The Joint Committee on Finance, chaired by Senator Howard Marklein and Representative Mark Born, approved in an omnibus motion their proposed budget for K-12 education aids. The draft budget proposes increases in special education to 35% in 2025-26 and 37.5% in 2026-27, no increases in general aid (meaning all $325 in revenue limit increases will rely on property tax dollars), no increases in per pupil aid, and minimal increases in mental health, transportation, and sparsity aid.

As predicted, the committee voted to rapidly increase high-cost special education as an appeasement of the calls for increases in general special education reimbursement. The proposed increases in high-cost special education would be funding to match 50% reimbursement in 2025-26 and 90% in 2026-27.

In response to the JFC meeting, the WASB worked with other statewide education leaders on a joint statement regarding the underwhelming investment in Wisconsin's future. Please use your voice as we continue to advocate for special education reimbursement.

Education Week

Tutoring, After-School, and Other Student Services at Risk as Trump Cuts AmeriCorps

by Brooke Schultz

June 6, 2025

Benja Luke knew she needed a job that would be flexible as she completed student teaching—and she wanted one that would help her be even better prepared when she stepped into a classroom.

It brought her to an AmeriCorps position through Communities In Schools of Georgia, a nonprofit focused on dropout prevention. For 20 hours a week, she tutored children who needed additional help with reading.

That was almost two decades ago. Now, Luke is the principal of Ben Hill Elementary School in rural south-central Georgia, in the district where she started out as an AmeriCorps-funded volunteer. But the program that helped students in her community succeed for years—with some students who benefited from it eventually returning to teach alongside her—had a hole blown in its budget by federal cuts to AmeriCorps.

President Donald Trump’s administration in April severed $400 million in AmeriCorps grants that funded more than 1,000 programs and 30,000 volunteers, and placed most of the national service agency’s staff on administrative leave.

Though a federal judge ordered that the cuts be reversed this week in roughly two dozen states in response to a court challenge, the president is still proposing to eliminate the program entirely in his 2026 budget proposal as part of what his administration characterizes as an effort to “enhance accountability, reduce waste, and reduce unnecessary governmental entities.”

Just as the Trump administration in recent months has slashed U.S. Department of Education programs that schools rely on, deep cuts to programs run by other agencies have similarly left students and schools without services and programming on which they have come to rely.

With AmeriCorps, the cuts have halted before- and after-school programs. They’ve torpedoed funding for preschool programs. They’ve sent program administrators scrambling to fill budget holes in what is now a competitive market for replacement funding as organizations appeal for backup dollars.

In Georgia, where the Communities In Schools chapter was among 14 AmeriCorps programs to be cut, Luke is disappointed to see the erosion of a service that helped bolster her school’s grade-level reading proficiency.

“There’s so many things that we get to do here for our kids that we wouldn’t be able to if it weren’t for Communities In Schools, and some of the grants that they received that they put straight back into our school,” Luke said.

Cuts to programs affects the whole community, advocates say

Communities in Schools of Georgia got its first AmeriCorps grant in 1999 and its second the following year. Both funded tutoring services with the idea that they would help prevent students from dropping out, as one of the key indicators of whether a student is on track to graduate is whether they’re reading on grade level by 3rd grade.

In the more than 20 years since, the program has shown its worth in the rural communities it supported: elementary students who once learned from AmeriCorps tutors are now teaching themselves. AmeriCorps volunteers have stayed in the schools to which they were assigned, now working as speech pathologists, teachers, school counselors, and nurses.

Nora Roldan found support through Communities In Schools as she navigated high school as a teen mother. The organization provided day care, along with a bus with car seats so she could bring her daughter along. She was surprised that an organization would do so much to help her for nothing in return. It inspired her to work with the group.

When she graduated from high school in the Ben Hill district, she became an AmeriCorps member, tutoring children in the school system. Being bilingual helped her support English learners, and her work with students eventually led to her current position: serving as a bilingual liaison in the school system for the past 18 years.

Roldan recently completed her teaching degree and is ready to continue her career by stepping into the classroom. Her daughter, who also received mentorship and support from Communities In Schools and AmeriCorps, is a teacher, too.

It’s hard to see funding cut to a program that children and teenagers depend on, Roldan said.“I just hate that some kids may not have the opportunity to have someone that they can call to help them if needed,” she said.

AmeriCorps cuts mark a dramatic reversal from post-pandemic years

Stories like Roldan’s give Linda Kelley, the chief administrative officer for the Communities In Schools of Georgia, goosebumps.

“You see it changing lives,” she said.

Under former President Joe Biden’s administration, the U.S. Department of Education encouraged schools to use pandemic relief funds as matching dollars for AmeriCorps grants, emphasizing that the volunteers often worked in underserved districts and provided high-quality tutoring, mentoring, or coaching.

AmeriCorps’ work was “particularly important for helping students recover from the impact of the pandemic and addressing their social, emotional, mental health, and academic needs,” wrote Roberto Rodriguez, who served as assistant secretary of planning, evaluation, and policy development in the department, in a 2022 letter to school leaders.

But the Trump administration—led at first by Elon Musk’s Department of Government Efficiency—has sought to shave the government’s bottom line, haphazardly cutting off funding for thousands of programs, often with little notice or explanation. The Education Department swiftly severed teacher-training grants and scores of education research contracts in the Trump administration’s first weeks.

Outside of Education Department initiatives, Trump’s cuts have affected thousands of other programs from which students benefit.

Drastic slashes to the Institute of Museum and Library Services, the National Park Service, the National Endowment for the Humanities, and the National Science Foundation have jeopardized federally funded efforts to, respectively, restore school librarians, help schools offer field trips, provide professional development for social studies teachers, and advance STEM education. The recent pause to the U.S. Department of Labor’s Job Corps program halted free job training for teenagers from low-income households.

It’s destabilizing, said Jane Hodgdon, who until recently served as the team lead for the Full-Service Community Schools Program at the U.S. Department of Education, which funded efforts to make schools service hubs for their communities and is now on the chopping block in Trump’s 2026 budget proposal. The people who are employed through such grants have bills to pay. If their grants have so far been spared, they start thinking about finding other jobs out of fear their grant could be next, Hodgdon said.

School districts that have embraced those grant-funded programs are scared to use the funding to hire staff in case they immediately have to stop operations. So they don’t.

“That’s just one of the things I see as just an immense tragedy to all of this,” Hodgdon said.

AmeriCorps cuts harm tutoring, after-school programs, prekindergarten

Anya Warner knew a driving force for her was working with young people.

While in college, she found City Year, a national nonprofit that places AmeriCorps members ages 18 to 25 in historically underserved schools. Working in a New York City middle school, Warner found herself enjoying her work: She liked listening to students and helping them find solutions to their problems. It drove her to pursue a career in social work.

Warner and her City Year peers lead one-on-one and small-group tutoring in English/language arts and math. They call home if students don’t show up, and talk with parents about the barriers that might keep students from showing up consistently. They run clubs during lunch, and after-school programs that provide homework help and enrichment activities.

They’ve built trust with the students, who feel comfortable telling them about things they might not tell a teacher. And their work supports the teachers, who are stretched thin.

But then came the funding cuts.

Where it used to be an 11- or 12-hour day for Warner, who arrived before the students in the morning and stayed with them after classes had ended, City Year truncated program schedules to keep them running in some capacity. City Year coordinated with principals to identify the highest priorities—like after-school programming.

Warner continues her work, but no longer as a corps member—she and others are stripped of the benefits that came with participating in such a program, like loan forbearance while serving, child care benefits for those with children, and a financial award at the end of their service they can put toward loans, college, graduate school, or career training.

But Warner has been most worried about the students she serves.

“That means we lose time with our students, which really sucks, and students have realized that. We’re not there for morning support. We’re not there to greet them in the morning. We come in at 9 o’clock; to them it’s, ‘You’ve missed half the day. What happened? Where were you?’” Warner said. “I know a lot of our students feel slighted by that.”

For City Year New York, there’s a lot of uncertainty, said Annie Kessler, the organization’s executive director and once an AmeriCorps member herself.

“It’s definitely a difficult moment,” Kessler said. “There are so many reasons why the work is so important and why it is so much more than just a nice volunteer opportunity.”

At Jumpstart for Young Children, a national early education organization, AmeriCorps funding was reaching the youngest learners, helping students arrive in kindergarten better prepared. AmeriCorps funded literacy tutoring as part of early childhood programming in more than 15 states and the District of Columbia, said Crystal Rountree, the chief executive officer.

As Rountree watched federal funding sources grow more unstable, she began seeking alternative funding. Grants were ultimately terminated in three of the states where Jumpstart operates, forcing the closure of university-based program sites, she said.

“It’s deeply disappointing, and our volunteers had really worked to build trust in relationships with those little children who were expecting them to show up the next day,” Rountree said, “and so not being able to finish the school year, or say goodbye, is really hard for the preschool students and for the volunteers as well.”

As organizations scramble to find different funding sources to replace federal funding, the competition is only going to grow more intense, said Carol Lewis, the president of Communities In Schools of Georgia.

She’s had funders ask her to prioritize programming, because they can’t cover everything.

“I don’t see us being able to replace it 100%,” she said.

The New York Times

Defense Dept. Schools Pause STEM Club for Girls and Pride Clubs

by Sarah Mervosh

February 27, 2025

At Lakenheath High School, a school for children of U.S. military members in Britain, a club for gay students and their allies can no longer meet. A Women in STEM group has also been placed on hold.

At Ramstein High School in Germany, groups for students of Hispanic and Asian heritage as well as the Pride and Ally club were among those put on pause.

And worldwide, in schools attended by military families, books are under review in response to Trump administration orders cracking down on gender identity and diversity, equity and inclusion.

So far, few U.S. school districts have made sweeping changes in response to Trump administration orders. Most K-12 schools operate largely under local and state control, with limited interference from the federal government.

 In addition to pauses on some affinity clubs related to gender and race and reviews of certain books, Pride decorations have been taken down and Black History Month assemblies and performances have been canceled, according to interviews with students and parents and a copy of a Defense Department memo.

