Matthew Jacobson found his calling in middle school history class.

As a sixth grader at St. John Vianney Catholic School in Brookfield, he voluntarily completed additional research projects and jumped at the chance to present to his classmates. He never saw the extra assignments as work — he was having fun. When Jacobson’s teacher told him he’d make a great educator himself, he set his sights on the profession. In high school, he participated in Elmbrook School District’s future teachers program and planned to enroll in university for his teaching degree. 

But life had other plans. Several weeks before his high school graduation, Jacobson was forced to move out on his own. He picked up a cooking job to “pay the bills and survive.” The gig didn’t leave extra money or time for college. 

“I didn’t really know how to get back into college and go meet my dream,” Jacobson said. 

Two years later, he heard about a novel apprenticeship program, where future teachers earn money working in schools as they obtain their education and certifications. 

“I was like, ‘That’s my way back in,’” he said. 

State officials launched the program in 2024 to ease the educator shortage by offering students an alternative route to the profession — one where they don’t have to put their careers on pause while racking up student debt. Jacobson is one of the first eight teacher apprentices. 

Today, Jacobson has returned to Elmbrook to serve as a classroom aide. In two years, he’ll have the proper training for the district to hire him as an elementary or middle school teacher.

But as participants reach the program’s halfway point, its future beyond this initial “pilot” phase is unclear — raising questions about whether apprenticeships will become a viable solution to Wisconsin’s struggle to find and keep educators. 

While the route has been life-changing for students like Jacobson, program leaders are having trouble enticing school districts to take on more apprentices. Enrollment has ground to a halt; the two technical colleges involved don’t have any new students signed up to begin in the fall. 

Wisconsin Department of Workforce Development officials say whether the program continues or grows depends on if districts get on board and sponsor trainees to join up. But district leaders say a major hurdle is the cost — a key appeal of an apprenticeship is the employer paying them for the time they spend learning, but many public schools are already strapped for cash. Some want more funding tied to the program. 

“(It’s) stalling a little bit,” said Trent Sorensen, a Fox Valley Technical College dean. “We don’t have any (students) coming in for the fall. … There’s plenty of time, but it’s not taking off like it did in other states, and it’s simply because of the funding.”

A new way to train teachers

Wisconsin schools struggle to find enough teachers needed to lead classrooms — a problem largely fueled by poor retention and new workers moving to other states after graduating.

In 2024, Congress came through with some assistance: $570,000 in federal funds earmarked for establishing a teacher apprenticeship program in Wisconsin. 

Officials from DWD, the Department of Public Instruction, the Wisconsin Technical College System, and two universities teamed up to debut the pilot in January 2024. They praised the “earn-while-you-learn” approach to establishing a pipeline of workers: Districts could guarantee they’d have future teachers, while also filling lower-skilled jobs in the meantime. 

Typically, aspiring teachers work a shorter classroom internship while studying for their bachelor’s degree and then complete a semester of student teaching after graduating. The apprenticeship is “taking that entire approach and flipping it on its head,” said Nick Abbott, senior program and policy analyst at the Bureau of Apprenticeship Standards — creating a potentially more accessible path to the profession. 

“Traditional educator preparation programs can be expensive, as they often require unpaid student teaching, which might not be feasible for low-income students, nontraditional students, or individuals looking to change careers,” Gov. Tony Evers said when the program launched. “The new teacher apprenticeship pilot program will help address issues in turnover and retention, reduce barriers, and encourage young people to enter the field.”

Apprenticeships are becoming more common in Wisconsin in fields ranging from plumbing to nursing. Participation has hit record highs for the last four years. These gigs are far more common for hands-on jobs in the skilled trades than fields like education and health care, but that’s changing with initiatives like the teacher apprenticeship program.

Here’s how it works: A school district hires an apprentice, who enrolls at Fox Valley Technical College or Waukesha County Technical College for two years to complete a Foundations of Teacher Education associate’s degree. When finished, the student transfers to Lakeland University or the University of Wisconsin-Whitewater at Rock County to finish a bachelor’s degree.

Throughout those roughly four years of schooling, the apprentice works inside the classroom as an assistant for 32 hours each week and spends eight hours a week learning at college. The school district the person works for pays an hourly wage for those 40 total hours. When apprentices finish the training, they’re qualified to work as a classroom teacher.

“Nothing prepares you for doing this job, other than doing the job,” Jacobson said. “Being at a school working with kids is easily 10 times more important than any of the classes I’ve taken, and I get way better experience and much more value out of just doing it and learning through failure.” 

