Archives for category: Honor Roll

Former state legislator Mary Valentine has spoken out against the privatization of public education in Muskegon Heights, Michigan. The district had a budget deficit, so the governor installed an emergency manager who turned the children and schools over to a for-profit charter corporation.

Mary Valentine joins the honor roll as a champion of public education, in a state where the governor and legislature are determined to end it.

Please read the following:

Muskegon Heights School District, in Muskegon County, Michigan, is the first school district taken over by a for-profit company. The Emergency Manager in charge of the district, Don Weatherspoon admits what we all know. “It’s like building a plane while you’re flying it.”

Here is a revealing article about it written by Lindsey Smith of Michigan Radio. There are four articles in this series, which can be found at michiganradio.org.

Students in Muskegon Heights are going through a lot of changes this year, because the entire school district was converted to a charter school system. After tackling some tough issues in the first half of the school year, the operators of the charter school system want the public to give them a full school year to put the changes in place.

Former lawmaker: school system’s fate lies in state policies

Muskegon Heights Public Schools faced such a huge budget deficit last spring, the state appointed emergency manager laid off the staff, teachers and all, and hired a charter school company to run the new school district he created.

He says the financial situation was so bad he didn’t have a choice.

But former Democratic State Representative Mary Valentine doesn’t buy that.

“There’s no other alternatives because that’s the way our legislature has worked it,” Valentine said.

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Mary Valentine has become a vocal critic of the new charter school district in Muskegon Heights. She thinks state policies around schools of choice, charter schools, and school funding are impacting public school districts in negative ways.

Valentine’s been very interested and very unhappy with the changes at Muskegon Heights schools under the emergency manager.

“Anytime you put someone in charge of a school district who will fire all of the teachers and pull that safety net out, it is very clear they don’t know what they’re doing and how they’re hurting children. So why are we putting people like that in charge of our schools?” Valentine asked.

Valentine was a speech therapist in public schools for 30 years. At her home office in Norton Shores, which borders Muskegon Heights, Valentine proudly displays a signed picture of herself and President Barack Obama.

She fears that Republican state lawmakers are looking for cheap solutions to the complicated problems facing cash-strapped school districts and she’s speaking up about it. She wants to see lawmakers put forward “solid, research-backed solutions”.

“If they cost a lot of money then we should pay for them anyway, because it’s a lot cheaper to pay for good schools than it is to pay for prisons and there isn’t any way around it,” Valentine said, “Let’s bite the bullet and do what we need to do to make it a good solid school system.”

Muskegon Heights students, families keep watch on “work in progress”

A couple hundred parents and students spread out in the Muskegon Height High School auditorium for the December school board meeting.

The hot topic on the agenda was mid-year implementation of school uniforms at the high school.

A letter informing parents of the policy change went home less than two weeks before Christmas. Many parents felt that did not leave them with enough time to fit the cost of new uniforms into their budgets before January 2nd. Eventually, the board opted to delay uniforms at the high school until next school year.

“As a student I can honestly say there are bigger and better things to worry about at school right now than uniforms,” 17-year old Trevon Kitchen, a high school senior, told the charter school board.

Kitchen and other students started listing things off for the board. They don’t feel like they have any help researching or applying to colleges. Young, new, teachers can’t keep kids in class under control. Many are unhappy with their class schedules.

Kitchen wants to be a computer engineer. He says he certainly didn’t pick a class about music appreciation.

“Can I tell you what I learned in that class? No, because I didn’t learn anything. I can’t even take a pre-calculus class that I need for college,” Kitchen said.

“If we would’ve been paying attention the first time around we wouldn’t be in this situation now. So we’re trying to get better at it,” Trevon Kitchen’s dad, Roger Kitchen said, speaking in part to the parents in the room.

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Roger Kitchen, the parent of a Muskegon Heights high school student, makes a heartfelt plea with parents near the end of a tense charter school board meeting December 17th.

“We’re not blaming ya’ll or pointing fingers. You’ve got your hand full,” Roger Kitchen added, pointing at the school board and administrators on stage.

He looks around at frustrated parents as he speaks. “We have to get out of this together. We can’t point fingers because it starts with us. So we got to do better – we got to be held accountable too…We can’t blame them. This starts at home,” Kitchen said.