Defense schools are global, with locations on some military bases in the United States but also in countries like Belgium and Japan. The student body, like the military itself, is racially and socioeconomically diverse, a history that dates back to the school system’s creation, in part, to serve students of military families in the American South when local schools remained segregated.

 “Diversity is, like, the core principle of our schools,” said Kadyn, 16, a junior at Lakenheath High School, northeast of Cambridge, who asked to use only his first name because he is the child of a federal employee.

 At his school, he said, “All Are Welcome” signs, which included a rainbow flag and a Black Lives Matter symbol, had been taken down from classrooms. He added that some flags of foreign countries had also been removed. “I feel like we are losing the essence of what makes our schools thrive,” he said.

 Will Griffin, a spokesman for Defense Department schools, said that the school system was reviewing its policies to comply with orders from President Trump and his secretary of defense, Pete Hegseth, who called for an end to cultural awareness months, such as those for Black history or women’s history, in his first weeks on the job.

 Students have the right to participate in student-led groups, Mr. Griffin said. But student clubs also need a teacher to supervise meetings, and teachers in Defense schools are federal employees subject to the new orders.

It is possible that student affinity groups will be able to start again with employees supervising in an unpaid capacity.

 “We will continue to remain focused on providing a rigorous, high-quality educational experience for military-connected students to prepare them for success in college, careers and life,” he said.

 In a Feb. 5 memo, Defense officials instructed schools not to use certain materials, including the book “Becoming Nicole,” about the journey of a transgender girl and her family, which was listed as an independent reading novel in sixth through 12th grade. Also listed was a biography of Albert Cashier, a Union Army soldier in the Civil War who was born female but fought and lived as a man, which had been included in some elementary school material.

 Material in Advanced Placement Psychology courses concerning gender identity and sexuality was also off limits.

 But the orders have also resulted in confusion and uncertainty, as principals and teachers try to interpret guidance and librarians review books in more than 100 schools around the world.

 The actress Julianne Moore made headlines when she said that her book “Freckleface Strawberry,” about a 7-year-old girl who dislikes her freckles but learns to embrace her differences, had been pulled for review. “I can’t help but wonder what is so controversial about this picture book,” Ms. Moore, who attended a Defense high school in Frankfurt, wrote on Instagram.

But as of this week, “Freckleface Strawberry” is available for checkout, Mr. Griffin said. He said most books under review were not part of the official curriculum but were extra books available in classrooms or libraries.

“Our principal was saying she was not going to request that the library remove books about Rosa Parks or Dr. Martin Luther King Jr.,” said Allie Allen, the mother of three children who attend Defense schools in Stuttgart, Germany. But a book mentioning Black History Month might be removed, she said.

“There is not a lot of exact guidance,” she said.

Students are also waiting in limbo, said Sophia Carey, 16, a junior at a Defense high school in Germany.

She had wanted to create a girls club at her high school, which would have held an assembly for Women’s History Month, brought in female speakers who work in the military and science and included a community project to offer feminine products in women’s bathrooms at school and in the community.

 An obstacle for her club and others, she said, had been finding a teacher who could supervise. “Everything is so uncertain,” she said.

PennLive (PA)

Investment in prevention programs has curbed gun violence in Pa.: advocacy group

by Ivey DeJesus

January 7, 2025

A statewide gun violence prevention group says increased public safety programs are the reason for a drop in gun violence rates last year.

CeaseFirePA Education Fund on Monday attributed the decline to initiatives such as after-school programs for at-risk youth, group violence intervention and trauma-informed care.

An analysis conducted by CeaseFirePA of gun violence incidents shows that since 2022, Pennsylvania has seen a 42% drop in total victims of gun violence and a 38% drop of gun deaths by firearm.

“These numbers demonstrate the impact of the significant investment in community violence prevention programs,” Adam Garber, executive director of CeaseFirePA, said in a written statement. “Gov. Shapiro’s administration and the General Assembly made significant investments in community-based violence prevention initiatives and public safety programs and those investments are paying off with lives saved. Now is the time that we should double down on our investments and tackle the policy changes that can improve these results into 2025 and the years to come.”

Regional data shows that Philadelphia tracked a 52 percent decrease in gun violence over two years, its lowest level in a decade. Allegheny County also saw a significant drop, reducing gun violence rates by 30 percent over two years.

Those decreased rates stand in contrast, however, to the gun violence statistics for Harrisburg in 2024.

The capital city saw 23 gun-related killings last year — matching the total from the two previous years, and setting a tragic record for the highest number of killings since at least 1987.

The uptick in Harrisburg’s gun deaths comes as other cities in the region reported decreases, and as murder rates fell nationally, according to the Major Cities Chiefs Association.

Harrisburg’s 23 homicides far exceeded the count from any city in central Pennsylvania in 2024. Lancaster recorded two homicides last year, and York logged five, according to their police departments. Harrisburg was the only city in the region that experienced an increase in homicides last year.

The 2024-25 state budget includes $56.5 million in funding for community-based violence prevention initiatives.

“This money supports violence interrupters to de-escalate community conflicts before they become violent, after-school programs for at-risk youth, group violence intervention in coordination with law enforcement, and trauma-informed care to prevent retaliation,” Garber said.

The Center for American Progress reports positive signs that gun violence is continuing to trend downward at a historic rate. An analysis by the center found that gun homicides were down by 13.1 percent nationally in 2024 compared with 2023.

CAP found that homicides fell much faster in states with the strongest gun laws, while states with the weakest gun laws saw marginal improvements to public safety, if any.

Among the reforms being pushed by CeaseFire include raising the age to purchase long guns from 18 to 21. Pennsylvania law allows individuals 18 and older to buy long guns like AR-15s; the legal age to purchase handguns is 21.

Measures to reform gun rights and roll out tighter controls have historically failed in the General Assembly. Even the Democratic-led Pennsylvania House last year voted down several gun safety measures, including one that would have banned machine gun conversion devices and another that aimed to curb gun trafficking by requiring gun sales records to be filed electronically.

Education Week

The STEM Stereotypes That Hold Students Back Aren’t What You Think

by Sarah D. Sparks

December 19, 2024

For decades, schools and community organizations have worked to get more girls to “see themselves” as scientists, engineers, and mathematicians.

The largest study to date of children’s gender stereotypes in STEM suggests both girls and boys become alienated from the subjects as they grow older—but not always in the ways educators assumed. Stereotypes about girls being less attuned to math than boys may be overblown, and may overshadow deeper gender biases in specific areas of science, such as engineering and computing.

In a study published this week in the journal Psychological Bulletin, David Miller, a senior researcher at the American Institutes for Research, analyzed more than 40 years’ worth of research—spanning more than 145,000 children in 33 countries from 1977 to 2020—on the development of students’ STEM identity.

Many of these studies used common tasks in which children are asked to draw or describe a scientist, or report their interests and confidence in their abilities in STEM subjects.

Across studies, the findings showed that at age 6, both boys and girls were more likely to think those of their own gender were better at math than those of the opposite gender. By age 18, a larger share believed that either there were no gender differences in math ability, or that the opposite gender was better at math.

Girls started out even more confident than boys, and had a sharper fall in confidence about their own sex’s capabilities in the subject over their years of school.Science stereotypes were more gendered than those in math, but they differed depending on the field. By age 6, more than half of all children agreed with stereotypes that boys were better than girls in engineering, and about a third thought boys were better in computer science.

“Math is the STEM domain that gets the most attention among parents and teachers and education policymakers, but if you put a gender lens on that, math is not where the big male bias is,” Miller said. “The strong male bias in computing and engineering, for instance, I would argue has less to do with it being math-intensive, but more due to children seeing the dominance of men in those industries and picking up cues in their environment.”

For example, in a 2016 study conducted by Richard Jones, a science education professor at the University of Hawaii at West Oahu, a girl named Malia said she didn’t see herself as a scientist, “mostly because I’m really bad at math, and when I think of science, I think of math.”

But the girl also said she learned about scientists from media depictions. While she didn’t draw a male scientist, she drew her female scientist with frizzy hair, glasses, and a lab coat, and holding a smoking test tube.

Megan Barrett, the executive director of Engineering Tomorrow, a nonprofit that works with schools to increase student interest in the field through mentors and activities, finds that children often get little exposure to different kinds of science during school, and may develop misunderstandings about what scientists in different fields actually do. For example, because of the root “engine” in the word “engineer,” a 2022 study found that roughly three-quarters of children in elementary grades believed an engineer “repaired cars” or “installed wiring,” while less than a third thought one would “design things.”

“There is a gap many students experience between what they learn in the classroom and the careers they’re able to envision for themselves,” Barrett said. “Specifically, highlighting the work and achievements of a diverse array of STEM professionals within their classrooms may help students gain role models and have a more concrete understanding of how their math and science lessons connect to these professions.”

Miller’s study found biased beliefs in science increased as students aged. By adolescence, more than half of students also believed boys were better in physics. However, among older students, girls were perceived to be as good as or better in biology than boys.

It’s also important for educators to understand that children’s identity in science and math isn’t the same as their performance in those subjects.

Among 8th graders, boys outperformed girls in the most recent National Assessment of Educational Progress in math and science (in 2022 and 2019, respectively), but girls outperformed boys on NAEP’s 2018 technology and engineering test. Gender gaps in math performance also fall differently depending on the community: Boys tend to outperform girls in wealthier and whiter school districts, while girls outperform boys in districts serving more low-income students and students of color.

Teachers, Miller said, can help reduce students’ gender bias by helping students see STEM careers more broadly than common media depictions. 

Education Week

5 Things to Know About Linda McMahon, Trump’s Pick for Education Secretary

by Brooke Schultz

November 20, 2024

President-elect Donald Trump’s selection of Linda McMahon to serve as secretary of education comes after months of campaign promises to broaden families’ access to public money for private school tuition, increase parents’ control over schools, and abolish the U.S. Department of Education.

McMahon, 76, is a wealthy businesswoman who founded and served as CEO of World Wrestling Entertainment. She beat out more public-facing, vocal advocates of Trump’s education causes who have garnered national headlines. But she’s proven herself to be an ideological ally of Trump’s, who has steadfastly supported him since his first run for office in 2016, including as a donor and prolific fundraiser.

