ERIC ED463082: WisKids Count Data Book, 2001.

234 Pages·2001·9.5 MB·English

by  ERIC

DOCUMENT RESUME
ED 463 082
PS 030 224
AUTHOR
Townsend, Laura; Grigsby, Tamera; Peacock, Jon; Brien, Nan
TITLE
WisKids Count Data Book, 2001.
INSTITUTION
Wisconsin Council on Children and Families Inc., Madison.
SPONS AGENCY
Annie E. Casey Foundation, Baltimore, MD.; Wisconsin
Association of School District Administrators, Madison.
PUB DATE
2001-00-00
NOTE
232p.; Cover page varies. For the 2000 Data Book, see ED 447
948. Also supported by Charles D. Jacobus Family Foundation,
Wisconsin Education Association Council, Child Abuse
Prevention (CAP) Fund, AFSCME Council 11, Schriebea Foods,
Inc., Wisconsin Electric-Wisconsin Gas, Xcel Energy; Kohl
Charities, Guardian Pipeline, Wisconsin Association of
School Nurses, Hausmann Insurance, and First Business Bank.
AVAILABLE FROM
WCCF, 16 North Carroll Street, Suite 600, Madison, WI 53703
($15 including postage)
Tel: [phone]; Fax:
.
608-284-0583; Web site: http://www.wccf.org.
PUB TYPE
Numerical/Quantitative Data (110)
Reports
Descriptive
(141)
EDRS PRICE
MF01/PC10 Plus Postage.
DESCRIPTORS
*Academic Achievement; Child Welfare; Compensation
(Remuneration); Counties; *Educational Finance; *Elementary
Secondary Education; *School Demography; *Social Indicators;
Standardized Tests; Student Costs; Student Evaluation;
Tables (Data); Well Being
IDENTIFIERS
*Educational Indicators; Indicators; *Wisconsin
ABSTRACT
This WisKids Count data book provides a statistical portrait
of K-12 education in the state of Wisconsin. The introduction to the data
book examines financing of education, including special education, and the
issue of financing private education with public dollars; barriers to school
success, including mobility and racial disparities; what works, including
quality teachers and quality early child care and education; and the theory
practice relationship of implementing what works. The data book then lists
school districts by county and provides demographic and education indicator
data for the state as a whole. The demographic indicators are: number of
children, median household income, percent of single-parent families, percent
of all births to mothers under age 20, child abuse and neglect
substantiations, percent of children meeting immunization requirements, food
stamp participation, and juvenile arrests. The educational indicators,
comparing 1993/1994 and 1999/2000 data, are as follows:
(1) enrollment by
race/ethnicity;
(2) instructional cost per pupil;
(3) total cost per student;
(4) property tax levy per pupil;
(5) state aid per student;
(6) starting
teacher salary;
(7) students in special education;
(8) students eligible for
free/reduced lunch;
(9) school breakfast participation; (10) students in
private school; and (11) students home schooled. Standardized test scores for
grades 3,
8, and 10 are also listed for reading, mathematics and science;
4,
high school ACT scores are also posted. The bulk of the data book then
presents the demographic and educational data for each county and school
district. Finally, data are presented, by county, for selected social
indicators, including fair market rents and wages needed to meet them; births
to single women; teen births; infant mortality; kinship foster care;
Reproductions supplied by EDRS are the best that can be made
from the original document.
participation in Healthy Start; and domestic violence. The data book
concludes with definitions and data sources.
(HTH)
Reproductions supplied by EDRS are the best that can be made
from the original document.
U S DEPARTMENT OF EDUCATION
t-
Office of Educational Research and Improvement
PERMISSION TO REPRODUCE AND
EDUCATIONAL RESOURCES INFORMATION
DISSEMINATE THIS MATERIAL HAS
CENTER (ERIC)
BEEN GRANTED BY
his document has been reproduced as
Arr
received from the person or organization
rneasen
originating it
I
0 Minor changes have heen made to
improve reproduction quality
TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this
INFORMATION CENTER (ERIC)
document do not necessarily represent
official OERI position or policy
I Ai tilt.
.1.41k.
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AVAILABLE
BEST COPY
2
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Many thanks
to the following for their support
of this WisKids Count Data Book:
The Annie E. Casey Foundation
Charles D. Jacobus Family Foundation
Wisconsin Education Association Council
The Child Abuse Prevention (CAP) Fund
AFSCME Council 11
Schreiber Foods, Inc.
