Wisconsin Schools Again Rank Among Best in Nation
Wisconsin public schools are among the highest-performing in the country
on a dozen measures of progress, according to a national report released
Thursday (December 2, 1999).
The National Education Goals Panel released its annual report on state-by-state
progress in reaching education goals established in 1989.
Wisconsin was one of the highest-performing states on 12 measures of
progress during the 1990s, including the high school completion rate,
the percentage of public school 4th and 8th graders who are proficient
in mathematics and science, and the percentage of secondary teachers who
hold a teaching certificate in their main teaching assignment.
"This year’s report shows that Wisconsin is continuing its tradition
of creating and maintaining great schools," WEAC President Terry Craney
said. "Wisconsin believes in quality public education, in public involvement
in those schools, and support for measures that will maintain and improve
those quality schools."
Craney said Wisconsin was also among the top states on school safety
issues. The percentage of public high school students reporting they carried
a weapon to school fell from 9% in 1993 to 5% in 1997.
"School is the safest place many children go every day," Craney said.
"Wisconsin schools have always provided safe and productive learning environments
for children."
Wisconsin was also in the highest performing category for: the state’s
international standing in 8th-grade mathematics achievement (only six
countries would be expected to outperform Wisconsin), the state’s
international standing in 8th-grade science achievement (only Singapore
would be expected to outperform Wisconsin), the percentage of children
born at low birth weights, and the percentage of citizens who vote.
Wisconsin placed among the most-improved states for increasing the percentage
of 8th graders proficient in math; and reducing the percentage of students
who report carrying a weapon to school.
Wisconsin also improved on 11 measures of progress, including an increased
percentage of public school teachers who received support from a master
or mentor teacher during their first year on the job, an increased number
of Advanced Placement examinations receiving grades high enough to qualify
students for college credit, and the percentage of public school principals
reporting that the parent associations in their schools have influence
on school policy.
Posted December 3, 1999