New system needs time: “We’re building the airplane as we fly it.”

School administrators say they understand things aren’t perfect.

“People should definitely hold us accountable,” Mosaica Education Regional VP Alena Zachery-Ross said. But she cautions that the company, staff, and students need more time to adjust. “I want people to realize that it’s going to take the full year,” Zachery-Ross said.

“It takes time to build a foundation,” Zachery-Ross said, “Any house that’s built too quickly and doesn’t have a strong foundation, in the long run it falls down and it’s not secure. We are building the foundation.”

“Well remember, I said we were building an airplane as we fly it,” Muskegon Height schools’ Emergency Manager Don Weatherspoon said, “Nothing is going to be perfect in its first year.”

Weatherspoon says it’s “very easy for people to develop negative impressions” about the district and says that’s wrong. He says it’s unfair to judge the new system too soon.

He’s expected to hire an outside consultant to independently evaluate the charter companies running Muskegon Heights and Highland Park schools. He’s now managing both school districts.

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Don Weatherspoon says the community has regrouped around the new school district, and it’s wrong to develop negative impressions.

He points out Mosaica is working with community groups to re-open the high school pool. The company is working on a teacher retention program, and he says student enrollment is higher than he expected.

Last year there were 1,265 students at MHPS. This year there were 1,112 on student count day in October. But Mosaica’s records show attendance had increased to 1,211 by late November. Mosaica had more than 1,400 students in their budget plan that was adopted by the charter school board in July.

Weatherspoon estimates it’ll take the old school district up to 20 years to pay off all its debt. He points to the community’s support for a property tax renewal in November as proof they’ve “regrouped” around the new school system.

“If you look at where this community has been and what it’s done for itself you’ve got to say ‘wow’, because at the beginning of this year there was total despair,” Weatherspoon said. “Now, did some things happen that were disruptive? Absolutely, and there were some hard decisions that had to be made.”

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Don Weatherspoon on whether he thinks students in the new charter school system in Muskegon Heights are getting a good education.

Could this happen to other cash-strapped Michigan school districts?

Weatherspoon was appointed to run the district in April 2012 under Public Act 4, commonly known as the emergency manager law. That law allowed managers to break union contracts, in this case laying off the school staff, and forming the new charter school district, which then hired Mosaica Education.

He got all that done before Public Act 4 was put on hold and eventually repealed by voters in November. At that point, a former version of the emergency manager law took effect, a version that would not authorize an emergency manager to break union contracts.

“Yes, we were very fortunate that we got (the charter contract) done when we did,” Muskegon Heights Public Schools attorney Gary Britton said in November 2012, shortly after Public Act 4 was repealed.

Governor Rick Snyder just signed a new emergency manager law. It goes into effect later this spring.

Under the new law, the privatization of a school district could happen. Emergency managers will once again have the power to break part or all of union contracts; although there are more stipulations in the new law.

Governor Snyder on privatizing public schools: “The kids don’t care”

Enlarge image
Credit Lindsey Smith / Michigan Radio
Governor Snyder’s tour bus parked in front of a hotel in downtown Grand Rapids just before the November election. Don Weatherspoon and others supporting Public Act 4 rode along.

I got a chance to sit down with Governor Snyder shortly before the November election. He was taking a tour bus across the state to urge voters not to repeal the emergency manager law he signed. Don Weatherspoon was along for the ride.

“Bankruptcy is not a trivial act. It’s a major issue,” Snyder said. The basis for the law was that one city or school district’s bankruptcy will hurt the credit rating of not only that district, but the credit rating of surrounding communities and the state’s too. So the law gave emergency managers broad powers to avoid bankruptcy.

I asked what Snyder thought of a private, for-profit company running a whole public school district, like in Muskegon Heights school (and Highland Park schools).

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In late October, Governor Rick Snyder says the concern shouldn’t be about who runs schools, but whether students are getting a great education.

“The real question isn’t ‘are they not for profit or for profit?’ It’s ‘are the kids getting a great education?” Snyder answered.

“The kids don’t care,” Snyder continued, “I’ve never had a child come up and say, you know, I need to have a for-profit or a not-for-profit. They want to get a great education, so that’s the driving consideration in this whole discussion.”

