 education reform brings so little progress. If I do say so myself (and I was much involved), it was a provocative and thoughtful discussion.

In the end, one sentence stood out to me and others involved in planning programs at Marquette Law School’s Lubar Center for Public Policy Research and Civic Education. Robert Pondiscio, a senior fellow at the American Enterprise Institute, wrote, “What if, instead of pulling policy levers, we redirected the reform movement’s energy and enthusiasm toward improving classroom practice?”

Well, what if? Pondiscio argued that better training of teachers and steps to lighten the workload of teachers would open paths to better results. He said too much is being expected of many teachers now. He advocated particularly for providing teachers in many subjects high-quality curricular materials so they don’t have to spend large amount of time developing lessons plans and can focus on actual teaching and connecting with students.

To advance the conversation, Marquette Law School, teaming with the Marquette College of Education, hosted an in-person forum on May 8, 2025, titled “Focusing K–12 Education Reform on Teaching Efforts.” Before an audience in the Lubar Center of more than 100, including a number of leaders in Wisconsin education, Pondiscio expanded on his thinking; Sarah Almy, chief of external affairs for the National Council on Teacher Quality, offered additional perspective; and a panel of Wisconsin educators offered their thoughts.

We intend to pursue this important conversation in further events and in the Marquette Lawyer magazine. For the moment, let me offer a set of thoughts from the conference’s speakers.

Pondiscio on the teaching workforce overall: With about 3.7 million K–12 teachers nationwide, it is unrealistic to expect the large majority to be “saints and superstars.” The large majority, he said, are people who want to be good teachers but are, for one reason or another, more middle-of-the-pack in their work. But, he said, they could become more successful. “That’s why I come back to raising not the level of teacher quality, but of quality teaching—making this job doable by the teachers we have and not by the teachers we wish we had.”

Pondiscio on reducing the burden on teachers who often must deal with duties that go beyond actual teaching: “Something’s got to come off the teacher’s plate. And the most obvious thing to me is curriculum. . . . Somebody else can write the curriculum. Nobody else can give feedback, get to know the kids, etc. So that one basic shift alone would probably make a difference.”

Pondiscio, when asked who will do all the non-teaching things teachers do now: “I don’t know what the answer is, but I know what the answer is not. It’s not asking Miss Jones to do it. . . . This is about making teaching easier and doable.”

Pondiscio on the education reform movement in recent years: Some reformers wanted to “beat teachers up—you know, ‘look at these terrible teachers, they’re lazy.’ A lot of us in education reform said, ‘just fire bad teachers and all will be well.’” In fact, he said, teachers were not “the sinners,” but “the sinned against,” by being put in positions where they faced unreasonable demands and were not trained well. “The teachers are not the bad guys here. When teachers know what to do, they’re not that bad.”

Almy on the gap between policy and practice in education: “I think a lot of times we really fall down on translating policy into implementation and practice. . . . I think we put a lot of energy, whether it’s at the state level or the district level, into getting the policy passed and the political pieces of that. And then everyone takes a sigh of relief and sort of assumes a lot of this will translate at the classroom level.” But pushing waves of reform onto teachers and local school leaders often means that things don’t change “because the classroom door closes and the teacher does whatever the teacher’s going to do.”

Almy on teacher-training programs, a major focus of her organization: “We need to stop putting all of the onus on training teachers on the districts, and we need to ensure that we’re holding our teacher-prep programs to really high expectations.”

Taylor Thompson, a first-year first-grade teacher from Oshkosh who has used a literacy curriculum called Core Knowledge Language Arts: “CKLA has actually given me a clear, structured path that supports my teaching and my students’ learning . . . . That structure has allowed me to focus on how we are teaching things, rather than spending hours worrying and figuring out what we are teaching.”

Maggy Olson, director of equity and instruction for the Greendale School District in suburban Milwaukee, on those who say education is not succeeding: “I think so often in education that is the narrative: ‘It’s impossible.’ It is, ‘teachers are failing, kids are failing, our schools are failing, it’s a mess.’ I want to say that is absolutely false. . . . Our schools are not failing. They’re doing more than they’ve ever done before.”

Kanika Burks, chief schools officer for Howard Fuller Collegiate Academy, a Milwaukee charter school, on the obligation of administrators to support teachers: Administrators need to “pay attention to the heart of the people that are in front of you. . . . If the person who is in front of our young people is not healthy, if their heart is breaking, if they are breaking down, they are not going to be the most effective person regardless of the curriculum and the faith in them.”