As a way of incentivizing the program during its infancy, the eight students get half of their tuition costs reimbursed with federal grant funds. 

Four districts participate in the pilot: Wauwatosa, Greendale, Elmbrook and Appleton. The districts are not required to pay for the remainder of the apprentice’s tuition — Elmbrook, a relatively wealthy district, was the only one that did. 

State leaders also hope the apprenticeships might help with teacher retention. Teachers will start with four years of classroom management experience already under their belt, far more than usual. Plus, other teachers mentor them on the job. That essentially eliminates the difficult experience of being a first-year teacher, said Appleton Area School District Chief Human Resources Officer Julie King. 

“Managing a classroom and the curriculum and all the demands of the job is very overwhelming after having maybe 18 weeks of student teaching experience,” King said. “To learn alongside a professional that has been in the career, knows all the ins and outs, has skill sets and strategies to work with students – to have that benefit of working alongside somebody like that for four years, you’re much, much better prepared.”

Given these promises, teacher apprenticeships have recently exploded nationwide — 45 states have brought programs online in the last few years. They vary widely in their funding approaches and in the costs to districts and students. States have often looked to Tennessee, the country’s first program, as a standout model. The state’s program, launched in 2020, now helps fund 600 new teacher trainees annually at no cost to the apprentices.

Enticing schools a challenge

In his Foundations of Reading class last fall, Jacobson learned about phonological and phonemic awareness, or the ability to recognize distinct parts of a word — a key skill for learning how to read. Using what he learned, he started running his own reading support group for students needing extra help. 

“The second you learn something, I don’t have to wait two years before I actually apply that knowledge to my job,” Jacobson said. “No, I’m applying it that same day or the next day, which then makes it stick a lot more.”

The program gets high marks from trainees and schools. So why aren’t more signing up?

Money. Both school districts and apprentices are struggling to afford it. 

The four districts that already have apprentices are waiting until their current students graduate to decide whether to add more, Abbott said. 

“I want to stress that the apprenticeship model itself remains available to all school employers in the state who wish to adopt it,” Abbott said. “It comes down to finding partners.”

But getting more of Wisconsin’s 400-plus districts to bite has been difficult. 

Sorensen, the Fox Valley Tech dean, said the college isn’t seeing interest from districts because many are contending with too-tight budgets. School leaders have long argued the state’s funding system hasn’t kept up with rising costs, which, as Wisconsin Watch recently reported, has resulted in a recent wave of school closures, layoffs and budget cuts. 

That’s made it hard for districts to pay for the hours when trainees are in college, and not working in the classroom. 

“It’s challenging for school districts to be able to build in that release time. We did hear that, and that’s really understandable,” said Dena Constantineau, Waukesha County Tech’s associate dean of education and human services. “I mean, they really rely on their people, and so they need them in the classroom.”

Even with the discount from the federal grant, tuition can be costly. For example, the average annual tuition costs at least $5,900 for the technical college portion and about $6,000 for UW-Whitewater at Rock County. That means the leftover cost to apprentices could still be upwards of $12,000. 

Plus, the federal funds that helped launch the pilot run out next March, so there could be even less tuition assistance for future apprentices.  

The Appleton Area School District would love to put more students into the program, “if there was funding” to entice participants, King said. The district couldn’t afford to give students more tuition assistance, which hampered participation. 

“The unknown for us moving forward is there is no state funding. If there’s other opportunities for that tuition relief for the individual, that’s really what entices people to engage in that program,” King said.

“The question on the future really is, ‘Where is the funding and the structures going to be in the future to make sure that it’s a viable option moving forward?’” King said. “‘That it reduces the financial barrier? That it’s accessible?’” 

Miranda Dunlap reports on pathways to success in northeast Wisconsin, working in partnership with Open Campus. Find her on Instagram and Twitter, or send her an email at mdunlap@wisconsinwatch.org.

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In the coming weeks, thousands of students will walk across stages at graduation ceremonies across Wisconsin. It is our job to ensure they are prepared for whatever step comes next. But as they step into a rapidly changing world, one question has become more important and complicated to answer: What does a successful graduate look like?

For generations, the answer has been straightforward: earn good grades, score well on tests and complete your coursework. Those things still matter — they always will. Academic mastery remains a cornerstone of our education system.

But alone, that is no longer enough.

Technology and the workforce are evolving in ways we couldn’t have imagined a generation ago.

