DPI opposes bills undermining educator expertise and local control in Wisconsin schools

MADISON — State Superintendent Dr. Jill Underly today criticized Republican lawmakers for advancing bills that undermine the expertise of Wisconsin’s educators and local control over schools. Her statement comes as the Assembly Committee on Education holds a hearing on several bills that the Wisconsin Department of Public Instruction strongly opposes.

 

“Republican lawmakers are proving once again they’re not interested in real solutions – they’re too busy playing political games, using our schools and children as pawns to push their own ideological agenda,” Dr. Underly said. “Rather than empowering local districts, they are intent on ignoring local control and imposing their own control over classrooms, dictating every move and actively trying to undermine public trust in our teachers and the entire education system.”

 

The DPI will testify in opposition of Assembly Bill 1, which threatens to undo the work and recommendations of nearly 100 Wisconsin educators in relation to the statewide standardized assessment, the Forward Exam. The legislation disregards the expertise of educators in aligning assessment cut scores to Wisconsin academic standards for English language arts and mathematics. The DPI’s testimony on AB-1 can be found here on the department’s website.

 

“Educators, not politicians, are the experts in child development and learning,” Dr. Underly said. “I stand with Wisconsin educators, who have dedicated countless hours to ensure that assessments align with the current needs of our students and the realities of today’s classrooms – which is the purpose of Forward Exam.”

 

The assessment gauges how well students are doing relative to academic standards. The Forward’s previous cut scores for ELA and mathematics were based on outdated standards from 2011. As academic standards evolve, so too must assessments so that students are tested on what is being taught in their classes. In June 2024, the diverse group of educators from across the state – including those from private Choice schools, rural, urban, and suburban districts – carefully reviewed Forward Exam questions and proposed updates to cut scores. Their recommendations, rooted in student-centered decisions, better reflect the performance of Wisconsin students in relation to rigorous state standards.

 

“The recommended cut scores and scale adjustments were thoughtfully determined to ensure that the Forward Exam accurately measures student growth and performance in the context of these updated standards,” Marvina, an elementary mathematics educator who participated in the June 2024 standard setting, said. “Reverting to old systems would not only undermine the hard work we did, but also fail to keep up with the evolving needs of our students and the times we live in.

 

“It is crucial that our assessments continue to be aligned with the standards developed by Wisconsin educators, as they are the ones who understand how to best support our students' learning. I strongly believe that maintaining the new scale and test alignment will lead to a more accurate reflection of student achievement and progress.”

 

The DPI also opposed AB-3, which mandates cursive writing instruction, strips away local control over curriculum and duplicates standards already in place. In addition, the DPI notes in its testimony that there is no substantial evidence linking cursive writing with improved literacy outcomes.

 

“This bill distracts from the critical work of improving foundational literacy skills,” Dr. Underly said. “Our focus, as it has been for the DPI and school districts since the law was passed, should be on supporting Act 20 and releasing the nearly $50 million in funding the legislature has withheld for this purpose.”

 

The DPI registered for information only on AB-4, which mandates civics education at the elementary and high school levels. Over the past four years, the DPI has supported and strengthened civics education in Wisconsin, working with educators from across the state to develop a scope and sequence for civics and a suggested high school course for civics or government. Wisconsin Standards for Social Studies also contain a strong foundation in civics.

 

“Civics education is essential for preparing students to be informed and engaged citizens,” Dr. Underly said. “While I support the intent of this legislation, we need to have more of a discussion on how it aligns with existing state statutes and standards, and emphasize the need for adequate funding, resources and support for districts to ensure successful implementation.”

 

The DPI opposed AB-5, which would require schools to make all instructional materials available for public inspection. The legislation is seen by the DPI as a move to discredit educators and create unnecessary fear and distrust. As noted in the DPI’s testimony, public schools already provide access to instructional materials to families and community members, and many already post information on materials and curriculum online.

 

“Transparency in education is essential, but this legislation is unnecessary,” Dr. Underly said. “Schools already provide families with clear access to instructional materials, and this bill will only further burden an already strained educator workforce.”

 

The DPI opposed AB-6, which interferes with local control by imposing state-mandated restrictions on how school boards allocate funds. Under current law, school boards, elected by local communities, are responsible for overseeing school expenditures. The legislation goes against local control, shifting control to the state, and adds an unnecessary layer of bureaucracy. The bill also overlooks several key aspects of educational costs, such as facility-related expenditures and essential areas like school safety, technology and support services.

 

“This legislation threatens local control, burdens schools with unnecessary penalties, and risks worsening the already fragile financial and administrative challenges districts face,” Dr. Underly said. “Instead of top-down mandates, local communities should retain control over how their schools are run and the Legislature should instead focus on fully funding our public schools so they can meet their local priorities and student needs.”