The new emergency manager law (Public Act 436) does require managers to submit an “education plan” to the state. But the conditions under which the “emergency” is triggered or resolved are financial, not academic in nature.

The new law provides more options for financially troubled school districts and municipalities up front (options besides the appointment of an emergency manager), and a more clear transition process once the finances are in order.

David Arsen is a Professor in the Department of Educational Administration at Michigan State University’s College of Education. He co-authored a study on Public Act 4 shortly before it was repealed in November that concluded the law “does not address student learning and could even hurt academic performance in high-need communities.”

Arsen says it would be “hard for the very best administrators in the state to avoid deficits” given the situations in such districts. He says state education policies, particularly funding policies, can play a big role in those districts getting into deficits in the first place.

“As much as we’d like to think so, these are problems that can’t be solved simply by changing the boss. It’s wishful thinking,” Arsen said.

Arsen says Public Act 4 didn’t have “basic provisions” for academic accountability. He noted that emergency managers were required to have expertise in business and finance, but the law says nothing about required experience in education if a manager is appointed to a school district.

A read-through of both the now repealed Public Act 4 and the new Public Act 436 shows identical requirements for those individuals considered to be emergency managers.

(a) The emergency manager shall have a minimum of 5 years’ experience and demonstrable expertise in business, financial, or local or state budgetary matters.

(b) The emergency manager may, but need not, be a resident of the local government.

(c) The emergency manager shall be an individual.

Arsen declined to comment on the new emergency manager law, since he has not had adequate time to study it yet.

Public Act 436 goes into effect March 27th, 2012.

Crazy Crawfish is a blogger who worked in the Louisiana Department of Education. He cares a lot about accurate data. He noticed, as did other researchers in Louisiana, that all the historical data for the past ten years disappeared overnight and have been replaced by press releases about the glorious success of Governor Jindal’s marketing slogan, which the Jindal team calls “Louisiana Believes.”

Don’t miss this one. It is called “Louisiana Believes Anything.”

Today, a brave and brilliant teacher in Louisiana joins the honor roll as a champion of public education.

Mercedes Schneider is a teacher in St. Tammany Parish. She has a Ph.D. In statistics and research methods.

When she learned about the latest claim of a miracle in New Orleans, she determined to check the facts. At a time when so many teachers are frightened and intimidated, she was fearless. At a time when teachers in Louisiana are losing tenure and any job protections, she proceeded to publish her findings.

Dr. Schneider read that Leslie Jacobs, one of the original promoters of the charter movement in New Orleans, issued a press release claiming that the graduation rate in New Orleans now leads not only the state but the nation. The achievement gap has closed, she crowed.

Here is Dr. Schneider’s analysis.

I am pleased to add Michael A. Rossi, Jr., of Madison, New Jersey, to the honor roll as a hero of public education

Superintendent has served long and faithfully in the public schools. He is proud of his district. He is a career educator. He is a leader.

He is a hero for speaking out forcefully and publicly about he insane overload of “reforms” piled on the schools all at the same time: the new evaluations, the a common Core, the new assessments, just to name a few. Superintendent Rossi calls it “a train wreck.” He is right.

No organization can absorb so many untried changes of course, so many unproven experiments, without crashing.

At a certain point, one must wonder–as I do–whether the multitude of new tasks is intended to break the school system, to induce havoc, and to bring it to a halt. When state and federal leaders create chaos, Are they doing it to encourage parents to flee their community schools? Is this another way to promote the privatization they admire?

When teachers stand together and refuse to be bullied by the powerful, they deserve our commendation.

The teachers in the Hamburg Central School District in New York voted overwhelmingly to reject a bad deal on teacher evaluation. In the plan at issue, the school superintendent would have been the sole arbiter on any appeals of a teacher’s rating. The teachers held out for an independent arbiter. They voted 217-82 not to accept the deal.

They will be hammered and told that they are costing the district $450,000 in Race to the Top funds, but they know not a penny of that money may be spent to reduce class size or hire social workers or guidance counselors or librarians or anything else that would meet the needs of students.

They also know that New York State has an untried evaluation system designed by AIR, whose researchers warned that value-added methods are not ready for high-stakes uses, such as determining the fate of teachers.