The rise of artificial intelligence has left many questioning what jobs may disappear, even as schools try to prepare students for jobs that may not yet exist.

If we want our students to succeed in this evolving landscape, our definition of success must evolve with it.

That is why the Department of Public Instruction is developing a Wisconsin Portrait of a Graduate — a statewide effort to define the skills and dispositions young people need to succeed in their careers, as citizens and in life.

We continuously hear from our workforce partners that graduates need more than academic knowledge. They need skills that remain relevant over time, even as technology, artificial intelligence and the job market continue to change — skills like critical thinking, adaptability, problem solving, communication, collaboration and social intelligence. These essential skills aren’t measured on a standardized test.

What other skills define a successful graduate?

Ask a parent, educator and employer that question, and you may get three different answers.

That is why the Portrait of a Graduate must reflect a shared vision of student success. It must be shaped by voices from across Wisconsin. The Wisconsin Department of Public Instruction has formed a steering committee that includes educators, students, higher education partners, statewide education organizations, employers and industry representatives across Wisconsin to guide this work. We also held listening sessions in communities statewide and will continue gathering input through upcoming virtual listening sessions and a public survey. I encourage you to participate. This is your opportunity to help shape the future of education in our state. More information on this initiative is available on the Wisconsin Portrait of a Graduate webpage.

It’s past time we focus on preparing students for their future and not our past. If we don’t use this moment to redefine success, we are doing a disservice — not only to students, but to our employers, our communities and the future of our state.

Jill Underly is Wisconsin’s state superintendent of public instruction.

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Milwaukee Neighborhood News Service invites community members to submit opinion pieces of 500-800 words on topics of interest to central city Milwaukee. To send a submission for consideration, please email info@milwaukeenns.org. The views expressed are solely those of the authors.

In Milwaukee, many adults are earning their GED quietly: not to get ahead, but to keep what they already have.

On International Workers’ Day, which took place Friday, May 1, we celebrated the strength and dignity of work. In this city, that history is written in the bricks of our old rolling mills and the spirit of the 1886 Bay View laborers who marched for an eight-hour day. But today, there is a quieter struggle unfolding. It is not about unemployment: It is about instability hiding in plain sight.

At Joyce’s Legacy Learning Center, we work with the invisible adult learner. These are established professionals, business owners, educators, and county employees, who are one audit or one policy change away from losing their livelihood because they lack a recognized high school credential.

When we used to invest in people

There was a time in Milwaukee when the social contract between employer and employee was clear. If you showed up, worked hard, and learned the trade, the company invested back in you. Employers provided on-the-job training and internal promotion ladders. Loyalty was rewarded with stability.

But as the economy shifted toward risk management and hyper-documentation, that contract frayed. Today, years of performance can be wiped out by a missing piece of paper. We have seen workers discover, decades into their careers, that the diploma they earned from a predatory “diploma mill” is unaccredited. They didn’t “fail” to graduate: They were exploited by a system that traded on their desire to be a “quality” employee.

The “Quality Milwaukee” strategy

If we truly value workers, workforce development must mean more than just filling pipes. It must mean protecting the talent we already have.

Our alumni prove that this protection works. We look at our previous students who are now thriving as lead teachers, healthcare administrators, and independent contractors. They were already “quality” workers before they came to us. They just needed the credential to match their craft. By stepping in, we didn’t just help them pass a test: We anchored them in their careers.

When an employer invests in a loyal worker’s education, they are protecting their own bottom line. Replacing a seasoned employee costs thousands in recruitment and lost institutional knowledge. Our GED Boot Camps are designed for this exact reality. We provide a discreet, accelerated 10-week intervention that allows professionals to secure their credentials without missing a day of work. It is an economic preservation strategy that keeps taxpayers in the workforce and keeps Milwaukee businesses running.

The proof is in the numbers

The impact of this investment is measurable. On May 4, Joyce’s Legacy will celebrate our upcoming GED graduation. Among this cohort are 17 adult learners who are all currently employed and earning over $30,000 annually.

By providing the path to keep these 17 workers in their roles, we have saved our city and local employers over $600,000 in potential lost wages and turnover costs. This isn’t counting the “invisible” learners still flying under the radar, protecting their jobs and their dignity in secret.

A call to see what’s hidden

Let’s rethink what it means to support the Milwaukee worker. It isn’t just about creating new jobs: it’s about having the backs of the people who are already doing them.

