News by Year: 2019

Wisconsin should rethink its entire teacher certification process

August 20, 2019   |   By By Mark Schug and Scott Niederjohn

In January 2018, the Wisconsin Center for Education Research in the School of Education at UW-Madison released a rigorous working paper titled “Supply and Demand for Public School Teachers in Wisconsin.” The authors state that there is no statewide teacher shortage. However, this guest column in the Milton Courier addresses the “perceived” teacher shortages for which a bipartisan group of state legislators have introduced a bill to make it easier for qualified teachers from other states to become licensed in Wisconsin.


Increasing Graduate Student Debt Affects African American Students Most, Study Finds

August 15, 2019   |   By WCER Communications

A new study shows low-income and African American graduate students increasingly face a double-edged sword of advanced-degree promise and peril: better-than-average income returns on graduate and professional degrees but levels of debt to earn those degrees that outpace the debt borne by white students.


Study links positive messages about middle school to better grades, behavior

August 12, 2019   |   By Linda Jacobson

Website Education Dive breaks down a new study by WCER education researchers showing the benefits of proactively addressing students’ anxieties to ease the path to middle school for sixth graders.


Easing the middle school transition

August 11, 2019   |   By Tribune News Service

Guam Daily News carries coverage of a study by WCER scientist Geoffrey D. Borman and his team showing how proactively addressing transition anxieties can lead to higher grades, better attendance and fewer behavioral problems for sixth graders starting middle school.


What I Learned When I Studied Six Chicago Schools Transforming to Personalized Learning Environments

August 11, 2019   |   By Rich Halverson

As a guest author in the newsletter Getting Smart, University of Wisconsin School of Education Professor Rich Halverson describes the benefits of personalized learning he witnessed during a study of six Chicago public schools involved with LEAP Innovations, a national organization that connects innovation and education to transform how students learn.


WIDA Goes Global

August 1, 2019   |   By Lynn Armitage

In 2008, the Shanghai American School contacted Timothy Boals, executive director of the WIDA Consortium at WCER, about using WIDA’s acclaimed research-based standards and assessments to help English-language learners. “A teacher there had used our language development tools in the States and recommended them,” Boals recalls the conversation that unofficially launched the WIDA International School Consortium.

Today, WIDA’s international program has pioneered the improvement of teaching and learning for multilingualism around the world. It has grown into a worldwide ELL network of more than 400 accredited preK-12 international schools where English is the language of instruction, in more than 100 countries.


Positive messaging early in the school year can help sixth graders transition to middle school

July 31, 2019   |   By Negassi Tesfamichael

Madison’s Capital Times newspaper featured the new study from WCER’s Geoffrey Borman and his research team, which found that proactive positive messaging intended to spur a sense of belonging helps young adolescents handle the transition to middle school.


These Academics Spent $1.35 To Make Middle School Less Awful. Here’s How.

July 31, 2019   |   By Belinda Luscombe

Time magazine interviews WCER’s Geoffrey D. Borman about his team’s study showing that proactively addressing 6th graders’ middle school transition worries with two sessions of brief, inexpensive messaging early in the school year can lead to a lasting record of higher grades, better attendance and fewer behavioral problems.


Study Shows Power of Refocusing Student Stress in Middle School Transition

July 30, 2019

Science website Phys.org carries a recent WCER news release in full about a new study by WCER scientist Geoffrey D. Borman and his team showing how proactively addressing transition anxieties can lead to a lasting record of higher grades, better attendance, and fewer behavioral problems for sixth graders embarking on their stressful first year of middle school.


Power of Refocusing Student Stress in Middle School Transition

July 30, 2019

Website ScienceDaily.com carries a recent WCER news release in full about a new study by WCER scientist Geoffrey D. Borman and his team showing how proactively addressing transition anxieties can lead to a lasting record of higher grades, better attendance, and fewer behavioral problems for sixth graders embarking on their stressful first year of middle school.


Study Shows Power of Refocusing Student Stress in Middle School Transition

July 29, 2019   |   By Karen Rivedal, WCER Communications

A new study by education researchers at the University of Wisconsin−Madison shows that proactively addressing students’ anxieties with clear and cost-effective messaging early in the school year can lead to a lasting record of higher grades, better attendance, and fewer behavioral problems for sixth graders embarking on their stressful first year of middle school.


Fear of a Black Mermaid

July 9, 2019   |   By Ellen McGirt

Writing in Fortune about the controversy of a Black actress being cast to play the lead role in “The Little Mermaid,” Ellen McGirt references Gloria Ladson-Billings and her paper, “Just What Is Critical Race Theory and What’s It Doing In a Nice Field Like Education?”


‘We Care for Dane Kids’ Team, Including WCER’s Graue, Wins 2nd Place, $400K to Raise Family Incomes

July 3, 2019   |   By Karen Rivedal

A campus-community partnership including WCER’s Beth Graue is one of two teams from UW-Madison to win funding in a national competition aimed at developing innovative ideas to expand and strengthen the U.S. middle class.


$1.8 Million Grant Expands Study of College Internships & How Students of Color Enter Workforce

June 25, 2019   |   By Janet L. Kelly

Over the next two years, a team of education researchers at the University of Wisconsin–Madison will use a new $1.8 million grant to learn significantly more about college internships and how students of color enter the workforce from college. A CCWT research team led by Matthew T. Hora will add six institutions serving students of color to expand Hora’s College Internship Study to the first nationwide investigation of the topic.


Study Shows Mixed Test Results For Technology In Classrooms

June 17, 2019   |   By Shamane Mills

Rich Halverson, professor of leadership and policy analysis at the University of Wisconsin—Madison, was interviewed by Wisconsin Public Radio about a study that found Wisconsin fourth graders who used tablets in most classes had reading scores nine points lower on a standardized test than those who didn’t use tablets in class.