As education secretary, McMahon would be tasked with dismantling the department she leads if Trump follows through with his campaign promise. He’s also pledged to cut federal funding to schools “pushing critical race theory” and “transgender insanity.” (During her time leading the Small Business Administration in Trump’s first term, the agency was criticized for the removal of a webpage with resources for LGBTQ+ business owners; the webpage was later restored, the Washington Post reported.)

Here are five things to know about the president-elect’s choice for secretary of education.

1. McMahon was never a classroom teacher, but she says she had ambitions to be one

If confirmed by the Senate, McMahon will come into the nation’s top education job with no K-12 classroom or school administration experience, which is not unusual. Just four secretaries of education had K-12 teaching or administrative experience on their resumes—Miguel Cardona, the current education secretary; John King, the second education secretary under Democrat Barack Obama; Rod Paige, Republican George W. Bush’s first appointee to the role; and Terrel Bell, who served under Republican Ronald Reagan.

But McMahon says she had once anticipated she would become a classroom teacher, before her marriage and career took her in a different direction (more on that in a minute). Her alma mater, East Carolina University, said when she spoke at the college’s commencement in 2018 that she graduated with a bachelor’s degree in French and a teaching certification. (She’s faced scrutiny for inaccurately saying previously that she graduated with an education degree.)

McMahon was appointed to the Connecticut board of education in 2009 by Jodi Rell, then Connecticut’s Republican governor. State lawmakers there confirmed her for the post, but questioned her knowledge of education and whether having a WWE executive serve in the post would send the right message, the CTNewsJunkie reported at the time.

Her time there was short-lived. She left her post early to make the first of two unsuccessful bids to represent Connecticut in the U.S. Senate. At the time, lawmakers there wondered if she’d used the post as a launching pad to build a political career.

2. Yes, Linda McMahon was a pro-wrestling executive

At this point, you’ve probably seen the clips circulating of the president-elect’s pick for secretary of education in the ring.

McMahon, along with husband Vince McMahon, co-founded and led World Wrestling Entertainment, where she grew the brand for years into a multibillion-dollar enterprise. She left in 2009, when she began to pursue her political ambitions.

Some supporters of McMahon’s, including Trump, have pointed to her business background as an asset for leading the agency with a nearly $80 billion budget.

“Running federal student aid is the biggest Department of Education function, and it has long been decrepit, perhaps because secretaries have never come from financial backgrounds. A good sign for McMahon is that she has had a successful business career, albeit running steel cage matches and not red tape machines,” wrote Neal McCluskey, director of the Center for Educational Freedom at the Cato Institute, a libertarian think tank based in Washington. “But she probably knows something about efficiency and effectiveness.”

McMahon’s tenure as a WWE executive came under fire recently in a lawsuit that alleged the organization’s leaders were aware of and didn’t stop a longtime ringside announcer from sexually abusing young boys who helped the ring crew, The Hill reported last month. The lawsuit named McMahon and her husband Vince, whose attorney called the claims “absurd, defamatory, and utterly meritless,” according to USA Today.

3. She has had an interest in literacy and career preparation

McMahon said previously she was involved with Teach For America and charter schools. She was complimentary of teaching and the profession in an interview with Leaders Magazine in 2014, saying that she watched “masterful teachers” help students gain ground. She said the country had a “very good system with public and private schools.” She also said she was a proponent of charter schools.

In 2000, she launched WWE’s “GET REAL” campaign aimed at delivering positive messages about education and literacy to young adults through public service announcements, posters, and bookmarks featuring WWE stars.

A page on WWE’s site showed McMahon at a Connecticut elementary school at an event promoting literacy after her appointment to the state’s school board.

And on Nov. 19, hours before Trump announced her as his pick to lead the Education Department, she tweeted about apprenticeships as “a pathway to successful careers,” citing Switzerland as a model.

The National Parents Union said in a statement that the group hoped she would focus on literacy and persistent learning loss after the COVID-19 pandemic, rather than get into the political fray on measures Republicans have increasingly taken issue with, such as diversity, equity, and inclusion, critical race theory, and transgender student rights.

4. Linda McMahon is a longtime proponent of school choice

Ahead of the 2016 presidential election, she wrote in a newspaper op-ed about the importance of education policy at the federal level. “One of the issues most important to me is the question of school choice,” she wrote, saying that parents should be able to choose from “neighborhood schools, private schools, religious schools or charter schools.”

“I don’t believe charter schools take anything away from traditional public schools; rather, I think they can be centers for innovation and models for best practices,” she wrote in the August 2015 essay, in which she also fondly recalled her 5th grade teacher, Mrs. Hollister, as someone “who was considered very strict and certainly set a high bar.

“I worked so hard in her class and had tons of homework,” McMahon said. “But when she reviewed a student’s work and said, ‘well done,’ there was an amazing warmth in her eyes. I never wanted to disappoint her.”

“I believe all children deserve teachers who will spark their passions, who will encourage them, who will refuse to let them settle for adequate when they have potential to be great,” McMahon continued. “Too often, kids most in need of a teacher—a role model—to believe in them, to challenge them and to inspire them are stuck in failing schools that do not meet their needs.”

In her first campaign for U.S. Senate, which she lost to Democratic Sen. Richard Blumenthal, McMahon called for more “choice and competition” through the expansion of charter schools, Education Week reported at the time.

Trump prioritized policies intended to expand families’ access to taxpayer dollars for private school in his first term, though made only modest progress in advancing it at the federal level; Betsy DeVos, his education secretary in the first term, has long pushed the issue at both the state and federal levels. In his second term, Trump is likely to double down on that effort.

“Linda will fight tirelessly to expand ‘Choice’ to every State in America, and empower parents to make the best Education decisions for their families,” Trump wrote in his announcement of McMahon’s selection.

5. McMahon’s longtime connection to Trump, and work promoting his public policy agenda, offers a clue to priorities

Trump appeared in WWE programs over the years, and McMahon donated to his first campaign, the Associated Press reported.

And though McMahon’s own political aims faced a roadblock after her losses in 2010 and 2012, she found a political home with Trump. She donated generously to his first campaign, and was later appointed to serve as head of the Small Business Administration during the Republican’s first term

She stepped down from the SBA in 2019 to lead the America First Action PAC in support of Trump’s reelection. Most recently, she’s served as Trump’s transition team co-chair.

Though not as visibly outspoken as other people who were publicly considered contenders for the education secretary job, McMahon has played a key role in refining a Trump policy agenda. She serves as chair of the board for the America First Policy Institute, an organization formed after Trump’s 2020 loss that has been central to planning for a second Trump administration.

The organization has pushed for increased parental rights and advancing vouchers for private schools, and taken aim at curriculum dealing with race and racism and gender and sexuality. At the state level, the organization advocates for the end of school district boundaries so parents can enroll their children in any school in their state.

The New York Times

How Linda McMahon Might Approach the Dept. of Education

by Sharon Otterman

November 20, 2024

Linda McMahon, who is President-elect Donald J. Trump’s pick for education secretary, has a slimmer educational résumé than has been typical of candidates for the position.

She became certified as a French teacher in college, but she married young and did not end up in the classroom. She has served for 16 years on the board of trustees for Sacred Heart University in Connecticut, where a student center is named for her. She also spent just over a year on the Connecticut State Board of Education, before resigning in 2010 to run as a Republican for a Senate seat.

As a political force, however, she has been a “fierce advocate” for transforming the nation’s educational system in a way that Mr. Trump supports, he said when announcing her selection.

Chief among those policies is school choice, meaning that some money that would normally flow to public schools will instead go to families, who can spend it on private education. This was a major push under Mr. Trump’s previous education secretary, Betsy DeVos. Since then, more states have instituted this policy through taxpayer-funded voucher programs.

“As Secretary of Education, Linda will fight tirelessly to expand ‘Choice’ to every State in America, and empower parents to make the best Education decisions for their families,” Mr. Trump said.

Mr. Trump also said Ms. McMahon’s business experience, including as the former chief executive of World Wrestling Entertainment, would help her spearhead an effort to “send Education back to the states” — a reference to one of his key education campaign pledges: to reduce or eliminate the federal Department of Education.

The platform Ms. McMahon has championed as the chair of the board at the America First Policy Institute also supports teaching American history in a more patriotic, less critical way and increasing transparency for parents about what is taught in classrooms. It also backs expanding technical education opportunities and moving away from an emphasis on college for all, a bipartisan push embraced by many in the education world.

On Tuesday, Ms. McMahon posted a message on social media praising “apprenticeship programs” and highlighting examples of them in Switzerland, which is often cited as a high-performing country whose model the United States should follow.

She also has backed a House bill to make federal Pell grants available for those pursuing skills training programs and technical education, not just traditional college degrees.

“Our educational system must offer clear and viable pathways to the American Dream aside from four-year degrees,” she wrote in a column for The Hill in September.

Ms. McMahon’s support of the Pell grant bill was troubling to many advocates of college affordability. The bill would open up the grants to programs that are as short as eight weeks and let the for-profit sector more easily tap federal aid, said Aissa Canchola-Bañez, policy director at the Student Borrower Protection Center. She said she worried it would help “some of the most shady actors in the higher education space.”

For-profit colleges have stirred political conflict. Many Democrats say they have taken advantage of students and of federal money, often posting poor outcomes compared with many of their nonprofit peers. Republicans, including those in the last Trump administration, see the sector, which often operates online, as an important option for students and have championed policies that help it.

The for-profit college sector applauded Ms. McMahon’s selection.

“Under her leadership, we are confident that the new Department of Education will take a more reasoned and thoughtful approach in addressing many of the overreaching and punitive regulations put forth by the Biden administration, especially those targeting career schools,” Jason Altmire, president of Career Education Colleges and Universities, a trade group that represents the for-profit sector, said in a statement.

For universities that faced accusations over the last year that they were allowing antisemitism to go unchecked on their campuses, there are some clues about how she might view the issue.