Behind every missing credential is a provider and a taxpayer. On May 4, we won’t just see students in caps and gowns. We will see 17 reasons why Milwaukee is a city worth investing in, one worker at a time.

Mercedez Butts is the founder and executive director of Joyce’s Legacy Learning Center in Milwaukee. To learn more about their GED Boot Camps and the May 4th graduation, visit joyceshousemke.org.

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As Wisconsin Superintendent of Public Instruction Jill Underly traversed the state last month to visit classrooms, she saw students harvesting and selling farm-fresh food, managing coffee shops and learning in wood shops, among other hands-on training. 

Through career and technical education programs, high school students can take unconventional classes like these that train them for in-demand jobs. The classes are popular among students, and schools want to offer more of them.

“Kids’ imaginations and their talents completely jump to life when they’re immersed in these settings and in these classrooms,” Underly said. 

But whether students can access classes like these largely depends on if their school district can cobble together the funding. That’s because Wisconsin is one of just five states that don’t dedicate state funding to public schools for career and technical education programs. 

In most states, programs teaching students hands-on job skills have secured increasing bipartisan support and financial investments in recent years, with lawmakers creating funding flows in states that previously lacked them. 

Wisconsin hasn’t done the same, leaving access to career and technical education uneven across the state. The programs rely mainly on federal funds many school leaders call insufficient. 

During Wisconsin’s most recent budget process, Underly requested $45 million for schools to spend on career and technical education. But as other issues took precedence, lawmakers rejected that proposal, likely leaving schools without guaranteed state funding for at least another two years. 

“I want to make sure that every kid has these opportunities, and if we were to have dedicated state funding, we can make sure that they do,” Underly said. “Otherwise, we’re just leaving it up to districts. And sometimes whether a district can pass a referendum or not is going to be the difference of if they offer these programs.”

Schools and state education leaders say the federal funding schools get right now falls short of covering these programs, which are often pricey and require high-tech tools and teachers with field experience. 

To make up the difference, schools often rely on piecemeal funding such as grants and donations, or ask voters to approve tax increases to fund new programs. The state has offered more piecemeal grants in recent years, but those funds are unpredictable.

“Career and technical education programs are among the most effective tools we have to keep students engaged, prepare young people for good-paying jobs, and address Wisconsin’s ongoing workforce shortage … Wisconsin employers are already facing serious labor shortages, and failing to invest in our workforce pipeline only makes that problem worse,” state Sen. LaTonya Johnson, D-Milwaukee, a member of the Joint Finance Committee, wrote in a statement to Wisconsin Watch.

Wisconsin an outlier

Early hands-on job training for students has emerged as a popular solution for nationwide skilled worker shortages.

States passed 90 policies bolstering high school career and technical education in 2024, illustrating its increasing political support. 

Advance CTE, a nonprofit representing state career and technical education leaders, reported in 2023 that state funding for high school programs was increasing, while Wisconsin was among a handful of states with no such funding formula.

States have since continued to increase funding, and at least one — Nebraska — has created a funding formula.

Underly made her $45 million request during the 2025-27 biennial budget process. Gov. Tony Evers then suggested a pared-down version – dedicating $10 million – which was scrubbed by the Republican-controlled Joint Finance Committee and not included in the final bill. 

Underly believes lawmakers rejected her request due to widespread pressure to boost funding for the special education services schools are legally required to provide. 

“I do think, though, that our Legislature values these programs,” Underly said. “They’re very proud of the programs that they have in their school districts, but it’s one of those things where it’s just, ‘What’s the most pressing need right now?’”

Wisconsin Watch asked all 16 lawmakers on the Joint Finance Committee why these funds were not included in the budget. Just three responded. Two Democratic lawmakers pointed to the lack of bipartisan communication during the budget process, making it impossible to know why the funding didn’t make the cut. 

“There is no discussion. It is not like we’re having a Mr. Smith goes to Washington, kind of a debate,” said state Sen. Kelda Roys, D-Madison. “There’s no WisconsinEye footage where I can point to them, where Democrats say, ‘Well, we should do this,’ and Republicans say, ‘Well, actually, we don’t want to do that.’”

Continuing the status quo?

The number of Wisconsin students enrolled in career and technical education courses has remained stagnant over the past few years, the most recent state data shows. 

Roughly 64% of Wisconsin high schoolers have taken one of these classes, while just 25% have taken more than one career-focused course. 

