Reorganizing the Professional Culture in Wisconsin Schools to Eliminate Racial Achievement Gaps

Reorganizing the Professional Culture in Wisconsin Schools to Eliminate Racial Achievement Gaps

In this longitudinal study of Wisconsin schools, the Wisconsin Educator Effectiveness Research Partnership (WEERP) examined the impact that schools with a strong professional culture have on the English Language Arts (ELA) and Math achievement of Black, White, and Latinx students. The results suggest that much of the large achievement gap between Black, White, and Latinx students is attributable to inequities in the quality of schooling students receive. There are stark differences between the strength of the professional culture in schools serving Black, White, and Latinx students. These differences explain a great deal of why the achievement of Black and Latinx students lags so far behind that of White students. To put it simply, White students attend better schools. Given this, it is clear that the education system in Wisconsin represents a racist institution. However, this study demonstrates the impact that improving school professional culture has on achievement gaps. If more Wisconsin schools serving Black and Latinx students were organized to improve, with a strong professional culture, our school system would be more equitable, more anti-racist, and achievement gaps would be greatly reduced.

Summary Findings

Discussion: From Racist to Equitable: Rebuilding The Foundation of Wisconsin Schools