The America First Policy Institute has said combating campus antisemitism is a major priority, though Ms. McMahon appears not to have personally written about it. Its publications, for example, call for universities to explicitly disavow language some deem antisemitic and for the elimination of diversity, equity and inclusion programming, which the group says has fueled antisemitism because it teaches students to understand the world in terms of victims and oppressors and, the group says, codes Jewish people as oppressors.

Reactions to her nomination from union leaders, public school advocates and some Democrats were fierce and swift.

“By selecting Linda McMahon, Donald Trump is showing that he could not care less about our students’ futures,” Becky Pringle, the president of the National Education Association, said in a statement. She added, “McMahon’s only mission is to eliminate the Department of Education and take away taxpayer dollars from public schools.”

“Donald Trump has chosen yet another unqualified, dangerous sycophant to carry out his agenda,” said Gaylynn Burroughs, vice president of education and workplace justice at the National Women’s Law Center.

But Ms. McMahon’s allies in the area of school choice were delighted.

“Linda is a fierce patriot and a champion for Americans, and I believe that the first thing she can do is empower parents to be in the driver’s seat when it comes to their children’s education,” Tiffany Justice, a co-founder of the parental rights group Moms for Liberty, said in an interview.

She said that in her view, “President Trump has made excellent cabinet choices,” and that by choosing Ms. McMahon, “he is proving that he is dedicated to reclaiming America and getting us back on track.”

Others took a more measured view, saying they looked forward to learning more about her educational views and finding common ground.

Robert C. Scott, the top Democrat on the House Committee on Education and the Workforce, said in a statement that while he was “staunchly opposed to President-elect Trump’s education agenda” he would “wait to pass judgment on her nomination until she has been fully vetted by the Senate.”

Ted Mitchell, the president of the American Council on Education, a higher education association representing all types of colleges and universities, reacted positively to the nomination, saying that Ms. McMahon’s experience in education was stronger than some critics were giving her credit for.

He said that her work as the administrator of the Small Business Administration during Mr. Trump’s first term “connected her to work force development programs in a really important way.” He also singled out her role as a long-serving board member at Sacred Heart University.

“She certainly understands the challenges of running a small college in the current economic environment,” Mr. Mitchell said.

The New York Times

Surgeon General: Parents Are at Their Wits’ End. We Can Do Better.

by Vivek H. Murthy

August 28, 2024

One day when my daughter was a year old, she stopped moving her right leg. Tests found that she had a deep infection in her thigh that was dangerously close to her bone. She was rushed off to surgery. Thankfully, she’s now a healthy, spirited young girl, but the excruciating days we spent in the hospital were some of the hardest of my life. My wife, Alice, and I felt helpless and heartbroken. We got through it because of excellent medical care, understanding workplaces and loved ones who showed up and reminded us that we were not alone.

When I became a parent, a friend told me I was signing up for a lifetime of joy and worry. The joys are indeed abundant, but as fulfilling as parenting has been, the truth is it has also been more stressful than any job I’ve had. I’ve had many moments of feeling lost and exhausted. So many parents I encounter as I travel across America tell me they have the same experience: They feel lucky to be raising kids, but they are struggling, often in silence and alone.

The stress and mental health challenges faced by parents — just like loneliness, workplace well-being and the impact of social media on youth mental health — aren’t always visible, but they can take a steep toll. It’s time to recognize they constitute a serious public health concern for our country. Parents who feel pushed to the brink deserve more than platitudes. They need tangible support. That’s why I am issuing a surgeon general’s advisory to call attention to the stress and mental health concerns facing parents and caregivers and to lay out what we can do to address them.

A recent study by the American Psychological Association revealed that 48 percent of parents say most days their stress is completely overwhelming, compared with 26 percent of other adults who reported the same. They are navigating traditional hardships of parenting — worrying about money and safety, struggling to get enough sleep — as well as new stressors, including omnipresent screens, a youth mental health crisis and widespread fear about the future.

Stress is tougher to manage when you feel you’re on your own, which is why it’s particularly concerning that so many parents, single parents most of all, report feeling lonelier than other adults. Additionally, parents are stretched for time. Compared with just a few decades ago, mothers and fathers spend more time working and more time caring for their children, leaving them less time for rest, leisure and relationships. Stress, loneliness and exhaustion can easily affect people’s mental health and well-being. And we know that the mental health of parents has a direct impact on the mental health of children.

All of this is compounded by an intensifying culture of comparison, often amplified online, that promotes unrealistic expectations of what parents must do. Chasing these expectations while trying to wade through an endless stream of parenting advice has left many families feeling exhausted, burned out and perpetually behind.

Something has to change. It begins with fundamentally shifting how we value parenting, recognizing that the work of raising a child is crucial to the health and well-being of all society. This change must extend to policies, programs and individual actions designed to make this vital work easier.

In the past few years we have made progress, expanding access to early childhood education, maternal health programs and a mental health crisis hotline for kids and adults. We have much more to do, however, to make parenting sustainable. This means bolstering financial support for families, including child tax credits. It also means ensuring all parents can get paid time off to be with a new baby or a sick child, secure affordable child care when they need it and have access to reliable mental health care for themselves and their children. And it requires addressing pervasive sources of anguish and worry that parents are often left to manage on their own, including the harms of social media and the scourge of gun violence.

Having safe, affordable before- and after-school care programs, predictable work schedules that allow parents to plan child care and workplace leadership that understands the complex demands on parents can help immensely. Safe playgrounds, libraries and community centers can give children places to play and learn and also serve as valuable settings for parents to gather and build social connection.

Individuals — family members, friends, neighbors and co-workers — can play a critical role. Too often, when someone is struggling, we wait for an invitation to help, or perhaps we worry we don’t have anything of value to offer. Simply showing up can make all the difference in the world to another person. I experienced that when my son was 4 months old and my wife and I had not slept for more than four hours straight in months. A friend came over and played with our child for 15 minutes. Even that was long enough for us to catch our breath. My friend probably thought nothing of it, but that feeling of relief and gratitude is still fresh for me.

Many parents and caregivers I’ve met say it’s not easy to ask for help when everyone is grappling with hectic schedules and when it feels as if other parents have it all figured out. As hard as it is, we must learn to view asking for help and accepting help as acts of strength, not weakness.

It’s still hard for me to admit when I feel I’m falling short as a parent. But each time I reach out to a friend or family member or each time I respond when someone reaches out to me, I feel more ease and less stress. The experience has taught me that parenting at its best is a team sport.

My friend was right about the joy and the worry. Given the responsibility it entails, raising children is never going to be without worry. But reorienting our priorities in order to give parents and caregivers the support they need would do a lot to ensure the balance skews toward joy.

The Atlanta Journal-Constitution

RHONE: Seek creative solutions to address lack of after-school programs

by Nedra Rhone

August 28, 2024

Parents at a DeKalb County elementary school were caught off guard in early August when, just a few days before the school year began, an announcement from the administration sent some of them into a panic: the school would not be offering its after-school program and parents would have to find other options.

The reasons for the cancellation were unclear. But as parents queried friends and neighbors in their search for after-school care, it quickly became clear that suitable programs are in short supply.

Some programs were full, some were not practical due to cost or lack of transportation and some programs had simply disappeared.

“You never want to be in a position where parents are finding out that their programs have been canceled at the last minute. This is a lifeline for working parents,” said Jodi Grant, executive director of Afterschool Alliance, founded in 2000 to ensure all students have access to quality after-school programs.

Similar stories have emerged in school districts across the region, including counties in Tennessee and Alabama, where last-minute cancellations of after-school programs were attributed to the end of pandemic relief funding which expires in September.

Grant said while she hasn’t heard of many last-minute program cancellations, she routinely hears stories about the demand for aftercare programs outstripping the supply.

I remember the frenzy from years ago when my daughter was younger and the on-site after-school program at her elementary school filled up quickly. There were always more parents needing after-school care than the program could accommodate. Each year, the Parent Teacher Association would circulate resources to help parents find other care options if they were too late to get a space in the school-based program.

Then came the pandemic and the federal government’s American Rescue Plan Act Elementary and Secondary School Emergency Relief funding. This infusion of resources helped many schools improve, expand or add new after-school programs, said Katie Landes, director of the Georgia Statewide Afterschool Network.

In Georgia, a competitive grant program overseen by Georgia Statewide Afterschool Network and the state Department of Education allocated $85 million in funding over three years to community-based organizations in about 112 of the state’s 158 counties, Landes said.

Some organizations used the funding to increase staff pay or hire more qualified staff. Others invested in free transportation, which after affordability is the second highest barrier to after-school care for many people.

Now with ESSER funding coming to an end, the loss is likely to hit harder in communities that relied on that funding to develop new after-school programs, Landes said.

In Georgia, for every one child who is enrolled in after-school programs there are two more who do not have access to a program. Without the additional federal funding that came during the pandemic, schools and states will have to fill those gaps.

Grant said schools will have to consider more creative ways to support after-school programs such as tapping into parents, college students or gig workers as after-school employees, partnering with organizations such as libraries and museums to develop after-school programs or utilizing school paraprofessionals to work in after-school programs which could also create a pipeline for them to become teachers.

But there are also more basic solutions such as paying better salaries to after-school employees and recognizing that for some workers, it is a career, not a part-time job.

We also need to shift our thinking about the benefits offered by quality after-school programs.

“Nobody dislikes after-school (programs) but they think it is a nice thing,” Grant said. “They don’t realize kids are learning skills that will help them succeed in school and in life.”

We need more after-school programs in Georgia, but what we really need is a political champion to make it happen. Grant noted states with significant state-level funding for after-school programs also had legislators who were passionate about the issue.

Landes said the Georgia State Afterschool Network has been advocating for a liaison at the state level who would work across agencies to make sure after-school programs are more streamlined and efficient. The liaison would also work to identify and track which programs are receiving funds and help develop resources to support after-school programs, whether it be staff training or technical assistance.

We may no longer have those pandemic-era funds to boost after-school programs but we do know the benefit many of those programs brought to communities and families. And those are lessons that should not go to waste.

Starting July 1, Wisconsin Shares, Wisconsin's child care subsidy program, will expand its income eligibility limit, enabling more families to receive assistance. Additionally, some families will benefit from reduced copayments. Wisconsin Shares subsidizes a portion of child care costs, determined by factors such as family income, child care provider location, provider pricing, family size, and whether the child attends part-time or full-time.