Wisconsin gets $25.5 million in federal funds for career and technical education, $8.3 million of which is appropriated to high school programs. Schools have used these funds to “keep the lights on,” said Sara Baird, the Department of Public Instruction’s career and technical education section director. In fact, 23 states give more in state dollars than they receive in federal funds, said Laura Maldonado, senior research associate for Advance CTE.

In the meantime, Wisconsin has allocated career and technical education grant money to schools. Rather than directly funding programs, the funds are “incentive grants,” meaning they give schools money after students graduate from a career and technical education program and earn a certification in a high-need industry. In the 2023-25 biennium, lawmakers bumped the pot from $6.5 million to $8 million, where it stayed in the 2025-27 budget. 

In a response to Wisconsin Watch’s request for an interview, Joint Finance Committee Co-Chair Mark Born, R-Beaver Dam, didn’t say why the committee denied the request for career and technical education funding. He pointed to the incentive grants as proof the Legislature “has consistently supported career and technical education by investing in workforce focused programs.” 

Advance CTE advocates for states to have dedicated funding because it expands access to more students, lends stability and allows flexibility as workforce needs change, according to Maldonado. 

“You’re trying to keep up with that labor market demand, and oftentimes it’s harder to do that with the federal funding,” Maldonado said. “You want to have that more flexible state funding source to be able to adjust that. So I think the main thing is that (federal funding) is often insufficient.”

In December, Wisconsin Watch reported on an Appleton technical charter school that struggles to manage high program costs and secure donations to stay afloat. The school received state grant funding to open, but a decade later, after those initial funds dried up, staff must chase down donations from local businesses.

Underly, whose term ends in July 2029, said she’ll continue to press for the creation of a state funding mechanism in the next budget cycle. 

“If it was up to me … It wouldn’t be $45 million, it would be a lot more,” Underly said.

Miranda Dunlap reports on pathways to success in northeast Wisconsin, working in partnership with Open Campus. Find her on Instagram and Twitter, or send her an email at mdunlap@wisconsinwatch.org.

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Wisconsinites owe $23.6 billion in student loans, and thousands of Wisconsin borrowers are in default. But Carole Trone, executive director of the Wisconsin Coalition on Student Debt, doesn’t want those kinds of numbers to scare students away from college altogether. 

“I think there is justifiable concern about student loan debt,” said Trone, whose group helps Wisconsinites figure out costs before, during and after college. 

“But we are seeing signs that many more students are hesitating or choosing not to pursue postsecondary education because they figure that’s the only way to avoid student loan debt,” Trone said. The problem with that plan, she said, is that studies suggest most of the jobs of the future will require some sort of credential beyond a high school diploma.

She’d like students to hear a different number: $33,000. “In Wisconsin, the average amount of student loan debt that an undergraduate takes on is about $33,000 for someone who completes their degree. So when you hear the stories of huge amounts of debt, those things happen. It’s heartbreaking to see those stories, but it’s not the norm.”

Trone talked with Wisconsin Watch about what students can do at every step in their education to reduce what they borrow and increase the chance they’ll be able to pay it back.

1. File your FAFSA 

The Free Application for Federal Student Aid was simplified in 2024, making it easier for students to apply for Pell grants and federal financial aid. 

“It has finally, truly gotten better, easier, simpler — at long last — so it is completely worth it to do it,” said Trone. “It keeps your options open.” 

2. Forget the ‘dream’ school 

“I caution people about talking about their ‘dream college,’” Trone said. Instead, she urges students to make a list of things like how much they’re willing to pay, what kinds of programs they’re considering and the typical salaries for those professions.

Then, she recommends students use the Department of Education’s College Scorecard website to compare schools.

“Not all programs cost the same, and not all programs are worth the same … You want to look for colleges that have strong graduation rates. You want to see how many students get financial aid. You want to see what the net cost of attendance is,” Trone said. 

3. Meet with an adviser 

Sometimes students end up paying more for school because the school doesn’t accept their prior credits, or because they need a class that’s seldom offered. 

“If you’re trying to bring credits into that institution, talk to someone about that. Don’t just assume that those credits will transfer,” Trone said. “Try to map out what classes you need to take, and meet with your adviser and figure out when those classes are being offered.”

4. Limit loans 

When colleges send financial aid offer letters, they list the maximum amount the student can borrow. But students have the option to borrow less or decline loans altogether, and they can make those decisions until around the time they’re enrolling in classes.

“Make sure that you have really thought about do you actually really need to borrow this money, because you’ll be paying it back with interest,” Trone said.

