Despite a modest improvement in standardized test scores, Wisconsin faces persistent challenges in student proficiency, with fewer than 40% of students achieving proficiency in reading and math during the 2022-23 school year. The results, derived from the Forward Exam taken by 3rd through 8th graders, the PreACT Secure test for grades 9 and 10, and the ACT for 11th graders, reveal an ongoing struggle to return to pre-pandemic levels.
The statewide average for proficiency in reading stands at 38.9%, while math proficiency is slightly lower at 37.4%. Although an improvement from the pandemic’s low point in the 2020-21 school year, where proficiency dipped just over 33% in both subjects, the current scores still fall short of the 2018-19 pre-pandemic levels (41% in reading and 43.4% in math).
State Superintendent Jill Underly expressed pride in the results, particularly highlighting the increased participation rate, with nearly 95% of students being tested. However, the achievement gap persists, notably between Black and white students, making Wisconsin the state with the largest disparity in this regard.
The data indicates that only 10.5% of Black students achieved proficiency in reading, while a mere 8.3% demonstrated proficiency in math. In stark contrast, 47.2% of white students were proficient in reading, with 50.3% reaching proficiency in math.
Addressing the racial achievement gap, DPI spokesperson Abigail Swetz noted that schools are still on a “recovery journey” since the pandemic. She emphasized ongoing efforts to ensure inclusivity, particularly for Black, Indigenous, and LGBTQ+ students, along with an increased focus on mental health funding.
Governor Tony Evers had proposed over $270 million to expand mental health services in schools, but the funding was substantially reduced by the Republican-led Joint Finance Committee. Evers restored $30 million of that funding through a budget veto.
While acknowledging the disparities in achievement data, DPI officials underscored the importance of focused inputs in mental health and affirming work to bridge these gaps. The state is investing $50 million in creating a new literacy office, hiring reading coaches, and transitioning to a more phonics-based approach to teaching reading.
Despite incremental improvements, some of the state’s largest school districts, except Appleton, continue to struggle. Green Bay, Eau Claire, and Janesville witnessed no improvement in reading scores in 2022. Milwaukee Public Schools performed the lowest, with only 15.8% of students proficient in reading and 11.5% in math.
Quinton Klabon, a senior researcher with the Institute for Reforming Government, expressed concern that Wisconsin is becoming a state where disadvantaged students face challenges. He highlighted the significance of initiatives like teacher apprenticeships and expanding high-quality schools to address these issues comprehensively.
Laura Adams, a policy initiatives advisor with DPI, believes that new legislation changing how reading is taught, along with the creation of a new literacy office, will aid struggling school districts. DPI officials acknowledge the setbacks caused by the pandemic and emphasize the continued journey of recovery for students, focusing on identifying and supporting their unique needs.