Someday in the future, people will look back on this era of teacher-bashing, this insatiable thirst for metrics, and wonder if our society succumbed to collective madness.

Thank you for your courage, teachers of Central Hamburg.

Stay strong.

Your colleagues support you.

I received an email from Adell Cothorne, who was a central figure in bringing the DC cheating scandal to light. She is now running a cupcake shop in Ellicot City, Maryland. She told me she misses education and wants to get back into the schools. I asked her to write for the blog and hope that she will, though I understand that her lawyer may limit what she can say.

Adell took a huge risk when she worked in DC. She saw cheating and she reported it. She recognized that the children were being cheated so that administrators could falsely claim astonishing gains. She blew the whistle, and she paid the price.

For her integrity and courage, I am happy to name Adell Cothorne a hero of public education. She joins our honor roll.

She put students first.

She sacrificed her career to put students first.

She took a risk to put students first.

Adell left a good job in high-performing Montgomery County to work in DC. She took over Noyes school, which had seen a meteoric score increase. Her predecessor, Wayne Ryan, won $20,000 in bonuses and was promoted by Michelle Rhee to supervise other principals.

Adell quickly realized that the students at Noyes had not made miraculous gains. She began to suspect systematic cheating. She walked in on a group of teachers changing student answers on the DC tests. She reported her concerns to higher-up administrators but nothing was done.

She appeared on John Merrow’s Frontline program, repeating what happened. She had o leave the district and she now has sued the district as a whistleblower. Kaya Henderson, the chancellor, insists there was no cheating and that Cothorne is trying to benefit financially.

This is character assassination. It reflects badly on Henderson.

Cothorne took a stand. She saw cheating and she reported it. Why would she invent a story hat cost her her job?

One need only look at the astonishing rise and equally astonishing fall of Noyes’ test scores to know that there was chicanery. Where is Wayne Ryan, Rhee’s star principal? Why did he quietly resign and disappear? Why doesn’t he step up and explain why the scores went up so fast and tumbled down so fast?

Last week, Wendy Lecker wrote an article in the Stamford Advocate saying that she was in search of one superintendent in the state of Connecticut who was doing the right thing for kids, teachers, and the community. Wendy had read here about the courage of Joshua Starr of Montgomery County, Maryland, and Heath Morrison of Charlotte-Mecklenburg, two superintendents who bravely have spoken the truth about the corrosive effects of the misuse of testing.

Was there one such stand-up superintendent in Connecticut?

I posted her plea and that very same day, I was able to identify Tom Scarice, superintendent of Madison, Connecticut, as the one. He brought together his community, parents, and teachers, examined research, and reached agreement on the best path forward for Madison.

I named Superintendent Scarice to the honor roll as a champion of public education.

Wendy Lecker investigated, and she agreed: Tom is the real deal!

She writes here about his leadership, which involved collaboration, not dictatorship or coercion:

“The district sought volunteer educators and administrators to develop a teacher evaluation plan that adhered to the core principles of the recent state legislation. But one component of the state’s proposed teacher evaluation plan is Value Added Measurement (VAM), a highly controversial system that uses student test scores in part to rate teachers’ effectiveness. The 45-member advisory council studied three areas: the efficacy of VAM, the impact of VAM on teachers and students and the impact of VAM on the quality of education. The overarching guiding principle was the goal of preparing Madison’s students to succeed in our complex world.

“After reviewing extensive research, the council concluded that VAM is unstable, unreliable and of questionable validity. To the council, “[s]tudent learning is too central to our beliefs to rely on unreliable data when making decisions.” This conclusion is consistent with the vast body of research on VAM. Just last month, the American Institute of Research joined the growing chorus of educational experts in advising against using VAM in any high-stakes situation precisely because of its many flaws.

“The council found that VAM has a destructive effect on both students and teachers. The narrow focus on standardized test scores heightens anxiety and leads to children who are less creative, expressive and excited to learn. VAM also negatively impacts two essential components of effective instruction: teacher collaboration, and the ability to meet individual students’ needs. Furthermore, the council determined from the research that VAM’s focus on test scores is detrimental to a quality education because it narrows the curriculum and marginalizes the development of the skills Madison decided were vital to successful life outcomes, such as critical thinking, problem solving and ethical decision-making.”

