Wisconsin, like too much of America, now pushes at each turn for measurement, quantification, and numerical assessment of student performance. There should be measures – I merely have my doubts that displaying a top-line score describes meaningfully Wisconsin’s or Whitewater’s academic performance.
(Truly, the craze for measurement strikes me as half-clever person’s attempt to sound scientific and especially clever. It’s all over the country now, but when actual accomplishment among graduates proves lacking despite these scores upon scores, people will abandon confidence in these measurements. I believe in true scholastic achievement; cramming for – and later skimming over – these numbers won’t get America there.)
Looking deeper – and isn’t that the least one can expect of true scholastic accomplishments? – a few things about Whitewater (and nearby towns in the district) stand out.
(The Wisconsin Department of Public Instruction report card for Whitewater is available online, and it’s more detailed than a single score or single sheet per school.)
Whitewater’s Economy. We are an economically struggling community, where forty-four percent (44%) of Whitewater’s students are economically disadvantaged.
44%
That’s not a school district problem – it’s a community problem of the highest order.
We are the most prosperous and accomplished country on earth, but the American dream has not reached vast numbers of children in Whitewater. Until it does, arrogance, glad-handing, self-promotion, and crowing are disgraceful.
The champions of the status quo cannot win this argument; they’ll either try to conceal the truth or hope to change the subject as quickly as possible. Both tactics will prove fruitless: this is the genuine condition of the town in which they live.
I am confident that we can and will fix this problem in the years ahead. I am an optimist for a better future in Whitewater, for all her people. What’s been tried before has failed and will fail – a wholly different approach is needed: fewer big projects, fewer regulations, lower taxes, an emphasis on small businesses, and a shift to assistance for the needy that’s far less costly than the empty schemes of our self-important town squires.
Whitewater’s Increasing Diversity. What are the Whitewater Schools like?
They’re diverse and multicultural – there is no homogeneous student population. Just over sixty-seven percent (67.1%) of her students are white, almost twenty-six percent (25.9%) are Hispanic, three percent each Asian (3.2%) or black (3.3%), with under a percent (0.5%) being American Indian or Alaskan Native.
Whitewater’s looking more like America each day. That’s all to the good – America truly is exceptional and truly is admirable.
Comparing Schools. It’s almost too funny that even DPI urges readers that “[r]eport cards for different types of schools or districts should not be directly compared” but that a direct comparison between schools is the very thing one does by listing the top-line scores in bold font for each of our schools.
Lincoln Inquiry Charter School isn’t like the other schools in our district, but in displaying the data as a single number and picture for each school, one inevitably does exactly what DPI says should not be done. That school’s strengths and weakness won’t show properly in the same measure as conventional schools. Charter schools deserve a more specific (to their method) measurement.
There’s my point, from my initial paragraph, of course: it’s a none-too-clever approach to try to compare schools in such a simplistic way. It’s hardly the measure of a worthy education to do so.
Wisconsin shouldn’t be hawking reports on educational performance that fall below the standards of a suitably educated person.
There’s the only simple thing that DPI should be thinking about.