Robb Rauh: In Pursuit of Life, Liberty, Happiness, and Educational Success

Life, liberty and the pursuit of happiness – what’s more at the core of America’s identity than those words? But what do they mean if you’re living in the central city of Milwaukee?

Robb Rauh, the CEO of Milwaukee College Prep, a set of four high-performing schools with about 1,900 students on the north side, focused on those questions as he set the context for the mission of the schools during an “On the Issues with Mike Gousha” session Tuesday in Eckstein Hall.

Life? Infant mortality rates are much higher in Milwaukee than in the nation and even in some third-world countries, Rauh said, and life expectancy is lower than elsewhere. Liberty? Wisconsin has the highest incarceration gaps between white and black people in the nation. The pursuit of happiness? “One of the things that defines happiness is being able to have choices in life,” Rauh said, and without at least a high school degree, a person’s choices are limited. The overall situation of African American children in Wisconsin has been described as the worst or one of the worst in the United States.

“We want to prove that it can be done,” to bring terms like life, liberty, and the pursuit of happiness to life by increasing the educational success and opening the doors to better futures for children, particularly along the North Avenue corridor where all four Milwaukee College Prep schools are located, Rauh said. Among schools in Milwaukee with high percentages of African American students, all four schools are at or near the top of the list when it comes to scores in the newly-released state report cards.

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The Howard Fuller You Probably Don’t Know: An Advocate’s Remarkable Life

Fifty-five minutes into Thursday’s one-hour “On the Issues with Mike Gousha” program, prominent education advocate Howard Fuller finally began talking about the last 20 years of his life. Because the conversation was dragging on? Definitely not. It was because Fuller has led such a remarkable life, with so many chapters (and so many stories to tell) that talking about earlier years was appealing and confining even a well-paced interview to an hour was hard.

Many people in Milwaukee associate Fuller with his nationally significant role as an advocate for private school vouchers and charter schools in the last couple decades. But the full story of his life offers not only a remarkable personal narrative, but provocative perspective on the development of political thinking and advocacy among African Americans in the United States since the 1950s.

Fuller, 73, provided a healthy dose of that narrative and perspective in the session with Gousha, Marquette Law School’s Distinguished Fellow in Law and Public Policy, before a capacity audience in the Appellate Courtroom of Eckstein Hall. In much more detail, it is what he provides in his autobiography, No Struggle, No Progress: A Warrior’s Life from Black Power to Education Reform, published this month by Marquette University Press.

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“I Want to Make Sure I Don’t Educate Monsters”

During an “On the Issues with Mike Gousha” discussion at Eckstein Hall on Sept. 11, Michael Berenbaum, a prominent scholar of the Nazi Holocaust, described the Wannsee Conference held near Berlin on Jan. 20, 1942, when 15 leaders from branches of the German government met to develop ways to cooperate effectively in killing Jews by the hundreds of thousands. The leaders did not set the policy of killing Jews, he said, but they greatly increased the pace and efficiency of the genocide. At the time of Wannsee, four out of five of the six million Jews murdered during the Holocaust were still alive, Berenbaum said. Fifteen months later, four of five were dead.

What Berernbaum noted about the conference was that all 15 participants had university degrees. Eight had doctorates. Seven were lawyers.

A responsibility of all teachers, he said, is “to make sure that we do not create educated monsters who have all the skills and the abilities of modern men and women, all the genius of modern technology, all the capacity for creative thought, and no moral core.”

“I want to make sure that I don’t educate monsters,” Berenbaum said in summarizing his goal as an educator.

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