Grodksy Comments on Absenteeism
November 15, 2018 | By Molly Beck and Kevin Crowe
From the Milwaukee Journal Sentinel:
Student absences cost three school districts and 124 schools in Wisconsin five points from their overall report card rating from the state Department of Public Instruction, but WCER researcher Eric Grodsky suggests policymakers should examine why students miss school rather than penalize schools in their ratings over a factor school staff cannot control, the Milwaukee Journal Sentinel reported.
"The consensus seems to be that missing school has adverse consequences, from achievement growth to high school graduation and I'm not sure I totally buy it," Grodsky told the Journal Sentinel. He is a professor of sociology and educational policy studies who has been studying absenteeism among Madison students.
DPI assigns the state ratings after analyzing data related to academics, attendance and graduation rates from the 2017-18 school year, the Journal Sentinal reported. The report card system assigns five-star ratings to public schools and private voucher schools.
Graue Part of Project Receiving DreamUp Wisconsin Funding
November 14, 2018
When UW–Madison was selected by Schmidt Futures as part of its Alliance for the American Dream Initiative, the grant came with a significant challenge: Produce innovative ideas for increasing the net income of 10,000 Dane County families by 10 percent by 2020.
DreamUp Wisconsin, the local implementation effort launched to meet the challenge, has selected 11 proposals, from a total of 46 submitted by teams of community and university partners, which offer innovative ideas to grow and support Dane County’s middle class.
And among those involved with a winning proposal is the School of Education’s Elizabeth Graue, who is collaborating with others on a multi-pronged approach to transform the early childhood and out-of-school time sectors.
Graue is the Sorenson Professor with the School of Education’s No. 1-ranked Department of Curriculum and Instruction, and the director of the newly launched Center for Research on Early Childhood Education.
Jackson Helps Lead New Project via Wisconsin Partnership Program Award
November 2, 2018
Jerlando Jackson, director and chief research scientist of Wisconsin’s Equity and Inclusion Laboratory within WCER, is the academic partner in a university intiative to improve health and health equity across Wisconsin.
Jackson will work with the Nehemiah Community Development Corporation on its initiative “Reducing Health Inequity through Promotion of Social Connection” initiative that focuses on reducing disparities in overall health among African Americans by addressing implicit and structural racism. The program expands its Justified Anger pilot work.
African-Americans in Wisconsin have poorer health outcomes than their white neighbors due the powerful influence of their social and community context. Those health disparities include higher rates of heart disease, high blood pressure, premature births and maternal deaths. To address these health disparities, Nehemiah has been piloting an innovative approach to increasing health equity by developing new, and strengthening existing, social and professional networks for African-Americans.
This grant will implement a three-tiered approach that will involve education and training for grassroots African American neighborhood leaders, African-American professionals and white allies through its “Justified Anger Black History for a New Day.” The team will facilitate cross-cultural interactions with mentorship support that will result in building and strengthening social networks within each community and will support participants with identifying opportunities for collaborative social action.
Jackson is the Vilas Distinguished Professor of Higher Education, and a faculty member with, and chair of, the School of Education’s Department of Educational Leadership and Policy Analysis.
The Nehemiah Community Development Corporation is receiving one of five university grants the Partnership Program’s Community Impact Grant program. Each grant totals $1 million over five years to support large-scale, evidence-based, community-academic partnerships aimed at achieving sustainable systems changes to improve health equity in Wisconsin.
Working on the Achievement Gap
October 31, 2018 | By Steven Elbow
Some officials, experts and education advocates say initiatives to narrow Wisconsin's gap between black and white student academic achievement have been in place for years and are having an impact on a problem that will likely take decades to solve.
“I think there have been significant successes across different areas,” Madeline Hafner, executive director of the Minority Student Achievement Network at WCER, told the Capital Times. “Individual schools and individual districts have seen gaps close across different measures.”
“No single educational entity can fix this,” Hafner said. “It’s a societal challenge that took hundreds of years to create and will require addressing all the aspects that contribute to societal racism.”
Hafner, the UW-Madison education professor, heads up the Minority Student Achievement Network, a national coalition of school districts that share strategies for narrowing the achievement gap. In the four districts in Dane County, including Madison, more students of color and more students who live in poverty are taking honors and advanced placement classes. “We have research that shows that participating in honors courses and AP courses, the kids who do that persist in college at better rates than kids who don’t take those courses,” Haffner told the Capital Times.
She said those districts are also investing in early childhood intervention, a strategy that has been effective in getting kids ready for school, and they are recruiting more teachers of color. “Research shows us that when kids have racially diverse teachers, students of color achieve at higher levels,” she said. “You’ve seen that program grow over time.”