Cynthia Ellwood, a Marquette University College of Education faculty member, on striking a balance between curriculum and teacher presentation: “It’s not just a matter of going out there and finding the perfect material. I don’t think it boils down to a single approach to curriculum [or other factors]. . . . We must know that every single one of our students is capable of high intellectual thought, that they are capable of seeing themselves as intellectuals. And what we’re doing right now is not building pathways so that every child is offered this incredible challenging curriculum and the appropriate supports that make it possible for them to succeed.”

Olson on the future: “Is there hope? Yes, there is so much hope in our children and our educators. Right now, we are in a very dark place. I would argue that we are not in a tomb, we are in a womb, and we’re ready to be reborn. . . . . Hope is in the work that we have moving forward.”

The in-print symposium in the fall 2024 Marquette Lawyer magazine may be read by clicking here (online version) or here (PDF).

Video of the May 8 program at Eckstein Hall may be viewed by clicking here.

Continue ReadingEleven Thoughts on Making the Work of K–12 Teachers More Successful

How You Define a Public School Says a Lot about Your Education Views

This piece ran as a column in the Milwaukee Journal Sentinel on November 4, 2023.

The definition of a public school? For a third of a century, Wisconsin has stretched it and bent it into new shapes — and fought about it. The state is still doing all of these, especially the fighting.

How people define a public school often says a lot about where they stand on big education issues. Look at some of the current controversies in Wisconsin:

  • A major lawsuit challenging the funding mechanisms and even the existence of the state’s voucher and charter school programs.
  • Decisions on funding the different sectors of schools in Wisconsin that were pivotal in reaching agreement over a state budget for the next two years.
  • Disputes over rules about how much private schools need to disclose publicly.
  • Enforcement of public regulations on private schools.

At their heart, each involves the definition of a public school. (Oh, and money.)

When you say “public school,” do you limit that to schools that are part of a traditional school system? Is a charter school, which operates in a somewhat independent fashion, a public school? Is a private school, including a religious school, a public school in some ways if it enrolls students whose education is paid for with tax dollars?   

Many advocates of the conventional public school system argue that Wisconsin can’t afford to pay for two major school systems, one public, one private, and that the financial health of the public system is getting worse, to a worrisome degree.

Many voucher advocates call traditional public schools “government schools” and say children who go to other schools are still part of the public, that they and their parents are making their own choices about what is best for schooling, and that they should get public support for their education.   

The definition of a public school was once simple. Neighborhood public schools offered general education, were funded by tax dollars, and operated as part of a system led by an elected school board. Private schools — Catholic or Lutheran or whatever else — were often religious, were funded by private entities, parents and individual donors, and were overseen by a private board or religious organization.

This now seems quaint. In Milwaukee, almost half of all kindergarten through 12th-grade children who are getting publicly funded education are not enrolled in the Milwaukee Public Schools system. The first urban school voucher program in America began small in Milwaukee in 1990, with a few hundred students in seven private schools. Now, publicly funded school choice options beyond conventional public schools involve several hundred schools and more than 66,000 students statewide.

Nationwide, there has been a surge of legislation allowing public money to support the education of students not in conventional public schools. About 10 states now have laws offering payments for any and all students to go to the schools of their choice.    

“I do think there are some pretty blurry lines on what you can call public education when we’re putting millions of dollars into something that is not a traditional public school,” author Cara Fitzpatrick said during a recent program at Marquette Law School. Fitzpatrick, a Pulitzer Prize-winning education reporter, is the author of a book released in September: “The Death of Public School: How Conservatives Won the War over Education in America.” (I moderated the Marquette Law program.)

She said the book tells the history of the school choice movement and is not intended to advocate for who is right. Nor is she saying that public schools are literally dead or dying, given that about 90% of American schoolchildren continue to attend schools that are part of conventional public systems.

But, as a journalist, Fitzpatrick has a clear conclusion about who is winning the political wars over defining public education. The first sentence of Fitzpatrick’s book sets out her take: “Public education in America is in jeopardy.” She describes the book as “a story of how conservatives successfully advocated for an expansive version of publicly funded education — driven by the values of the free market — by adopting the language of civil rights while simultaneously attacking public schools.”

Milwaukee as the birthplace of vouchers plays a big role in the book. One of the book’s most prominent and interesting figures is the late state Rep. Annette Polly Williams. Williams was an early advocate of vouchers as a way of giving low-income children more choices in education.

But Williams, who was Black, became disaffected from the movement when she thought it was being taken over by white conservatives who weren’t interested in low-income children but who wanted vouchers for all children — including those who were already well off or in private school. The social equity goal that Williams favored has generally been pushed to the side nationwide.