Wisconsin Electric-Wisconsin Gas
Xcel Energy
Kohl Charities
Guardian Pipeline
Wisconsin Association of School Nurses
Hausmann Insurance
First Business Bank
Wisconsin Association of School District
Administrators
S.
GIP
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WISKIDS COUNT 2001
THE ANNIE E. CASEY FOUNDATION
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The 2001 WisKids Count Data Book is a unique collection of
BOARD OIF DIRECTORS
indicators of child well being and as such requires the collection of
data from many divergent sources. The WisKids Count book would
Judy Crain, President, Green Bay
not be possible without the assistance of a number of individuals and
Larry Hagar, Vice-President, Wausau
agencies. The Wisconsin Council on Children and Families gratefully
Jacquelyn Boggess, Secretary, Madison
acknowledges their assistance.
Debra Such la, Treasurer, LaCrosse
Nancy Armbrust, Green Bay
WisKids Count Advisory Committee:
Donald Becker, Madison
Tonya Brito, Ken Cole, Judy Crain, Calvin Potter, Marcia Engen, David
Nancy Boutelle, Beloit
Ewald, Leslie McAllister, Jack O'Meara, Sandra Pope-Roberts, Jeff
Tonya Brito, Madison
Spitzer-Resnick, Betsy Thomson, Miles Rimer, Marcus White, Dick
Missy Campion, Milwaukee
Vander Woude
Rose Dobkoski-Smits, Green Bay
Lynne Edebohls, Madison
Wisconsin Department of Public Instruction:
Colleen Ellingson, Milwaukee
Richard Christoffersen, Philip Cranley, Barbara Ballweg,
Marcia Engen, Appleton
Marsha Behnke, Vicki Fredrick, Nancy Fuhrman, Merry Larsen,
David Ewald, South Milwaukee
Richard Mortensen, Carol Phillipps, Susan Varco
Donna Freeman, Green Bay
Gloria Johnson Powell, Madison
Wisconsin Department of Health and Family Services:
Lisa Keller, Wauwatosa
Anne Carmody, Marjorie Coons, Connie Ellingson, Randy Glysch,
Robert King, Milwaukee
Patricia Guhleman, Deborah Grenier, Kathleen Luedtke,
Don Maurer, Waukesha
Donna Miller
Karl Nichols, Milwaukee
Ben Ortega, Milwaukee
Wisconsin Education Association Council:
Donald Ott, Pewaukee
Jeff Leverich, Robert Burke
William Perloff, Bailey's Harbor
Dennis Schultz, Kenosha
WisCAP: Jonathan Bader
Betsy Thomson, Beloit
Brenda Ward, Milwaukee
La Follette High School: Students, Parents and Staff
Marcus White, Milwaukee
Sennett Middle School: Students, Parents and Staff
COUNCIL MANAGEMENT
Midvale Elementary School: Students, Parents and Staff
Anne Arnesen, Executive Director
Nan Brien, Associate Director
Regent Comets Soccer Team
Tanya Atkinson, Director, Milwaukee Office
WISCONSIN COUNCIL ON CHILDREN
STAFF CONTRIBUTIONS
AND FAMILIES, INC
16 North Carroll Street, Suite 600, Madison, WI 53703
WisKids Count is a project of the Wisconsin Council on Children and
Phone: [phone] Fax: [phone]
Families, Inc.
1442 N. Farwell, Suite 508, Milwaukee, WI 53202
Phone: [phone])Fax: [phone]
M. Martha Cranley
Website: www.wccf. org
WisKids Count Coordinator
ADDITIONAL COPIES
The following WCCF staff contributed to the 2001 data book:
Additional copies of the WisKids Count Data Book are available
Laura Townsend, Tamera Grigsby, Jon Peacock, Nan Brien
for $15.00 (postage included). WCCF 16 North Carroll Street,
Suite 600, Madison, WI 53703
Photography: John Urban, Urban Photography
All Rights Reserved
Copyright 2001
Art Direction and Design: Michael Martin Design
No part of this report may be reproduced without permission of The
Wisconsin Council on Children and Families, Inc.
