As the Madison Metropolitan School District (MMSD) Board of Education reviews the budget which its administration has prepared for the coming year, it would be wise to take a close look at its continuing problem with the ongoing racial, disability and poverty achievement gap and focus on how appropriate staffing can help to close that gap. While some improvements have been made, persistent gaps remain.
Students simply will not succeed if they are not in school. During the 2014-15 school year 2,477 MMSD students were habitually truant (meaning 5 or more days of unexcused absence from school) representing 9.8% of all MMSD students. But 1,235 of those students (nearly half) were African-American, representing 26.9% of all MMSD African-American students.
During that same year, MMSD suspended 1,713 students. But, 1,069 of them were African-American representing well over half of those suspended students. 402 of MMSD suspended students had disabilities, representing 10.9% of all MMSD students with disabilities, nearly half of all MMSD suspended students. While the data does not reveal how many African-American students with disabilities were suspended, when one adds the African-American suspended students and the suspended students with disabilities, that number almost equals all MMSD suspended students so it is safe to assume that African-American students with disabilities have the highest rate of suspension in the district.
That MMSD’s discipline data reveals troubling racial and disability disparities is consistent with national data. But that should come as no solace to anyone, as nobody should admire the data. Instead, we need to apply solutions that we know will work to solve the problem.
While MMSD’s Behavior Education Plan has succeeded in significantly reducing the total number of suspensions, it also reveals another glaring gap for children in poverty. While 48% of MMSD students qualify for free or reduced lunch, a shocking 89% of MMSD suspensions were doled out to low-income students.
Finally, graduation rates also reveal a troubling achievement gap. At the end of the 2014-15 school year, 80.1% of MMSD seniors graduated in 4 years. But only 57.8% of African-American students; 56.8% of students with disabilities; and 62.1% of low-income students graduate in 4 years.
Fortunately, MMSD has a program designed to address the needs of its students with the most intensive needs. The Intensive Support Team (IST) takes requests from MMSD staff to address the needs of students in crisis. As of May 2, 2016, during this school year, there were 455 requests for support to IST. Of these, 411 were served by the team in one of several capacities (consultation, intake/assessment, professional development, short term stabilization), 250 were closed and the rest still active. This means that nearly 10% of referrals were not served and over 1/2 of all referrals are still receiving intensive supports.
Unfortunately, staff cuts were made to this team last year and the administration’s proposed budget does not propose to fill those cuts. The good news is that the budget is still in the discussion stage. School board member Anna Moffit has proposed to increase the IST staff by 3.5 FTE staff to address the unmet need for these students at a cost of approximately $250,000. In an era of tight budgets and state imposed revenue caps, Ms. Moffit recognizes that the money must come from somewhere so she has identified the following reasonable places where this money can be found: reduce spending on Technology Plan; reduce spending on Educational Resource Officers; or utilize funds saved from not filling the position of Special Assistant to the Superintendent ($125,000 dollars).
The school board and our community must recognize that failing to meet the needs of these students has a significant cost both to these students and to society at large. A recent report by the UCLA Civil Rights project from which I extrapolated the high cost of suspensions in Wisconsin, reveals that each suspended student who fails to graduate results in:
- $19,572 in fiscal costs; and
- $60,962 in societal costs.
Thus, if the IST is able to help only 5 more students at risk of suspension to graduate, it will have saved our community far more money than the additional cost which Ms. Moffit proposes spending on this worthy program. Thus, her proposal makes senses for educational, equitable, social and economic reasons and should therefore receive the support of the full school board.
Residents of MMSD who support Ms. Moffit’s proposal should e-mail the school board to encourage them to approve her amendment at: firstname.lastname@example.org.
For more information on how I can help you accomplish effective, progressive systems change contact Jeff Spitzer-Resnick by visiting his website: Systems Change Consulting.