The “sector wars” between public school advocates and school choice advocates continue to be heated in Wisconsin. If anything, the battles have become even more heated, fueled by the growth of school choice programs, the effects of the pandemic and increased partisan polarization. Consider five recent aspects of the continuing hostilities:

The Wisconsin state budget: Vouchers increase. So, to a lesser degree, did revenue caps for school districts.

The politics were complex, but the outcome was clear when it came to the deal between Republican legislative leaders and Democratic Gov. Tony Evers at the heart of the state budget passed in June. Payments per students for kids in charter schools or using vouchers in private schools went up a lot. The revenue cap, which goes far in shaping public school budgets, was increased a more modest amount.

The Minocqua Brewing suit challenges Wisconsin school vouchers

Kirk Bangstad, owner of the Minocqua Brewing Co. and a strong partisan of progressive causes, is a central figure in a broad legal challenge filed in October with the Wisconsin Supreme Court. The suit is labeled informally with the name of his northern Wisconsin brewery. The plaintiffs seek to have the state Supreme Court take up the case directly, rather than going through lower courts first. This is the broadest legal challenge to vouchers and charters in years. The plaintiffs hope the Supreme Court, with its new liberal majority, will see things their way.   

Requirements for Wisconsin schools to disclose financial data publicly

Backed by Republicans, the Legislature passed a law requiring schools to make a lot of their financial information more accessible online. Some private school advocates balked at being included in the requirements, arguing that they were different than public schools. Facing criticism that it’s hard to take public money and not be open about how it’s used, they backed down.  

Cutting off Holy Redeemer school in Milwaukee from voucher funds

Just before the school year began, the state Department of Public Instruction ordered that Holy Redeemer Christian Academy in Milwaukee be cut off from receiving voucher money for failing to meet financial requirements set by the state. The long-standing school, with leadership that is politically well connected, appears to still be operating (no one from the school has returned numerous phone calls) and is fighting the DPI decision.

Action such as this was more frequent 15 or so years ago, when accountability systems for voucher schools were developing, often in response to practices that were questionable or worse. These days, private schools generally act more responsibly, and such enforcement is rare.

New charter funding

Charter schools statewide generally draw less attention and heat. Many are staffed by public school employees, some are not. It’s a complicated picture — but it may be poised to grow. DPI announced in early October that it was awarded $58 million in federal funds to strengthen systems around charter schools. The money could allow dozens of new charter schools, or could allow existing charters to expand or open additional locations.   

The way the debate plays out in coming years over what is a public school and how different types of schools should be funded will be a key to the vitality of schools of all kinds across Wisconsin — which, ultimately, is a key to the educational outcomes of hundreds of thousands of Wisconsin children.  

Alan J. Borsuk is senior fellow in law and public policy at Marquette Law School. Reach him at alan.borsuk@marquette.edu. 

Continue ReadingHow You Define a Public School Says a Lot about Your Education Views

Why Report on K–12 Education in Wisconsin? Listen to Alan Borsuk.

Alan BorsukAlan J. Borsuk has been the Law School’s senior fellow in law and public policy since fall 2009—call it 14 years. So, for a not wholly impertinent point, he has some time to go before replicating his 37 preceding years as a reporter and editor at the Milwaukee Journal and Milwaukee Journal Sentinel. In any event, during his time with us, he has kept his hand in the newspaper with the occasional—nay, frequent—column on K–12 education policy and practice in this region. Why?

Borsuk’s recent piece in The Grade, a nationwide online platform focused on journalism about education, will tell you. Here’s a flavor (the introduction):

I crossed paths with a former member of the Milwaukee school board a while ago.

He had moved on from the school scene, but I was still writing about K-12 education, as I had across more than 50 years.

“Do you feel like you’re living ‘Groundhog Day’?” he asked me, referring to the movie in which the protagonist repeats the same day over and over.

“Yes. All the time,” I told him.

At that time, I often felt like I was writing pieces I’d written so many times before.

But I was still doing it.

Why? Because damn it, it’s important.

That’s why I’m still at it all these years later — and why I decided to make what might be my last big project as a journalist a multipart series on longstanding problems in how most schools teach kids to read.

Education coverage should be energetic and powerful. I hope that showed in the recent pieces I wrote about literacy. But I also know there is more I could and should do.

There is more all of us in education journalism could and should do.

As with Borsuk’s work more generally, the whole thing is well worth a read. Find it here.

Continue ReadingWhy Report on K–12 Education in Wisconsin? Listen to Alan Borsuk.