From January to March 2024, the average statewide monthly subsidy, including copayments, was $1,427, with an average copayment of $130. Families use an electronic benefit transfer (EBT) card to pay for child care at authorized providers, who must be regulated and have at least a 2-star rating on the state's YoungStar quality rating system. Families are responsible for any costs exceeding the subsidy.

The Senate Appropriations Committee passed their LHHS spending bill with bipartisan support (25-3). The House will take this up after their recess. 

Here's a summary of key allocations:

• 21st Century Community Learning Centers (21st CCLC): Funding remains level at $1.329 billion, supporting over 1.3 million students in before-school, afterschool, and summer programs.

• Child Care and Development Block Grant (CCDBG): Increased by $1.6 billion (18%) to $10.35 billion, aiding families in accessing child care, including afterschool and summer programs.

• Title I-A Grants: $280 million increase, totaling $18.687 billion, to support afterschool and summer learning through school districts.

• Student Support and Academic Enrichment Grants: $1.39 billion allocated, a $10 million increase, for STEM, physical activity, and other afterschool activities.

• Full Service Community Schools: Funding remains at $150 million to support holistic services, including afterschool and summer learning.

• Career and Technical Education (CTE): $1.497 billion to support school-community partnerships for career-connected learning for middle and high school youth.

• AmeriCorps State and National Grants: $35 million increase to support members addressing community challenges, including afterschool and summer programs.

• Career Pathways for Youth Grants: $20 million allocated to national out-of-school time organizations focused on workforce readiness for youth and disconnected youth.

On August 13, Wisconsin voters will decide on two constitutional amendments that could significantly change how federal emergency funds are allocated in the state. Here’s what you need to know to make an informed decision.

What Are the Amendments?

1. Delegation of Appropriation Power: This amendment would prevent the legislature from delegating its power to appropriate funds.

2. Allocation of Federal Funds: This amendment would require all federal funds received by Wisconsin to be approved by the legislature before the governor can allocate them.

Arguments For the Amendments

• Increased Accountability and Transparency: Proponents argue these amendments will ensure the legislature has a say in how federal funds are spent, promoting greater oversight and reducing potential misuse of funds.

• Restoring Legislative Authority: Supporters believe these measures will restore the balance of power by involving the legislature in decisions about federal funds, rather than allowing the governor to decide unilaterally.

Arguments Against the Amendments

• Potential Delays in Crisis Response: Opponents contend that requiring legislative approval could delay the allocation of crucial funds during emergencies, such as natural disasters or pandemics, hindering quick and effective responses.

• Imbalance of Power: Critics argue the amendments are a power grab by the legislature, potentially disrupting the balance of power and making it difficult for governors to manage federal funds efficiently.

Impact on Children and Community Programs

• Programs like "Beyond the Classroom" and "Childcare Counts", which rely on timely federal funding, could be affected by these amendments. Delays in fund allocation might hinder their ability to provide continuous support to children and families, especially during emergencies.

Making Your Decision

When deciding how to vote on these amendments, consider the balance between ensuring legislative oversight and maintaining the governor’s ability to respond swiftly in crises. Think about the potential impacts on community programs and the overall efficiency of fund allocation in times of need.

The 2024 Child Care Market Survey for Wisconsin presents several findings that could be harmful to families trying to access childcare:

Increase in Child Care Prices: Child care provider prices have increased between 2022 and 2023. This rise in prices has outpaced the buying power of the Wisconsin Shares child care subsidy, reducing its effectiveness.

Decrease in Affordable Slots: In 2022, the maximum Wisconsin Shares rate was sufficient for 74% of child care slots. By 2023, this dropped to only 50% of slots. This significant reduction in affordable slots means that half of the child care options are now unaffordable for families relying on the subsidy.

Child Care Counts Program Reduction: In May 2023, payments to providers from the Child Care Counts program were cut in half. Providers previously used these funds to cover essential expenses, avoiding passing costs to families. The reduction in these payments has forced providers to increase prices, further burdening families.

Mismatch Between Prices and True Costs: The survey indicates that provider prices do not reflect the true cost of delivering quality care, which includes adequate wages for the child care workforce. This mismatch may lead to compromises in care quality or further price hikes to meet the true costs.

These factors collectively result in a situation where many families in Wisconsin might find it increasingly difficult to afford quality child care. The decreased affordability and potential compromises in care quality pose significant challenges for working families who rely on these services.

The implications of these findings are severe as they directly impact the financial stability of families and the developmental needs of children who might not have access to quality early education due to prohibitive costs .

By Juliana Kaplan and Madison Hoff, July 8, 2024 (edited for length)

Paige Connell and her husband are spending over $6,000 on summer programs for their two oldest kids. A spreadsheet shows the costs: $360 and $345 per week for recreation programs, $300 for taekwondo, and over $500 for a music camp. They also took a family vacation.

Most camps were paid upfront, serving as childcare while Connell and her husband work full-time. Despite budgeting, summer is increasingly costly for parents, often leading to debt, adjusted work hours, and stress. The system doesn't support working caretakers, and costs are rising.

Tom Rosenberg, CEO of the American Camp Association, acknowledges the rising costs of operating camps. Staffing and wage increases, along with skyrocketing insurance costs, are major factors. Camps aim to provide valuable experiences away from social media and with some independence from parents.

For some, like single dad Alex Mnatsakanov, summer programs are worth going into debt for their children's development and mental health. An Intuit Credit Karma survey found that 29% of parents can't save during summer due to childcare costs, and 23% expect to pay over $1,000 a month per child. Over a third need to adjust work hours due to the high costs.

Connell believes government subsidies could help with costs and support workers. The expenses add up, including lunches and spending money for camp activities. Dana Bowling spends around $150 to $200 per kid daily for day camp and $6,000 per kid for three weeks of sleepaway camp, using a payment plan.

Despite the high costs, some parents, like Mnatsakanov, value the experiences over material things. They believe these experiences create lasting memories for their children.

By Libby Stanford, July 8, 2024

Project 2025, a 900-page conservative policy agenda, proposes eliminating the U.S. Department of Education and restructuring federal governance of K-12 schools. This agenda has become a key point in the 2024 election campaign, with President Joe Biden and Democrats criticizing it heavily. The Biden team refers to Project 2025 as a "manifesto infused with MAGA ideology" and claims it poses a significant threat to American education.

Key Proposals Affecting K-12 Education:

Elimination of the U.S. Department of Education

The agenda's most radical proposal is to dismantle the Department of Education, reducing the federal role in education policy to a mere statistics-gathering function. This would profoundly impact how federal education laws are enforced and how educational initiatives are funded and monitored.

Restructuring Title I Funding

Title I grants, which support schools with large populations of low-income students, would transition to a "no-strings-attached" block grant administered by state education departments. This could enable funds to be redirected to education savings accounts for private school and other educational expenses, with plans to phase out Title I over the next decade.

Special Education Funding

Funds under the Individuals with Disabilities Education Act would be distributed as block grants or directly into education savings accounts, providing parents with more control over spending on private education and other services.

Civil Rights Enforcement

The agenda proposes shifting the enforcement of civil rights laws, like Title IX and Title VI, to the Justice Department. This would require federal litigation for potential violations rather than negotiating settlements with school districts, potentially weakening protections against discrimination.

Federal Parents’ Bill of Rights

A proposed federal parents’ bill of rights would give parents more legal standing in disputes involving federal education policies. This aligns with similar laws in several Republican-led states and emphasizes parental control over children's education.

Opting Out of Federal Education Programs

States could opt out of federal education programs and redirect their share of federal funds to any lawful education purpose under state law. The agenda argues that the regulatory burden of federal programs is disproportionate to the federal funding they provide.

Implementation and Political Context

Much of Project 2025 could be enacted through executive actions, though significant proposals like eliminating the Education Department and enacting a federal parents' bill of rights would require Congressional approval. This could be challenging if Democrats control either the Senate or the House.

Former President Donald Trump, the presumed Republican nominee, has recently distanced himself from Project 2025. However, his education policy proposals, such as promoting a federal parents' bill of rights, criticizing the Biden administration's Title IX revisions, and advocating for universal school choice, align closely with the agenda's goals. While Trump has not explicitly endorsed eliminating the Education Department, he has pledged to remove "radicals" from the agency.

Conclusion

Project 2025 proposes a transformative shift in federal education policy, aiming to significantly reduce federal oversight and increase parental control and choice in education. If implemented, these changes would have profound and lasting effects on K-12 education in the United States, particularly in how schools are funded and how educational equity is maintained. (edited and revised version: read full article here.

Kendra Meinert  Green Bay Press-Gazette

GREEN BAY - What happens when you sit a couple of redheads down together in a Lambeau Field suite to talk football?

The inevitable Minnesota Vikings joke, of course, but if it’s 68-year-old Green Bay Packers president and CEO Mark Murphy in one chair and 9-year-old sports whiz Beckett K. in a suit and tie in the other, they also cover the kind of ground that might make seasoned interviewers take a few notes.

For the newest installment of its “Shortz on Sportz” podcast that dropped Monday, the Boys & Girls Clubs of the Bay & Lakes Region snagged the Packers’ “head honcho” to sit down with member and host Beckett, who also goes by "Bex," for a 32-minute chat that ranged from Murphy’s NFL playing days with Washington to the Packers’ free agency moves to golf, grandkids and their shared hair color.

“Is it just me ... or is red hair a superpower?” Beckett asked.

Definitely a superpower, Murphy said, noting it often skips a generation and that his grandfather had really red hair.

“When I was little, sometimes people would make fun of me that I had red hair and freckles, but as you get older, it’s pretty special,” Murphy said.

“Like who cares if they make fun of you. It’s not the end of the world ...” Beckett reassured him. “Cannot let that little stuff bother you.”

Neither could ignore that Beckett’s last big interview for the podcast, former Packers safety Jonathan Owens, is now with the rival Chicago Bears.

“I feel like the Bears just like taking our players ... and the Vikings,” Beckett told Murphy.

That led to a conservation about the excitement of new players like running back Josh Jacobs and safety Xavier McKinney while having to say goodbye to others.

