Education In Milwaukee

Education Milwaukee Metropolitan Area

Questionnaire

Please complete the questionnaire on your desk and return it to the

group.


Introduction

Milwaukee Public Schools

Choice Program School

Suburban Schools

Private Schools

Chapter 220 Program Schools


DEFINE EDUCATION:

Education is the social institution responsible for

the systematic transmission of knowledge, skills, and cultural values

within a formally organized structure.

Education Milwaukee Metropolitan Area Functionalist Perspectives on

Education

Education is viewed as one of the most important components of society.

Durkheim: “[Education is the] influence exercised by adult generations on those that are not yet ready for social life.”

Durkheim: Moral values are the foundation for a cohesive social order, schools are responsible for teaching commitment to the common morality. Students must be taught to put the needs of the group ahead of their personal desires.

Education Milwaukee Metropolitan AreaFunctionalist Perspectives on Education

Contemporary Functionalists: Education is responsible for teaching American values.

Amitai Etzioni: “We ought to teach those values Americans share, for example, that the dignity of all persons ought to be respected, that tolerance is a virtue and discrimination abhorrent, that peaceful resolution of conflicts is superior to violence, that . . . truth telling is morally superior to lying, that democratic government is morally superior to totalitarianism and authoritarianism, that one ought to give a day's work for a day's pay, that saving for one's own and one's country's future is better than squandering one's income and relying on others to attend to one's future needs.”


Manifest Functions vs. Latent Functions

Socialization Transmission of Culture Social Control Social Placement Change & Innovation

Open, stated, intended goals or consequences of

activities within an organization or

institution.

Hidden, unstated, sometimes unintended

consequences of activities within an

organization.

Matchmaking Creating social networks Restricting some activities Creating a generation gap


Dysfunctions of Education

Failure to promote high-level skills in reading, writing, science, and mathematics that are required in the workplace. Trends in International Mathematics and Science Study (TIMSS) results: -- U.S. eighth-graders scored lower than peers in fourteen other nations including Singapore, the Republic of Korea, and Japan. Reduction of dysfunctions: -- More stringent academic requirements are implemented. -- More thorough teacher training and consistent testing of teachers.

Education Milwaukee Metropolitan AreaConflict Perspectives on Education

Schools create class, racial/ethnic, and gender inequalities, as some groups strive to maintain a higher, more privileged position at the expense of others.

Bourdieu: The school legitimates and reinforces the social elites by engaging in specific practices that uphold the patters of behavior and attitudes of the dominant class.

Bourdieu: Students from diverse class backgrounds come to school with different amounts of cultural capital.

Cultural Capital-social assets that include values, beliefs, attitudes, and competencies in language and culture.


Conflict Perspectives on Education

Middle- and upper-income parents endow their children with more cultural capital then do working-class and poverty-level parents.

Cultural Capital is required to acquire an education, so those with less cultural capital have less of a chance to succeed in the educational system.

Standardized tests that are used to group students by ability and to assign them to classes often measure cultural capital, rather than “natural intelligence” or aptitude.



Tracking is the practice of assigning students to specific curriculum groups and courses on the basis of their test scores, previous grades, or other criteria.

Conflict Theorists: Tracking/ability grouping affects many students' educational performance, overall academic accomplishments.

Hidden Curriculum: the transmission of cultural values and attitudes, such as conformity and obedience to authority, through implied demands found in the rules, routines, and regulations of schools.



Ballantine: Through hidden curriculum, schools make working-class and poverty-level students aware that they will be expected to take orders from others, arrive for work on time, follow bureaucratic rules, and experience high levels of boredom without complaining.

Credentialism: the process of social selection in which class advantage and social status are linked to the possession of academic qualifications.

Education Milwaukee Metropolitan AreaSymbolic Interactionist Perspectives on

Education

Focus on classroom communication patters and educational practices, such as labeling, that affect students' self-concept and aspirations.

Labeling: the process by which a person is identified by others as possessing a specific characteristic or pattern of behavior, such as deviance.

Symbolic Interactionists: labeling is directly related to the power and status of those who label and those who are labeled.

Education Milwaukee Metropolitan AreaSymbolic Interactionist Perspectives on

Education

Labeling as a means of fulfilment for a self-fulfilling prophecy:

Some students are labeled “special ed” or “low achievers” and others are labeled as “average” or “gifted and talented.” These labels, originally an unsubstantiated false belief for some, may, as a result of the special treatment or specialized education that comes with the label, end up fulfilling the once false statement.

Education Milwaukee Metropolitan AreaProblems with Elementary & Secondary

Schools

Unequal Funding Most funding comes from state (legislative appropriations) and local (property tax) funds, with both contributing approximately 47% of total funds received by the school, and about 6% from the federal government. Voucher Program Allows students to spend a specified amount of government funds on an education at a school of their choice.