Her coalition also trains “equity leaders” to help narrow the achievement gap by interacting with fellow students to encourage achievement. “Just next week our kids are going to a national leadership conference for high school students for becoming equity leaders in their schools and districts,” she said. “I see across the United States our kids coming and telling us about the changes they’re making in their schools.”
Finding A Job That Fits: Study Finds Mismatch Between Education, Job Qualifications
October 30, 2018 | By Shamane Mills
While there’s evidence that getting a college degree pays off in the long run — mainly with a higher income level — education can be expensive and there’s no guarantee that the jobs available upon graduation require the knowledge and skills acquired. A new Urban Institute report looks at the mismatch and finds that nearly two-thirds of jobs require a high school degree or less at entry level. But, 60 percent of people 25 and older have more than a high school education.
WCER labor economist Matías Scaglione tells Wisconsin Public Radio the gap between education and employment could be even greater in some areas because the Urban Institute study didn’t look at labor force participation. "Labor force participation rates for people with bachelor’s degrees or higher are 73 percent, more or less. For those with high school degrees it's 58 percent," Scaglione told WPR. "So that’s why focusing on population can be misleading. We have to focus on labor force and then employment."
Scaglione, who was not involved with the study, said the skills gap has been brewing for a long time. "Basically college degrees have been growing, and college education expanding and then jobs not really being there for all the college graduates," he said.
AR Girls Present Results of Their Work on Interactive Digital Stories
October 30, 2018
Ten teen girls recently presented a showcase of their work designing Augmented Reality (AR) Experiences to a standing-room-only crowd of 30 people in the Fallout Shelter at Waterfall Arts.
The AR Girls project is a collaborative effort among the Maine Mathematics and Science Alliance, University of Maryland Center for Environmental Science, Harvard University Graduate School of Education, Oregon State University Center for Research on Lifelong STEM Learning, University of Wisconsin Institute for Discovery, and Waterfall Arts.
Augmented Reality is a cutting edge technology in which users engage with hybrid media content, delivered through a computer or mobile device that has been programmed to coordinate and/or overlay over images from the real world, like Pokemon Go.
The AR Girls began working on their interactive digital stories in August during a two-week Summer Intensive where they learned to work in teams with science professionals to design games and create all the graphic and media content to program interactive stories.
Wadewitz Students, Teacher Contribute to Wisconsin History Game
October 30, 2018
Some Wadewitz Elementary students, along with one of their teachers, learned earlier this year about Wisconsin history while contributing to the development and testing of an online video game.
The game, called Jo Wilder and the Capitol Case, was produced by Wisconsin Public Television Education and Field Day Lab and was released Oct. 10.
“Jo Wilder and the Capitol Case, set in and around the Wisconsin State Capitol, assists educators in teaching history while engaging students as ‘history detectives’ to immerse them in the action,” according to a statement from WPT.
Brillion Students Meet Jo Wilder and the Capitol Case
October 30, 2018
Last fall, Keith Polkinghorne received a call from Wisconsin Public Television (WPT) Education wondering if he and his students would be interesting in testing out an online video game - Jo Wilder and the Capitol Case - as it was being developed. The request was happily granted.
"It was kind of out of the blue," Polkinghorne said. The longtime technology education teacher at Brillion Elementary School said that he thought the game was a great concept.
WPT Video Game Tested Locally
October 30, 2018
A new online video game is expected to grab children’s attention and not let them go.
Parents won’t have to worry much, though, as “Jo Wilder and the Capitol Case” is expected to stimulate — not rot — children’s brains and increase their appreciation for Wisconsin history. The game was released earlier this month on Wisconsin Public Television’s education website, WPTeducation.org.
A cohort of teachers and students helped develop the game with WPT Education and Field Day Lab, an educational game developer within the University Wisconsin-Madison’s Wisconsin Center for Education Research. Lisa Sorlie, Bonduel School District’s library media specialist, and almost 150 students from Bonduel Elementary School helped test the game.
The Capitol Case
October 30, 2018
From the moment you open the game “Jo Wilder and the Capitol Case,” you can tell the titular character is an adventurer at heart. That’s perfect because the young girl was created to teach students in grades three through five about social studies, English and technology as they follow clues.
Players accompany Jo around the state Capitol and more as they also become adventurers and attempt to tell the true story behind several Wisconsin artifacts. Students can’t prove their case without sharing evidence or their sources, as they learn how to work with primary sources. The game was developed with the help of several Wisconsin elementary teachers, including Hillcrest Elementary teacher Boyd Roessler and Hadfield Elementary teacher Jennifer Guckenberger.