“You know what was really hard though was to see Aaron Jones leave. He was one of my favorite players,” Murphy said. “That’s the thing, you know, you can’t get too close to the players, because you end up having to make difficult decisions.”

Packers fan who have ever wondered who Murphy’s favorite player has been during his tenure in Green Bay got their answer: Charles Woodson.

“He was such a great player. He was really talented, but he was really smart, too. He studied and, of course, winning the Super Bowl with him as our leader was pretty special,” Murphy said.

The two talked about Brett Favre’s “retirement” (Beckett pulling out the air quotes on that one) just a month after Murphy was hired as president and how Murphy played basketball, baseball and football growing up and in college. The old-school Houston Oilers came up, with Beckett surprising Murphy by dropping quarterback Warren Moon’s name. When Murphy asked how he knew of him, Beckett reminded him he’s been watching sports since he was 7.

By Elizabeth Heubeck, 7-2-24 From Education Week

For the fourth consecutive summer, Ypsilanti Community Schools in Michigan runs the Grizzly Learning Camp, a free seven-week program for pre-K through 12th grade. Unlike traditional summer school, it features project-based learning activities like poetry slams and outdoor exploration. With 1,423 students attending, it boasts an 80% attendance rate and has helped improve the district's academic performance.

Despite its success, the program's future is uncertain due to the expiration of its primary funding from federal COVID relief money this fall. Superintendent Alena Zachery-Ross acknowledges the challenge of balancing this popular program with other needs during the school year.

Many districts nationwide face similar funding issues, as most have used federal COVID relief money for after-school and summer learning programs. Ypsilanti's program costs $1.7 million annually, primarily funded by ESSER money. With this funding ending, administrators are considering cost-cutting measures for next summer, such as eliminating free transportation and some field trips.

The Grizzly Learning Camp was intentionally designed as a 'camp' rather than a traditional summer school, aiming to engage all students in learning recovery. Positive trends include modest increases in third-grade reading scores and significant credit recovery for high school students. The program also benefits from local partnerships that provide field trips and guest visits.

As the district plans for the future, difficult decisions lie ahead to maintain the program's core elements without federal funding. Zachery-Ross emphasized the importance of community partnerships and strategic planning to sustain the camp. (Adapted by AI)

Starting in July, Wisconsin Shares will implement two major adjustments aimed at making child care more accessible and affordable for families across the state.

The first significant change addresses the "benefit cliff" issue. Previously, when a family's income exceeded 200% of the federal poverty level, their copayment would increase by $1 for every $3 earned above this threshold. This steep increase often created a financial strain on families striving to improve their economic situation. Under the new rules, the copayment will increase by only $1 for every $5 earned above the 200% threshold, easing the transition and reducing the financial burden on families as their incomes rise. This change aims to support families in maintaining financial stability and accessing quality child care as they work towards greater economic independence.

The second major change expands the eligibility criteria for Wisconsin Shares. By broadening the income limits, more families will now qualify for the program, allowing a greater number of children to benefit from subsidized child care. This expansion is expected to positively impact approximately 1,700 additional families each year, providing crucial support for working parents and caregivers.

These changes are the result of persistent advocacy efforts led by Graham Anderson, a Milwaukee dad who recognized the urgent need for more affordable child care. Anderson's journey began with personal challenges in finding affordable child care for his own children. Motivated by this experience, he decided to take action, despite not having a background in early childhood education or legislative processes. Anderson's dedication to the cause led him to learn about policy-making and engage with legislators, ultimately driving the push for these vital reforms.

Anderson's advocacy efforts culminated in a tense and pivotal moment when he watched via livestream as the state Legislature’s Joint Committee on Finance debated the inclusion of child care measures in the state budget. His persistence paid off when the committee voted to amend Wisconsin Shares, marking a significant victory for families across the state. Anderson's story is a testament to the power of grassroots advocacy and the impact that determined individuals can have on shaping public policy.

Overall, the changes to Wisconsin Shares reflect a broader commitment to supporting families and ensuring that children have access to affordable, quality child care. Anderson's efforts highlight the importance of advocacy in driving meaningful change and improving the lives of countless families in Wisconsin. (This story was condensed and modified by AI)

According to a 2012 Harvard study, talking about oneself activates the same dopamine-based pleasure center in our brains as sex and heroin. This is perhaps why one key to a good conversation is asking thoughtful questions.

Margie Carter, early childhood author and co-founder of Exchange’s Reimagining Our Work initiative, recently sent in a Huffington Post article that implores readers, "Get to know your grandkids by asking the kind of questions that will appeal to their curiosity."

Perusing the list, it’s clear these questions might spark conversation with others, too:

• What’s something you’re really good at? (followed by "Can you teach me how to do it?")
  
  

• What was the last thing that happened that made you laugh?
  
  

• What is something kind that someone has done for you?
  
  

• What is something about you that I don’t already know?
  
  

• What do you think you’ll be doing ten years from now?
  
  

• Would you rather travel back to the past or into the future?
  
  

• Do you think it’s ever a good idea to tell a lie?
  
  

• What would a perfect day look like for you?
  
  

• If you could change one thing about the world, what would it be?

The piece concludes, "More important than the question that gets them talking is how well you listen once you get them started." A BetterUp story on great conversations among adults agrees, pointing out, "Follow-up questions related to what the other person said can expand the conversation…Again, this shows the person you are talking to that you are truly interested in what they have to say." Robyn Sotak, author of "My Class is Trolling Me and I Love It," invites us to add an element of playfulness, noting, "We all know that relationships are one of the most important things in the classroom, if not the most important, and being playful goes a long way in developing those relationships." 

Stable surroundings, strong relationships key for young children’s mental health

Madison Lammert and Amy Schwabe USA TODAY NETWORK - Wisconsin

"A baby’s mental health is very connected to adults’ well-being," said Shklyar Nenide. "If they are stressed, the kid will be stressed and not well."

Infants depend on caregivers for all their needs. When caregivers face mental health issues, they might struggle to meet these needs, says Joanne Klysen, director of community-based counseling at Foundations Health and Wholeness. Inconsistent care can make babies feel unsafe, raising their stress hormones and hindering secure attachments. This can lead to difficulties in forming friendships as they grow.

Babies learn by observing their caregivers, making it crucial for caregivers to engage with them. Simple interactions, like smiling, can significantly reduce babies' stress and foster secure attachments, Klysen added. However, mental health challenges can make these interactions difficult.

Shannon Jefferson, a mother of five, experienced postpartum depression and anxiety after each pregnancy. She recalls feeling anxious and numb about holding her newborn. Her husband helped by forming a supportive "train," allowing her to hold their baby safely. "When the mother is having a hard time, we may just need another person to help push us through that," she said.

Jefferson's postpartum depression worsened without support. She found help in a mother-infant therapy group, where mothers could discuss their mental health and its impact on their babies. The group sessions reinforced positive interactions like smiling and playing.

Support systems for parents can be built before the baby is born. Whitney Bingham of Milwaukee’s African American Breastfeeding Network emphasized the role of doulas in educating and supporting expectant parents, reducing the risk of postpartum depression and anxiety.

As children grow, support communities remain vital. Sarait Reyes benefited from family advocates at her son’s preschool, who provided reassurance and resources for developmental concerns. "We want parents feeling comfortable to talk to us," said Cyndi Hemmer, manager for disabilities and mental health. Strong relationships help parents manage their own stress while supporting their children.

Parents need practical strategies to balance their responsibilities and quality time with their children. Hemmer noted that parents often work multiple jobs and struggle to find time with their kids. Support from family advocates helps them create effective strategies to maximize their interactions.

Despite initial challenges, parents like Reyes can still build strong bonds with their children. "Even if things didn’t go according to plan, you can still get there," Hemmer said. Now, Reyes enjoys daily routines with her son, singing and bonding, reaffirming their relationship. "We’re getting attached," she said. "Now I’m getting my bond back." (This story was condensed and modified by AI)

Madison Lammert

Appleton Post-Crescent USA TODAY NETWORK – WISCONSIN

If you search Google for the lowest paying jobs in America, chances are “child care workers” will pop up.

This holds true in Wisconsin. The median hourly wage of Wisconsin child care workers is $13.78, according to U.S. Bureau of Labor Statistics May 2023 data. Nationwide, it’s $14.60.

Despite the majority of Wisconsin’s early childhood educators having some college education or degree, they make less than many professions and often don’t receive job-sponsored benefits.

The effect of child care workers’ low pay extends to Wisconsin’s families, too. It’s one of the driving forces behind industry-wide staffing shortages, which limit the number of child care options for parents.

Who makes more in Wisconsin, child care workers or doggie day care workers?

Here’s how Wisconsin child care workers’ wages stack up to those of similar-paying professions, based on the BLS 2023 data:

● Child care workers and animal caretakers, such as doggie daycare workers, earn roughly the same median hourly wage. Animal caretakers make just $0.04 less than child care workers.

● Cashiers ($13.95), hotel desk clerks ($14.61), maids and housekeeping workers ($15.47) and hairdressers and cosmetologists ($17.41) all make more than child care workers.

Even among child care workers in Wisconsin, there are pay variations. Family providers, meaning those who operate within their own home, typically make even less than centerbased workers, previous state data shows.

Do Wisconsin child care workers make a livable wage?

No, not when comparing the BLS data to the state’s living wages, as listed in the Massachusetts Institute of Technology’s Living Wage Calculator, updated in early 2024. This holds true regardless of whether a child care worker is in a single or dual income household, and if one has no children or three.

For example, a child care worker who’s single and has no kids would need to make $20.22 per hour to earn a living wage in Wisconsin. The exact living wage varies by location.

In some circumstances, the $13.78 median hourly wage of Wisconsin child care workers is classified as a poverty-level wage, according to the calculator.

Economic insecurity is nothing new for the field. A nationwide study conducted between 2012 and 2013 found the majority of early education teachers surveyed feared they wouldn’t be able to pay monthly bills, and almost half expressed food insecurity.

Why are Wisconsin child care wages so low?