Problems with Elementary & Secondary Schools

School Violence

Numerous incidents in recent history, including: - Pearl High School, Pearl, Mississippi (Oct. 1, 1997) - Heath High School, West Paducah, Kentucky (Dec. 1, 1997) - Westside Middle School, Jonesboro, Arkansas (Mar. 25, 1998) - Thurston High School, Springfield, Oregon (May 20, 1998) - Columbine High School, Littleton, Colorado (Apr. 20, 1999) - Platte Canyon High School, Bailey, Colorado (Sep. 27, 2006)


Problems with Elementary & Secondary Schools

Dropping OutOverall rates have gone down over the past 20 years, but there are ethnic differences that are significant. - Latinos have the highest overall rate, at 24% - African-Americans have an overall rate of 12.2% - Non-Hispanic White have a rate of 7.9% - Asian-Americans have the lowest drop out rate at just 1%Why do Latinos have the highest overall drop out rate? - This term encompasses an overly large grouping of students - Some students may be labeled as “troublemakers” by teachers - Exclusion from meaningful academic programs, discouraged from gaining necessary education to move into middle- and upper- classes.


MilwaukeePublic

Schools

Education Milwaukee Public Schools

• King High School• Washington High School• Madison High School• South Division High

School• Milwaukee High School of

the Arts• Riverside High School• Bradley Technology &

Trade High School• Hamilton High School

• Metropolitan High School• Milwaukee School of

Languages• Custer High School• Pulaski High School• North Division High School• Marshall High School• Vincent High School• Bay View High School


Enrollment:

25,244 Students in the entire Milwaukee Public School System in grades 9-12. This is a total for 55 high schools around the City of Milwaukee.

Student to Teacher Ratio:

Licensed Instructional Staff: 13.06 students : 1Administrative Staff: 222.89 students : 1Aides, Support, Other Staff: 15.19 students : 1District Overall: 6.81 students : 1

Education Milwaukee Public SchoolsGraduation Requirements:

- Four credits of English meets state standard

- Two credits of Math meets state standard

- Two credits of Science meets state standard

- Three credits of Social Studies meets state standard

- One credit of Fine Arts exceeds state standard

- One and one-half credits of Physical Education meets state standard

- One-half credit of Health Education meets state standard

- Eight elective credits does not meet state standard

- Zero Foreign Language credits required meets state standard

- Zero Computer Science credits required meets state standard

- Zero Vocational/Technical credits required meets state standard

- Twenty-two credits required for graduation exceeds state standard


ACT Test Scores:Enrolled Seniors: 3,782

Pupils Tested: 1,651

Percent Tested: 43.65%

ACT English: 17.10

ACT Math: 17.70

ACT Reading: 18.30

ACT Science: 18.60

ACT Composite: 18.10

Schools with the 3 highest ACT Composite Scores:

- New School for Community Services, 21.60

- Veritas High School, 20.80

- King High School & Milwaukee High School of the Arts, 20.70

Schools with the 3 lowest ACT Composite Scores:

- Lady Pitts School, 13.80

- Metropolitan High School, 14.40

- Custer High School, 15.20


Post Graduate Intentions MPS WI

Job Training

Vocational/Technical College

College/University

Military

Employment

Seeking Employment

Other

Undecided

No Response

Number of Graduates

1.20%

18.80%

32.70%

2.10%

13.80%

0%

0.80%

0%

30.50%

3,536

1.6%

22.10%

48.40%

3.00%

7.00%

3.10%

1.40%

4.50%

8.80%

63,270


MPS AttendanceYear H.S. Students Average

2002-03 79.50% 88%2003-04 80.10% 88.60%2004-05 80.10% 88.50%2005-06 80.30% 88.30%2006-07 79.40% 87.70%

H.S. Students

74.00%

76.00%

78.00%

80.00%

82.00%

84.00%

86.00%

88.00%

90.00%

2002-03

2003-04

2004-05

2005-06

2006-07

Milwaukee Public Schools averaged 8 1/3% lower in overall attendance than the State of Wisconsin as a whole over a 5-year

period.


2002-03 2003-04 2004-05 2005-0650

55

60

65

70

75

80

85

90

95

100

Mil Pub Sch State of WI

Milwaukee Public Schools consistently fell below state averages in graduation rates, but with an overall upward trend in rates over the 4 year period.