Read more: http://www.stamfordadvocate.com/news/article/Wendy-Lecker-A-town-doing-it-the-right-way-4187399.php#ixzz2HiaxSJz7

By unanimous vote, the entire faculty at Garfield High School in Seattle voted not to administer the MAP test of reading and mathematics.

This is the first time, to my knowledge, that the faculty of an entire school refused to give mandated tests.

The action of the Garfield High School faculty could have national ramifications because it shows other teachers that there is strength in unity and that they do not have to endure unethical demands with passivity and resignation.

For their courage, their integrity, and their intelligence, I add the faculty of Garfield High School to the honor roll as champions of public education.

The teachers agreed that the tests are a waste of time and money. Students don’t take them seriously because they don’t count toward their grades. But teachers will be evaluated based on the results of these tests that students don’t take seriously. Even the organization that created the tests say they should not be used for teacher evaluation, but the district requires them anyway.

I hope that the example set by Garfield High School will resonate in school districts across the United States and around the world. High-stakes testing is bad for students, bad for teachers, and bad for education.

This is the statement by the teachers of Garfield High School:

SEATTLE – In perhaps the first instance anywhere in the nation, teachers at Seattle’s Garfield High School will announce this afternoon their refusal to administer a standardized test that students in other high schools across the district are scheduled to take in the first part of January.  Known as the MAP test, it purports to evaluate student progress and skill in reading and math. The teachers contend that it wastes time, money, and precious school resources.

            “Our teachers have come together and agree that the MAP test is not good for our students, nor is it an appropriate or useful tool in measuring progress,” says Kris McBride, who serves as Academic Dean and Testing Coordinator at Garfield.  “Additionally, students don’t take it seriously.  It produces specious results, and wreaks havoc on limited school resources during the weeks and weeks the test is administered.”

            McBride explained that the MAP test, which stands for Measure of Academic Progress, is administered two to three times each year to 9th grade students as well as those receiving extra support services.  The students are told the test will have no impact on their grades or class standing, and, because of this, students tend to give it little thought to the test and hurry through it.  In addition, there seems to be little overlap between what teachers are expected to teach (state and district standards) and what is measured on the test. 

            Despite this flaw, McBride states, results of the MAP tests will be used by district officials to help evaluate the effectiveness of instructors who give the test. “Our teachers feel strongly that this type of evaluative tool is unfair based on the abundance of problems with the exam, the content, and the statistical insignificance of the students’ scores,” she says.

            Refusing to administer a district-mandated test is not a decision the school’s teachers made casually, or without serious internal discussion.

            “Those of us who give this test have talked about it for several years,” explained Mallory Clarke, Garfield’s Reading Specialist. “When we heard that district representatives themselves reported that the margin of error for this test is greater than an individual student’s expected score increase, we were appalled!” 

            After the affected faculty decided unanimously to make a stand against the MAP test, they told the rest of Garfield’s faculty of their decision. In a December 19 vote, the rest of the school’s teachers voted overwhelmingly to support their colleagues’ refusal to administer the test. Not a single teacher voted against the action. Four abstained from voting. the rest voted to support it.

            “We really think our teachers are making the right decision,” said student body president Obadiah Stephens-Terry.“I know when I took the test, it didn’t seem relevant to what we were studying in class– and we have great classes here at Garfield. I know students who just go through the motions when taking the test, did it as quickly as possible so that they could do something more useful with their time.”  History teacher Jesse Hagopian said, “What frustrates me about the MAP test is that the computer labs are monopolized for weeks by the MAP test, making research projects very difficult to assign.” Hagopian added “This especially hurts students who don’t have a computer at home.”

            The $4 million MAP test was purchased by Seattle Public Schools during the tenure of former Superintendent Maria Goodloe-Johnson, who left her position in 2011 and sadly passed away in 2012. Goodloe-Johnson sat on the board of directors of Northwest Evaluation Association (NWEA), the company that markets the MAP test. At the time, some pointed out this potential conflict of interest for Goodloe-Johnson, but the district went ahead with the purchase nonetheless.  NWEA itself warns that districts should not use the map test to evaluate teachers.  We teachers of Garfield High School believe that the NWEA is right—this test should not be used to evaluate teachers.  For secondary teachers the test cannot provide useful information about students’ skills and progress.  Still worse, this test should not rob students of precious class time away from instruction. “We believe the negative aspects of the MAP test so outweigh the positive ones that we are willing to take this step,” said Language Arts teacher Adam Gish.