Answers vary, depending on who’s asked, but often include one or more of the following:

● Lack of respect for the profession

● Lack of government investment

● The business model child care programs often operate under Child care programs often have few — if any — revenue sources outside the price families pay for care. That revenue has to cover a plethora of costs, not just workers’ pay. Many of those costs aren’t flexible, such as rent or mortgages.

It’s not as simple as slimming down staffing to allow the remaining workers to earn more. When child care programs are short-staffed, they can’t serve as many children. And when that happens, revenue declines.

What can be done to raise Wisconsin child care workers’ pay?

Raising wages often means increasing what families are charged for care at a time when many already struggle to pay. Increasing the cost of child care risks pricing families out of the market.

That’s why many advocates are calling for Wisconsin’s Legislature to invest in the industry. Multiple child care providers have told USA TODAY NETWORK- Wisconsin that Child Care Counts, a program that distributes pandemic relief dollars to child care programs, has allowed them to raise wages without having to make large, if any, rate increases.

Child Care Counts is set to continue through June 2025. But advocates warning that, if Wisconsin doesn’t take action before then, there will be major consequences, such as many child care programs closing and many children being left without care.

While Republicans passed a package of bills last session aimed at helping the industry and the families who rely on it, few were signed by Democratic Gov. Tony Evers. One that was signed expands a state tax credit for children’s care expenses. Another that was signed gives businesses a tax credit of up to 15 percent of their investment in creating an employee child care program.

Madison Lammert

Appleton Post-Crescent USA TODAY NETWORK –WISCONSIN

When Carissa Tikalsky interviews prospective child care teachers, there’s one question she’s sure to ask. She holds up a stick, and readies a timer. 

“In 30 seconds, tell us how many things this stick can be.” 

“You can really tell a lot about a teacher based on if they can do that or not,” said Tikalsky, program director at Lake Edge Learning Center in Neenah. “You can tell whether or not they are a good fit for the school.” 

It may be a simple question, but it gets to the core of what Lake Edge is all about as a nature-based early education program.

Nature-based early education is much more than spending ample time outdoors, although this is a hallmark of such programming. It’s also about being resourceful and imaginative, taking care of the earth and its creatures, and learning through play. 

An increasing number of these programs are sprouting up throughout the state, said Tara Von Dollen, a University of Wisconsin-Whitewater adjunct instructor. But with varying definitions as to what makes an early education program "nature based," there's no one centralized database listing them.

Nature-based early education is much more than spending ample time outdoors, although this is a hallmark of such programming. It’s also about being resourceful and imaginative, taking care of the earth and its creatures, and learning through play. 

An increasing number of these programs are sprouting up throughout the state, said Tara Von Dollen, a University of Wisconsin-Whitewater adjunct instructor. But with varying definitions as to what makes an early education program "nature based," there's no one centralized database listing them.

Nature-based early childhood education exists on a continuum

Just as its prevalence can vary, so can the very definition of "nature-based early childhood education." 

“It’s complicated,” Von Dollen said. “You can say that you are a nature-based educator if you incorporate even just a little bit of nature. But my personal thought is, to be truly nature based, you are teaching about nature, you are teaching with nature, you are teaching in nature. As much as possible, your curriculum and activities have nature at their heart.”

That’s why, in teaching the nature-based early childhood credential courses at UW-Whitewater, Van Dollen and adjunct instructor Peter Dargatz refer to it as a continuum. 

On one end, there are programs where children might not get to spend most of their time in natural habitats and have more structured learning, but maybe they’re taught a lesson about fall leaves.

On the other end, you have “full immersions,” like Aldo Leopold Nature Preschool in Monona, where Von Dollen also works as a part-time environmental educator. Here, children spend the majority of their time in nature, and the materials they use are supplied by nature — like sticks, rocks and acorns. They may also be fully emergent; instead of a strict curriculum, the teachers shape the learning around the children’s interests. 

Dargatz’s kindergarten class at Woodside Elementary School in Sussex falls somewhere in the middle, he said. They are outside every day (although the amount of time varies throughout the year) and engage in a variety of nature-related activities, such as birding, planting, pulling invasive species, “and explore whatever (their) nature-loving minds desire,” Dargatz said. 

Cuddle Care, a child care center in Howard, is a “blend of a structured program and outside nature program,” its co-owner Amy Coté said.

She points to its playground as an example: It has traditional elements like monkey bars and a slide, but there’s also a mud kitchen, trees to climb and other opportunities to explore nature.

Research professor Peter Gray, in a recent article, “The Cruelty of U.S. Kindergarten Practices,” quotes kindergarten teachers who are being required to remove play from children’s days and replace it with rigorous academic seat work. One teacher states:

“Words that have come out of my mouth this fall: ‘We do NOT play in kindergarten. Do not do that again!’ (to a student building a very cool 3D scorpion with the math blocks instead of completing his assigned task to practice addition.) ‘No, I cannot read Pete the Cat to you. We have to do our reading’ (90 minutes of a scripted daily lesson). ‘Those clips (hanging from the ceiling) are for when we do art. No, we cannot do any art. We have to do our reading lesson’ (my kinders get to go to a 40-minute art class once a month). ‘No, you cannot look at the books/play with the toys’ (literacy toys and games). ‘No, we cannot do a science experiment. We have to do our reading.’ ‘No, we cannot color. We have to do our reading." … I hate my job. Love my kids—hate the curriculum.”

Gray concludes:

“Tragically, we are now even pushing developmentally inappropriate academic training on preschoolers.” He describes how research is showing “quite clearly, that these practices are not just making children miserable in the short term, but are having long-term harmful effects on all aspects of development—social, emotional, academic, and behavioral. We are burning kids out, making them hate school, shaming them about their performance, even before they start what used to be considered real school.”

Exchange Press is committed to publishing articles and books that demonstrate and celebrate the importance of play for preschoolers (and younger elementary students). These authors encourage you to advocate for play:

In Really Seeing Children, Deb Curtis writes, “We want to know what the children think, feel and wonder. We believe that the children will have things to tell each other and us that we have never heard before. We are always listening for a surprise and the birth of a new idea.”

In Adventures in Risky Play, Rusty Keeler writes, “If we mindfully observe what children are doing and intending to do, framed by risk-and-benefit, we offer them a way to grow up experienced and confident.” 

The Education Innovation and Research (EIR) Program, managed by the U.S. Department of Education, offers Early-phase Grants to support innovative, evidence-based projects that aim to improve student achievement and attainment, particularly for high-need students. Here are the key details of the program for the FY 2024 competition:

Key Details of the Early-phase Grants

Objective: The Early-phase Grants aim to create, develop, implement, and evaluate innovative educational practices that have the potential to improve student outcomes. The focus is on projects that show promise but need further evidence to support their effectiveness.

Application Timeline:

• Applications Available: May 6, 2024

• Deadline for Notice of Intent to Apply: June 6, 2024

• Deadline for Transmittal of Applications: July 22, 2024

• Deadline for Intergovernmental Review: September 20, 2024

• Eligibility: Eligible applicants include states, public or nonprofit organizations, institutions of higher education, and consortia of these entities. Applicants must meet specific eligibility criteria outlined in the notice inviting applications.

Funding: The total funding available for the Early-phase grants and the maximum award amount are specified in the program's notice inviting applications. Applicants should carefully review the funding limits and ensure their proposed budgets align with these constraints.

Application Requirements: Applicants must submit their proposals via the Grants.gov system. The application package includes detailed instructions on the required documents, such as a project narrative, budget narrative, and evidence of previous effectiveness if applicable.

Evaluation Criteria: Applications are evaluated based on several criteria, including the significance of the project, quality of the project design, quality of the management plan, and the quality of the project evaluation.

Resources and Support: The Department of Education provides webinars and other resources to assist applicants in preparing their submissions. These resources cover program requirements, application procedures, and tips for successful grant writing.

For more information, you can visit the Federal Register. 

by Dana Godek and Michael Moore

April 26, 2024

Many of us were lucky to witness another solar eclipse in April (wearing protective eyewear of course)! The ‘time horizon’ theme for superintendents and cabinet leaders, offers strategic moves as the school year draws to a close.

As one year comes to a close, another opening is on the horizon. School leaders should be thinking about summer as an eclipse of sorts. Summer bridge programs are winding up and offer invaluable opportunities for high-quality out of school time (OST) learning and enrichment. Yes, summer learning is a great way to combat summer slide and make good use of final ESSER funds, but OST is so much more than just high-dosage tutoring. It’s an excellent way to test approaches to doing school and learn what works best for our communities. Think of OST as a design space or a learning lab where engagement, experiences, and open access programs are tested and understood for import into the “standardized academic year.”

We often refer to systems, culture, instruction and people as we think about strategic work. In terms of systems, OST offers a light-weight venue, with low accountability stakes to improve school. Many school systems re-opened schools in a race to get back to ‘normal’. Normal worked for many, but it isn’t working for all. Plummeting attendance and enrollment rates are evidence that we need to reimagine school. Reimagining our systems for ‘doing school’ doesn’t have to be radical, it can be tested through OST as a staging area for needed changes in the traditional school year. 

It’s also a powerful culture piece to signal that we learn all year round. In other words, the school year is ending, but a new one is just beginning and the onramp is through expanded summer learning. The agrarian-based calendars of the past don’t work for us anymore. Learning is an all day every day activity. Superintendents can send a powerful message by visiting these sites and engaging with parents. OST is the best place to meet families because it’s less structured than a bell-to-bell day.

Instruction gets a boost in OST too. Needless to say, summer offers time for support and remediation, but it also makes room for enrichment that makes students want to be on our campuses. Elementary schools can organize important career exploration experiences, having guest speakers from local businesses come and share their world of work. Middle schools can arrange for summer project-based learning where they are solving real-world community issues and challenges. High Schools are an excellent place to host rising 9th grade sessions that connect incoming freshmen to CTE and other career experiences in the field, acting as an internship brokerage house.

On careers, people management gets a boost in OST when we start new teachers during the summer so they can gain practical experiences prior to the big start in the fall. Long-term subs and paras can also test out new skills and benefit from job-embedded training to get talent teams ready for a new school year.

