- Overall, Wisconsin’s plan is clear, well organized, and easy to understand.
- While there are questions about whether the state’s goals are too ambitious, the state has good intentions and aspirations behind them.
- Schools will be held accountable for a short list of high-quality indicators, and the state has provided a clear explanation of how those indicators will be measured and combined into an overall rating system.
- The state has also done important work to engage stakeholders, including equity advocates, in the writing of its plan.
- Wisconsin’s plan indicates the inclusion of evidence-based interventions that schools may adopt. The state considers educational equity regarding school interventions as a part of its plan and emphasizes technical assistance, additional supportive strategies, and investments.
- Wisconsin’s plan largely continues processes and efforts it has been pursuing for the last several years. While that means the state can point to stakeholder buy-in for decisions it is already implementing, Wisconsin could have capitalized on opportunities provided by ESSA to move in new directions.
- Wisconsin’s plan may have little impact on schools beyond the very lowest performers, as the state does not include a specific weighting for subgroups in its school rating process. Instead, it’s relying on a back-end check to identify schools with low-performing subgroups, but it has not provided data showing the implications of its decisions.
- Finally, Wisconsin’s school improvement process may not be aggressive enough to dramatically change the trajectory of low-performing schools. The state’s school improvement activities appear broad, and the supports and consequences outlined in the plan are not backed by strong evidence of success.