“It was all kind of designed as a centennial celebration of the state Capitol,” said Roessler. “2017 was the centennial of the current building, so they wanted this game to kind of be part of that event.”
WPT Education’s Capitol Game Gets Top Score
October 30, 2018
This October, WPT Education was excited to introduce Jo Wilder and the Capitol Case, a free online video game set in and around the Wisconsin State Capitol, that assists educators in teaching social studies, while giving students the chance to be “history detectives.”
Nikki Lutzke, a teacher partner in the Parkview School District, said, “[Jo Wilder and the Capitol Case] brought learning to us concretely… and forever changed how this teacher views learning about and teaching history!”
Elmwood Elementary Students Help Develop Online Video Game
October 30, 2018
The Oct. 10 release of the online video game Jo Wilder and the Capitol Case on WPTeducation.org not only gave elementary level students a new way to have fun while learning at school, but it also put Elmwood Elementary on the map throughout the state.
Fourth grade teacher George Klink, along with a number of his students, contributed to the development and testing of the game over the last two years.
"When we started this project, I was teaching fifth grade, which was two years ago. The kids were instrumental in giving thoughts about where things were that didn't seem to operate correctly ... as well as the music and a lot of other parts of the game," Klink said. "How exciting is it that a school like Elmwood was chosen to be part of this? I had no idea what the process was going to be. Certainly, the time that they put into it has shown that they came up with a really great project. To have our say on anything of this nature is really pretty spectacular."
Matthews Receives NSF Award to Study Ways to Help Students Better Understand the Equal Sign
September 27, 2018
UW-Madison’s Percival Matthews is the principal investigator on a new National Science Foundation (NSF) grant that’s designed to examine ways to promote equal sign knowledge among school children.
The researchers will test the effectiveness of brief episodes of instruction over the course of a semester to build children’s understanding of the equal sign and associated gains in algebraic thinking. Participants in the research will be elementary- and middle- school students.
Matthews is an assistant professor with the School of Education's No. 1-ranked Department of Educational Psychology and he heads the Mathematics Education Learning and Development Lab. The research team will include co-principal investigators Martha Alibali and Ana Stephens. Alibali is a UW-Madison professor of psychology and an investigator with the School of Education’s Wisconsin Center for Education Research (WCER), while Stephens is an associate researcher with WCER.
The NSF award, for more than $670,000 over the next three years, is for a project titled, “Cultivating Knowledge of Mathematical Equivalence.”
Siftr: A Tool for the Folklore Classroom
September 21, 2018
Siftr is a freely available data collection and visualization platform that allows users to upload and geotag images and record and share associated notes and field observations. The application was developed by an interdisciplinary team of educational researchers, software engineers, and humanists at the UW known collectively as Field Day. When interacting with Siftr, users can add and view field observations using either a specific mobile application (available for iOS and Android devices) or through the Siftr website. In what follows, we present examples of Siftr projects incorporated into elementary, intermediate, and advanced undergraduate UW folklore courses to illustrate the potential and adaptability of this instructional resource to teach students about the richness and complexities of the world around them. Siftr provides a kinetic and visual activity that takes place most often in the outdoors and in the spontaneity of performed culture, but it also dovetails well with in-class activities and theoretical discussions. It is a platform that readily adapts to group projects and invites interaction and discussion that can enrich a folklore classroom, helping students contemplate the myriad ways in which culture is enacted in local contexts.
Jackson Featured in Diverse Issues in Higher Education
September 20, 2018
Dr. Jerlando F.L. Jackson remembers attending a session on career trajectories for faculty at the annual conference of the Association for the Study of Higher Education early in his academic career.
“In that session, one of the papers focused on special professorships,” recalls Jackson, who paid close attention to the presenters because up until that moment, he had not heard of any such special distinctions above being a full professor. “However, on that day, I learned about the role and distinction of distinguished, endowed and university professorships. It was presented as the highest honor that a university could bestow on a faculty member. It became clear to me then that I needed to set my career goals on obtaining one of more of these distinctions.”
Seven years after Jackson began teaching at the University of Wisconsin-Madison as an assistant professor, he earned tenure in 2007, was promoted to full professor in 2011, and then was named a Vilas Distinguished Professor of Higher Education in 2012. Created by the Vilas Estate Trustees, the professorships are university-wide distinctions with approximately 30 recipients. Jackson was the first African American to be selected for this high honor.