Here are some resources to consider when testing fresh approaches in OST:

1. Onboarding new teachers in OST provides a lower-stress alternative to the rush of formal school starts. TNTP offers this guide that reminds us of the value of getting a jump start on relationships, warming novice teachers up for the new year.

2. The Wallace Foundation offers a free online OST Cost Calculator that works like a mortgage calculator. It lets you determine the costs of a variety of options for high-quality afterschool programs and the summer portions of year-round programs.

3. Measuring OST Data for impact is easier than you might think. OST is free of standardized testing and many state requirements, so it’s often overlooked as a viable space for data. Child Trends offers some key considerations on how the summer can be used to create and test much-needed technical assistance for the fall.

As you think about one year ending and another beginning, remember there are many dynamic possibilities that OST offers, it becomes clear that embracing this less structured, exploratory period is not merely a stopgap or a remedy for the “summer slide,” but a vital chapter in the evolving narrative of education. Superintendents and school leaders are provided with a unique laboratory for innovation during the summer months—where new ideas can be tested, and new approaches to learning can be integrated into the traditional school calendar.

This strategic deployment of OST not only bridges the gap between academic years but also redefines what it means to learn in a continuously evolving educational landscape. As this school year concludes, let us carry forward the spirit of innovation and collaboration that OST embodies, ensuring that every student has the opportunity to thrive in a system that learns and grows year-round.

by Ron Ottinger

May 2, 2024

Ron Ottinger is the Executive Director of STEM Next. He has spent his career advocating for STEM learning opportunities for kids everywhere.

Our world is increasingly interconnected and digitally driven, ushering in a new era of challenges and opportunities.

As technology continues to shape our present and future, meaningful investments in science, technology, engineering and math—STEM—have become indispensable for driving innovation, while safeguarding economic prosperity and national security.

Our national defense systems must adapt to rapidly increasing technological changes as we combat cyber threats, advance military technologies and navigate emerging global conflicts. Simultaneously, the STEM workforce faces an urgent demand for highly skilled professionals to stay competitive in an era in which technology adaptation continues to grow as a key driver of business. To meet these demands, we must look to our nation’s youth, who represent future innovators and leaders who will address these challenges.

U.S. students lag behind in STEM skills and knowledge when compared to global peers, with evidence that “the U.S. has the worst-educated workforce in the industrialized world.” However, this is not for a lack of interest. A 2023 survey showed that a majority of American K-12 students are interested in STEM-related careers, including areas of critical and emerging technologies such as biotechnology or AI; but, one-third of these students say their school is not preparing them for a STEM future.

Educators agree, with nearly 40% expressing that U.S. schools are not adequately preparing students for future jobs. For example, the average American student is 15-24 weeks behind in math, a foundational competency fueling most STEM fields.

Out-of-school time (OST) learning environments are some of the best ways to address these issues and develop the talent we need to bolster our national security against evolving threats while also cultivating a resilient, inclusive and technologically adept workforce.

Here are three reasons why leaders should invest more in out-of-school learning spaces.

Invest In Building Skills

Important skills such as critical thinking, teamwork, problem-solving and communication are advanced in afterschool. These skills are not only highly sought after in the workforce, but also are essential for addressing complex challenges related to national security. By prioritizing investments in OST STEM programs, business and philanthropic leaders can invest in a future for our country that yields growth, innovation and safety.

In a recent testimony before the House Committee on Armed Services subcommittee on Cyber, Information Technologies, and Innovation on Industry Perspectives on Defense Innovation and Deterrence, President and CEO of Lockheed Martin, Jim Taiclet, shared more about why Lockheed Martin has decided to invest more in out-of-school programs and partners. Taiclet said:

“The success of the [Defense Industrial Base] and its members starts and ends with people. By leveraging our employees’ unique talents and experiences, we deliver innovation, affordable solutions, and unparalleled customer value. For that reason, we invest heavily in advancing science, technology, engineering, and mathematics education for our employees and potential talent, including high school students and postsecondary and adult learners. We have a wide range of internal programs like internships, apprenticeships, and university-sponsored research, as well as external partnerships with Hiring our Heroes, DOD’s SkillBridge Program, Project Lead the Way, CodePath, Million Girls Moonshot, and more, contributing to a robust, skilled workforce for the DIB.”

Career Exploration At Pace

The defense sector has the most need for workers with strong capacity in data, analytics, and automation. A big challenge for employers has been the inability of academic institutions to keep up with the pace of technological changes.

Out-of-school time programs offer a flexible environment to spark a child’s interest and curiosity in STEM subjects and careers, in real time. Corporate and philanthropic leaders can support a skilled defense workforce by investing more in organizations that use a collaborative approach to advance the right solutions. Working with organizations operating at a systems level amplifies impact at scale. 

For example, my company, STEM Next, partners with experts like Black Girls Code, Code.org and Girls Who Code to make specialized learning opportunities available to more students nationwide. To build student competency in high-need areas like computer science and information technology, STEM Next disseminates expert resources, along with professional development opportunities from additional partners like Click2Computer Science, to afterschool programs—big and small—in all 50 states by leveraging the 50 State Afterschool Network. A trusted partner to navigate the number of resources available, as well as address the gaps in learning, is instrumental in promptly moving the needle.

More Equity Leads To New Perspectives

Representation in STEM fields continues to be a serious challenge. Women make up half of the total U.S. college-educated workforce, but less than one-third of the science and engineering workforce. Latinx and African-American women make up less than 3%.

Afterschool is particularly effective at helping students, especially girls and youth of color, develop a sense of belonging and STEM identity. A big part of that can be achieved through mentorship and STEM career exposure, which helps dispel stereotypes about who can do STEM and piques their interest in STEM careers. 

Businesses have a lot to contribute to our national security by investing their time and expertise in OST programming. By serving as STEM role models, corporate leaders can give students more insight into STEM careers, including skills that are transferable to the defense sector, as well as support student competency in foundational areas.

A comprehensive approach to STEM education is necessary to develop a talented workforce for economic growth and national security. Leaning into afterschool as a safe and effective extended learning environment can open up career opportunities for future innovators who have been historically underserved and ensure our national security strategies have the best and brightest minds from all backgrounds working towards solutions. 

From fostering excitement to making connections to the real world, OST STEM keeps students engaged in building foundational STEM skills that maintain our competitive edge and expand the technological advancements and strategic thinking necessary for our national security.

Program offers no-judgment place to discuss symptoms

Rory Linnane

Milwaukee Journal Sentinel

At a new Wisconsin summer camp this June, usual camp activities like petting farm animals, going for a swim or sitting around a campfire will have an added significance for campers who are overcoming related fears associated with their anxiety or obsessive compulsive disorders.

At the camp organized by OCD Wisconsin, those campers won’t be alone, but will be with other campers who have similar diagnoses. All of the campers, from grades five through eight, will have a diagnosis of either OCD, specific phobias or social anxiety.

OCD Wisconsin landed a grant from the Plant a Camp Program, funded by JACK Mental Health Advocacy, to pilot the camp, which the organization hopes to continue offering in future years. Scheduled for June 27-30 at a retreat center in West Bend, it’s accepting applications now. Parents and guardians are also invited.

Opportunities for students with OCD to come together, or just to access basic treatment, aren’t easy to find.

'There is no doubt there is a vast wasteland of people to help children, let alone adults, with OCD, to the point where one provider can have upwards to 1,000 clients,' said Cindy Tiffany-Frey, president of OCD Wisconsin.

Keri Brown, an OCD therapist in Black Earth who will lead the summer camp, said demand for care has grown exponentially since the pandemic. 'I certainly can’t accommodate all the people that reach out to me, but I do my best, and I do my best to refer them to other folks who are just as busy and full as I am,' Brown said.

Amanda Heins, a psychologist for the adolescent residential OCD program at Rogers Behavioral Health, said the pandemic created a 'natural bubble of avoidance' that gave students serious reasons to avoid situations that could be socially challenging. Students missed out on opportunities to build social skills and confidence. Heins said the camp community could help students expand their comfort zone and realize how much they have in common with others. 'OCD and anxiety can make you feel, at times, like ‘no one else is feeling this the way that I’m feeling this; something must be wrong with me specifically,’' Heins said.

At the camp, students will be able to practice 'exposure and response prevention,' a common treatment model for OCD, under the care of a professional, that involves confronting situations that cause anxiety. Brown said the idea with the camp is to 'make exposures fun' and have support from peers while doing it. 'I think kids will benefit from being able to meet other people who struggle with similar things, to be able to talk openly about their symptoms without that fear of being judged,' Brown said.

Jason Niosi, vice president of OCD Wisconsin, has seen his own son benefit from therapeutic group settings as his son learned how to manage his OCD. 'Talking about stuff helps, but talking about it to someone who knows what you’re going through can be better, because, well, they know,' said Niosi’s son, 13-year-old Dexter.

Dexter will volunteer at the camp, hoping to pass along some of what he’s learned.

'I remember how difficult OCD was for me, and I didn’t really have control over my own life. And that was an awful feeling to have to deal with all the time, and take away focus from everything that I actually wanted to do,' Dexter said.

Dexter has already raised awareness about OCD in his own school. He produced a short film, 'The Mind,' describing the experience. In the video, he shows ways that he uses 'competing responses' to resist a compulsion associated with OCD — for example, putting his hands in his pockets to overcome a feeling of needing to turn a light on and off when entering a room.

After a couple years of hard work in therapy, Dexter said he has overcome many of the anxieties that used to hold him back. For example, he used to worry about being poisoned by small critters. Recently, in pursuit of his interest in wilderness survival, he learned that earthworms are nutritious. He found one and ate it. 'I did some research on what bugs are edible and what benefits they have, so I wanted to try it,' Dexter said. 'They mostly taste like chicken. They’ve got protein, and they’re pretty good for you.'

Dexter said he hopes by sharing his own experiences coping with fears, he’ll encourage others on the journey.

'Knowing that other kids have to struggle like I did, but might not have the proper help that I got, is hard for me,' Dexter said. 'So I want to be able to help them in any way possible and get to basically the point I am now, where I can freely do whatever without worrying about OCD.'

Learn more about the camp at OCDWisconsin.org/camp.