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A group of parents in Tennessee has formed to support public education and local control. Most of them are public school moms. Their group is “Standing Together for Strong Community Schools.” They oppose vouchers, and they oppose the governor’s plan to create a commission to impose charters on local communities, whether the locals want them or not.

Their inspiration is Amy Frogge, a Nashville parent who was elected to the Metro Nashville school board despite being outspent 5-1. Amy Frogge is a member of our honor roll because she has started a parent movement to defend public education against privatization and profiteers. Amy took a strong stand against the Great Hearts Academy of Arizona, which wants to open a charter school in a mostly white and affluent neighborhood of Nashville. Remember how charters were supposed to “save minority children from failing schools” and “close the achievement gap.” That is not Great Hearts’ plan, and the Metro Nashville board voted to deny the charter. It voted not once, but four times to deny the charter. To punish the school board, State Commissioner of Education Kevin Huffman withheld $3.4 million in state funding that the state owed to the children of Nashville.

And here is the odd part of the Nashville story. Commissioner Huffman told the Metro Nashville school board that the $3.4 million was to be withheld only from public schools, not from charter schools. Remember a few days ago, we discussed here the question of whether charter schools are public schools? Well, apparently, Commissioner Huffman thinks that charter schools are NOT public schools. Only the children who attend public schools in Nashville will be penalized by his decision, not those in charter schools.

So that question is settled. In the eyes of Commissioner Huffman (who previously served as public relations director of Teach for America), charter schools are not public schools. Only the children in public schools are to be affected–punished—by his decision.

And now you know why the parents in Tennessee have created a parent group to fight for public education. Because Commissioner Huffman and Governor Haslam and the far-right members of the Legislature want to privatize public education in Tennessee. The parents want to support their community schools. They want one Nashville.

Groups like “Strong Community Schools” in Tennessee are springing up in states, cities and school districts across the nation. In Texas, there is a moms’ group known as “Moms Against Drunk Testing,” but its real name is Texans Advocating for Meaningful Student Assessment. In Ohio, there is a new group called “Strong Schools, Strong Communities.” A civic group in Indiana called Northeast Indiana Friends of Public Education got started last year and was key in the campaign to beat corporate reform state superintendent Tony Bennett.

None of these groups is funded by the big foundations or the big corporations that support ALEC or the Wall Street hedge fund managers that support Democrats for Education Reform or Stand for Children.

They are grassroots citizens who care about their public schools. There will be many more such groups as the public awakens to the privatization juggernaut that is aimed at our public schools.

 

 

 

Earlier today, I posted Wendy Lecker’s article, in which she said she was in search of one brave superintendent in Connecticut, who would stand up against the data-driven, test-obsessed climate of the times.

I have found him.

He is Thomas Starice, the superintendent of the Madison, Connecticut, public schools. Superintendent Scarice consulted with his school board, parents and the local community. He has shown leadership in responding to the state’s recently passed legislation about linking teacher evaluations to test scores.

I am happy to add Thomas Scarice to the honor roll as a champion of public education.

Like Superintendents Heath Morrison in Charlotte-Mecklenburg, North Carolina, and Joshua Starr in Montgomery, Maryland, Scarice has courageously stood up for the best interests of children as well as his educational ideals. His leadership has made it possible for parents and the local community to express their own concerns and values about what is best for their children.

The Madison community wants its students to be prepared to think and be creative, not just to be good test takers.

One parent in Madison, who teaches in another district, said, “We are lucky [in Madison] to have a superintendent who is pro-active, with a vision,” he said.

According to the article from the local press, Scarice’s vision “holds teachers accountable, while at the same time encouraging and supporting them to help nurture creative, adaptive thinking, was reinforced by a Madison Education Summit held Nov. 28 at the Madison Senior Center. Dozens of community members, including librarians, pre-school teachers, business leaders, moms and dads, coaches, town and state officials, and one nun, gathered to talk about the future of education in Madison.”

Here are the minutes of the December board meeting where the state evaluation system was discussed.