Education Milwaukee Public SchoolsDrop OutsThe State of Wisconsin averages a 1.98% drop out rateThe Milwaukee Public School System averages a rate of 10.13%2,556 drop outs in 2002-2003, almost 45% of the State's total drop outs. High Schools with a 50% or higher rate include: - Milwaukee County Youth Education Center 53 Students, 44 Drop outs, 83.02% - Afro Urban Institute 59 Students, 31 Drop outs, 52.54% - Learning Enterprise Vocational & Training Institute 50 Students, 29 Drop outs, 58% - Kilmer South Alternative High School 384 Students, 239 Drop outs, 62.24% - Project Stay Senior Institute 117 Students, 112 Drop outs, 63.28%


Drop OutsHigh Schools exceeding the State's average include: - King High School 1,382 Students, 12 Drop outs, 0.87% - Hamilton High School 1,917 Students, 38 Drop outs, 1.98%

Only 15 High Schools had an average of 10% or lower.

Education Milwaukee Public SchoolsDistrict SpendingOf the $1,126,201,096 in revenue the Milwaukee Public School District received in 2003-2004, this is the breakdown of spending as reported to the Department of Public Instruction for the State of Wisconsin: $625,574,729 - Instructional Staff (Salaries, Training, Benefits, Etc.)

$104,791,907 - Support Staff (Salaries, Training, Benefits, Etc.

$211,771,980 - Administration (Salaries, Bonuses, Expenses, Etc.)

$58,983,707 - Transportation (Busing, Etc.)

$46,584,652 - Facilities (Maintainance, Repairs, Cleaning, Etc.)

$51,561,334 - Food & Community Services

$1,099,268,309 – Total District Cost, 2003-2004 Annual Spending


ChoiceProgramSchools

Education Choice Program Schools

–Founded in 1989–Unequal distribution of education in low

income or poor families is what jumped started this program.

–Provides state tuition vouchers to allow children from low-income families residing in MPS district to enroll in private schools in the City of Milwaukee.


–This program has increased significantly in the last 17 years. In 1991, only 341 students were enrolled, but as of 2007, its has increased to over 17,000 students.

– The maximum amount of students that are permitted to participate is set by law at 15%.


–Diversity –Most families living in the Milwaukee

area are either Black or Hispanic– 60% of students attending are African

Americans–Blacks and Hispanics are the primary

applicants of the Choice Program


• Standards • At least 70% of students has to advance

one grade each year.• The average attendance level has to be

90%.• At least 80% of students must be able to

demonstrate significant academic progress


• Programs offered • Special education services • After school tutoring • Pre-college programs • By law each MPCP has to provide extra-

curricular activities including drama, music, athletics, clubs, and vocational youth groups.

Education Choice Program Schools Isolation and segregation Not good for diversity! NACCP: ”We will allow our nation to be divided

once again by skin color “ Former Gov. James Hunt, North Carolina:

“Voucher schools will speed up the decline of racial integration.”

Several independent, non-religious schools now participating in the MPCP were created decades ago by Black and Hispanic community members to improve the low academic achievement among students of color. To achieve this goal, schools such as Hamarabee Community School and Urban Day School offer an Afro-centric curriculum and enroll mostly inner-city, black students.


An August 2006 report by Dr. Greg Forster of the Friedman Foundation found lower levels of segregation in the MPCP than the Milwaukee Public Schools.

Education Choice Program Schools• Graduation rates higher among voucher

studentsThe Milwaukee Journal SentinelAlan J. Borsuk05/27/08

• A second round of results comparing high school graduation figures for Milwaukee Public Schools and a group of private schools in the city's publicly funded voucher program has reached the same conclusion as a report issued in January: Students who attend voucher schools are more likely to graduate than those who attend MPS.


• For me, my mother was a little apprehensive about the jump from MPS, to choice. I know that its was in it beginning stages when I attended.

• My personal experience was helpful in shaping and moulding me for the future. I was also educated on my heritage, and my culture. It gave me a perspective on African and American culture.


SuburbanSchools

Education Suburban Schools

• Nicolet – Glendale, WI• Homestead – Mequon, WI• Whitefish Bay – Whitefish Bay, WI


• Student/teacher ratio 16:1• 1260 Students enrolled in 2008• Diversity

Ethnicity This District State Average

White 70% 77%

Black 21% 11%

Asian 5% 4%

Hispanic 3% 8%

American Indian/Alaskan Native

<1% 3%


Programs offered: - Arts - Band - Orchestra - Chorus - Ceramics & Sculpture - Computer Arts - Dance - Drawing & Painting - Photography - Theater & Drama - Film & Video Production

- Vocational Programs - Agriculture & Food Sciences - Automotive - Construction - Cosmetology - Food Service Production & Management - Health Services Careers - Law Enforcement - Professional Child Care & Development - Technology


- Foreign Languages - Arabic - Cantonese - French - German - Hebrew - Italian - Japanese - Korean - Latin - Mandarin - Russian - Spanish - Tagalog

- Specialty Programs - Academic Contests - Community Service - Debate - Newspaper - Radio, Video, Multimedia - Science & Technology - Student Council/Government - Yearbook


