Education & Law – Page 4 – Marquette University Law School Faculty Blog

In Support of the Humanities

Post author:David R. Papke
Post published:June 3, 2019
Post category:Education & Law Higher Education Political Processes & Rhetoric Public

Given the Trump Administration’s denunciations of various Americans and numerous manufactured crises, we might easily overlook its attack on the humanities. For the third consecutive year, the Trump Administration has proposed closing down the National Endowment for the Humanities. It has also proposed major cuts for the National Archives Administration and the complete elimination of the National Historical Publications and Records Commission.

The justifications for these kinds of cuts are predictable. The endangered programs are said to be too costly, although the projected savings of only $28 million for National Endowment grants is not even a drop in the bucket compared to military and defense spending. More generally, supporters of the cuts are prepared to echo the public’s growing skepticism about the value of the humanities, particularly because they purportedly do not result in marketable skills.

What we really need, some might insist, is more funding for STEM programs or, at least, a greater commitment to programs that develop roll-up-your-sleeves practical approaches to problem-solving. These are the types of programs, it is claimed, that best prepare people for life and especially for work and employment in the context of the proverbial market economy.

Holding to the side the fact that STEM and skills funding already greatly exceed grants for teaching and research in the humanities, denigrators of the humanities overlook what might be gained from teaching and learning in such disciplines as art, classics, foreign languages, history, literature, music, philosophy, and religion. Each of these disciplines in its own way invites us to reflect on the most fundamental of questions: What does it mean to be human?

Minimizing the Risk of Lead Intake at Schools

Post author:David Strifling
Post published:January 9, 2019
Post category:Education & Law Environmental Law Public Water Law

It might come as a surprise to learn that federal law does not require public or private schools to test their drinking water sources for lead or for any other contaminant. Instead, the Safe Drinking Water Act operates by regulating the “public water systems” that deliver water to the schools. Too often, this broad focus on public systems overlooks the potential contamination sources on private (or school) property, such as lead service lines and indoor lead plumbing “fittings”—valves, bends, and the like. This gap in federal law presents an important opportunity for state intervention.

Indeed, the loophole has already led to some disturbing results. In Detroit, for example, officials found unsafe lead and copper levels at 57 of 86 schools tested. Testing in Vermont recently revealed lead contamination in over a dozen schools. And here in Milwaukee, testing showed high lead levels at 183 of Milwaukee Public School’s 3,000 drinking fountains, and at 28 of 425 water outlets tested at charter schools. Worse yet, a recent federal report shows that more than half of public school districts don’t test their water for lead at the point of delivery. Those that did test often found elevated levels of lead, as illustrated in the report’s summary figure:

Speakers Differ at Lubar Center Program on Whether Success in School Can Increase Social Mobility

Post author:Alan J. Borsuk
Post published:November 29, 2017
Post category:Education & Law Lubar Center Milwaukee Public Schools Public Speakers at Marquette

When you say “social-emotional learning,” you’ve said something that prompts wide-ranging and provocative conversations about kindergarten through twelfth grade education.

That was the case Wednesday at a morning-long conference in the Lubar Center of Eckstein titled “What K-12 Students Need: Striking a Balance between Social-Emotional and Academic Learning.” The session included moderated conversations with two nationally-known education commentators and a panel discussion with Wisconsin educators who are working on increasing the success of schools in helping children deal with their personal needs as a step toward improving their success in school in beyond.

The conference, a program of the Law School’s Lubar Center for Public Policy Research and Civic Education and the Marquette University College of Education, attracted a capacity audience of more than 200, with other people watching it on a livestreamed internet broadcast.