Printing: Print-Tech
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THE ANNIE E. CASEY FOUNDATION
WISKIDS COUNT 2001
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Sponsors
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Acknowledgements
3
SECTION ONE
A Letter from the Executive Director
7
Introduction
9
Financing K-12 Public Education
9
Special Education
10
Public Dollars
Private Schools
10
Barriers to School Success
12
Poverty
12
Homelessness
12
Mobility
13
Racial Disparities
13
What Works?
14
Parental Involvement
14
Quality Teachers
15
School Readiness
15
High Quality Early Childcare and Education
16
School Breakfast
16
Small Class Size
17
From Research to Reality
Implementing What Works
18
End Notes
19
SECTION TWO
School Districts by County
21
SECTION THREE
Data by County and School District
27
SECTION FOUR
Selected Indicators by County
220
SECTION FIVE
Definitions and Sources
225
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WISKIDS COUNT 2001
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October 2001
time, school districts face the drumbeat of high expectations. They must
In this season of tragedy in our community of the United States of America,
demonstrate outcomes through testing, while they struggle to meet the
this book is published in remembrance of the thousands of children who
needs that we never
extraordinary needs of a changing population
have lost a parent, a friend, or a person who helped to define their lives.
imagined when Wisconsin's school population was more homogeneous.
It is fitting that our focus is on education. An educated population remains
one of the best defenses against threats to our liberty
An aging population contributes to dwindling support for schools. The share
of Wisconsin adults who have children in school has declined dramatically.
At the same time, a population informed about the differences, internation-
Elderly citizens living on fixed incomes may be reluctant or unable to
ally, among cultures, peoples, and nations may be more able to preserve
support increases in property taxes to support
the peace. Such is the challenge for public schools.
public schools.
A population
K-12 Education in Wisconsin
informed about
A diverse population requires new strategies and
For years Wisconsin has set the standard for success
resources. Sometimes the financial resources make
the differences,
in public education. Our graduates rank first on ACT
the difference in implementing successful new
internationally,
tests and among the best on SATs as more students
strategies. One of the most successful strategies
among cultures,
opt to take the tests each year. Sixty-eight percent of
this state has adopted is the SAGE program, also
our class of 2000 planned to go on to postsecondary
peoples,
discussed in the Introduction. Smaller class sizes in
education. We have fewer dropouts and fewer young
the lower grades do make a difference, particularly
and nations
people who are neither in school nor employed.
for low-income children or children from another
may be
There are other benchmarks of excellence, too
culture. The positive results have been quantified.
more able
numerous to discuss here.
We know it works. The legislature and Governor
to preserve
Scott McCallum must be credited for supporting
Today, the greater challenges are to preserve and
the peace.
this program, but they will continue to need public
improve an outstanding system. We cannot afford the
support and tax dollars to keep it going.
luxury of complacency when our quality of life, our
Such is
economy, and our liberty are so dependent on an
Unfortunately, the broader financial picture for
the challenge
educated population.
Wisconsin's public schools is increasingly bleak.
for public
The "two-thirds solution" is proving to be less-and-
None of the 426 school districts is immune to the
schools.
less of a "solution" for many districts. As enrollments
challenges that lie ahead. No school district is an
decline and costs increase at a rate that is often
1
island in this discussion. Decisions made in Madison
greater than the rate of inflation, school districts are being squeezed by the
about funding for Milwaukee affect children in Superior and Darlington,
revenue caps. And a reluctant public cannot be counted on to pass referen-
perhaps just as profoundly as the youngsters in Milwaukee.
dums that allow spending above the cap. At a time when districts need
Challenges from demographics, to dollars,
expert teachers who can deal with the demands of a changing population,
to policies, to pre-school.
districts are constrained by the revenue caps
they cannot offer teachers
salaries that are concomitant with experience and expectations. In addition,
Wisconsin's changing demographics bring new challenges. We become
enrollments in special education and English-as-a-Second-Language or
more culturally and ethnically diverse every year. With the new diversity of
bilingual programs are increasing significantly, but federal and state sup-
our K-12 population comes a new demand on system resources. There is
port for these programs has not increased proportionately. Financially-
new meaning to the phrase, "all children will succeed." Many of our
strapped school districts are forced to choose between regular education
newest students are from low-income families. The impact of child poverty
and special needs programs. However, many of the latter are mandated
upon school achievement is addressed in the Introduction. At the same
programs, which removes any element of choice.
THE ANNIE E. CASEY FOUNDATION
WISKIDS COUNT 2001