- Athletics - Badminton - Basketball - Baseball - Bicycling - Cheerleading - Crew - Cross Country - Field Hockey - Fencing - Football - Golf - Gymnastics - Lacrosse - Martial Arts & Self-Defense

- Physical Education Classes - Soccer - Softball - Swimming - Rock Climbing - Rugby - Tennis - Ultimate Frisbee - Track - Volleyball - Water Polo - Wrestling - Yoga

Education Suburban SchoolsComposite

This

School

State Averag

e

National Average

Graduating class of 2006

24 22 21


25 22 21


24 22 21

English

This

SchoolState

AverageNational Average


24 21 21


25 21 20


25 21 20

Math

This

SchoolState



25 22 21


25 22 21


25 22 21

Reading

This SchoolState



24 22 21


25 22 21


25 2221

Science This School

State Average

National Average

Graduating class of

2006 23 22 21

Graduating class of

2005 24 22 21

Graduating class of

2004 23 22 21

Participation Rate

This School


77%


n/a


75%


• I enjoyed this educational system very much. It has adequate academic programs as well as extracurricular actives and highly educated teachers, with 60% having Masters Degrees or higher, who are willing to help you when in need.


MilwaukeeArea

PrivateSchools

Education Milwaukee Area Private Schools

Marquette High School

Pius High School

DSHA

Dominican High School


Marquette High School

Student to Teacher Ratio 14:1

1,050 Students from 150 different schools enrolled in 2008

Minorities make up 21% of the Student Body

Annual Tuition $8,895

98% Graduation/College Attendance Rate

10% of Students transfer out by Sophomore Year


Programs Offered:

Student Organizations

Various Varsity and Intramural Athletic Programs

Fine Arts & Music

Community Service


Rules:

Rules are very strict.

Meals are offered on Campus and students cannot leave the Campus for Lunches.

Uniform Policy is in place and strongly enforced.


Testing & Scores:

ACT Scores: SAT Scores:

1-19 20-23 24-27 28-360

5

10

15

20

25

30

35

40

45

300-399400-499

500-599600-699

700-800

0

5

10

15

20

25

30

35

40

45

% Students CR % Students M


Personal Reflection


Chapter220

ProgramSchools

Education Chapter 220 Program Schools

• Brown Deer

• Elmbrook

• Fox Point-Bayside

• Germantown

• Glendale/River Hills

• Hamilton (Sussex)

• Maple Dale-Indian Hill

• Menomonee Falls

• Mequon/Thiensville

• Nicolet

• Shorewood

• Wauwatosa

• Cudahy

• Franklin

• Greendale

• Greenfield

• New Berlin

• Oak Creek/Franklin

• St. Francis

• South Milwaukee

• West Allis-West Milw.

• Whitnall


– Chapter 220 program was started in 1976.– Chapter 220 allows eligible minority students

from Milwaukee to attend schools in suburban districts and suburban non-minority students to attend schools in Milwaukee.

– This program is designed to racially integrate schools by giving minority students the opportunity to attend schools in suburban areas that are predominantly non-minority (white.)

– Non-minority students from the suburbs are given the opportunity to attend racially diverse schools in Milwaukee Public Schools

Education Chapter 220 Program Schools– Eligibility requirements are to be a African American, Asian,

Hispanic, Native American and live in the attendance area of a Milwaukee Public School in which more than 30% of the students are minority.

– Generally, there are more parents applying for seats in the Chapter 220 program than there are seats available.

– Once all applications are in, a random selection (lottery) process is used to assign seats.

– Families with children already in the district are given sibling preference in the selection.

– This information is part of the application form, item 9, where the youngest sibling currently attending the suburban district must be listed.

– Once all seats are filled, if your child is not assigned a seat, his/her name will be placed on the wait list of the suburban districts you listed on the application.

– Wait lists are held only until December 1 of the year in which you apply.

– You must reapply each year.


Transportation is provided to Chapter 220 students within designated regions. Students in transition from elementary to middle school or middle to high school, who have been enrolled in a suburban district that no longer serves their region, will be assisted in locating an available seat in a suburban school serving their region.

Education Chapter 220 Program Schools– Children must live more than one mile from the

school to receive transportation.– Kindergarten children are assigned bus stops at a

safe corner nearest their home. Elementary pupils may walk up to one-quarter mile to the bus stop.

– Middle and high school students may walk up to one-half mile.

– The pick-up and drop-off address must be the same, except for half-day Kindergarten children who may need to be transported to daycare.

– Children attending before- and after-school daycare may be picked up and dropped off at daycare providers.

– The stop will be at the corner closest to the daycare unless the daycare is on a major street, in which case the stop will be at the door.


Student Interviews


Questionnaire Results

Education In Milwaukee

Education

Transcript of Education In Milwaukee