5. Finish your degree 

Student loans come due whether a student graduates or not. Those who don’t are more than twice as likely to end up in default, according to research by the Pew Charitable Trusts.

“The most important thing that you can do to be able to repay any loans you take out is to finish your program,” Trone said. People leave school for all sorts of reasons, including family commitments and job changes. “A lot of that can be really unavoidable … but those are the borrowers that often have the most difficulty in repaying their loans.”

6. Update your contact information 

One simple step can help keep borrowers on track: signing into studentaid.gov to update their contact information regularly. 

“After you’ve left college, that’s the time when lots of folks are moving around or changing email addresses,” Trone said. “When things start coming due or there’s changes, they need to be able to reach you.”

Natalie Yahr reports on pathways to success statewide for Wisconsin Watch, working in partnership with Open Campus. Email her at nyahr@wisconsinwatch.org.

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When it launched in 1990, the Milwaukee Parental Choice Program, the nation’s first modern private school voucher program, included just 300 students at seven secular private schools. The students came from families earning less than 175% of the federal poverty level, and state taxpayers covered $2,446 of tuition for each.

The total price tag that year: about $700,000, or $1.78 million today adjusted for inflation. It was a pittance compared to the $1.9 billion of state aid and $2.4 billion of property taxes provided to public schools in Wisconsin that year.

By 2011, enrollment in Milwaukee’s voucher program reached 23,000 students, or about three out of four private school students that year.

Former Gov. Scott Walker and the Republican-led Legislature helped spur the creation of three more private school choice programs similar to MPCP: one for students in Racine (RPCP), one for students elsewhere in the state (WPCP) and another for students with special needs (SNSP). This expansion was part of a national effort to boost private school education with support from  Walmart founders, the Walton family, according to previous Wisconsin Watch reporting.

Flash forward to last school year: Nearly half  (46%) of all private school students in Wisconsin received vouchers across the state’s four programs. Taxpayers this school year will spend more than $700 million to defray tuition costs for about 60,000 students. Almost all (about 96%) attend religiously affiliated schools.

The vast growth of the voucher system has helped Wisconsin’s private school system grow modestly as public school enrollment declines. Critics, particularly Democrats and public school teacher unions, describe the state as funding two school systems.

Supporting a second school system with public money

Taxpayers through school district budgets provide $10,877 for each K–8 voucher student and $13,371 for each voucher student in grades 9-12 who enrolls in one of the three voucher programs. Each student who participates in the Special Needs Scholarship Program receives $16,049. Those amounts will increase by 4%, 3.2% and 2.6% respectively next school year.

Except in Milwaukee, where the program is directly funded by the state budget, the funding is deducted from the state aid to each school district. This school year, $357.5 million was deducted.

For public schools, state aid roughly represents 45% of school funding. Federal aid, property taxes and other revenue cover the rest. Although the exact amount varies by district, public schools collected an average of $14,104 per student in property taxes and state general and categorical aid during the 2024-25 school year.

When the state redirected aid from public schools to pay for the Racine, statewide and special need vouchers, school districts were still allowed to raise revenue as if the private school student were attending the public school. So while the district pays $10,877 to the private school for a K-8 student, it can still collect roughly $13,362 in state general aid and property taxes, keeping the difference to pay for other students still in the public system.

Some cities, like Green Bay, have started adding a note to property tax bills stating the amount of money school districts levied to pay for private school vouchers.

In the meantime, Republican lawmakers proposed “decoupling bills,” which would have the state fully cover the Racine, statewide and special need voucher programs, similar to Milwaukee. That would prevent the money from passing through the public school districts, reducing the net revenue school districts have been able to collect for the past decade.

“The funding system is broken, and the link in current law between school choice funding and property taxes needs to be repealed,” said Carol Shires, vice president of operations, School Choice Wisconsin, an advocate group for the voucher system, in an email to Wisconsin Watch.

Private school market stabilizes with public funds

As homeschooling has gained considerable popularity over the past decade, the voucher program has saved many private schools from losing enrollment and likely closure.

“There really would not be a private school sector in Milwaukee, with a few exceptions, if it wasn’t for the voucher program,” said Alan Borsuk, senior fellow in law and public policy at Marquette University Law School, “because nobody had the money to pay tuition, and there was just no way to afford schools.”

Wisconsin private schools gained 1,687 students from 2011 to 2024, a stark contrast to public schools, where enrollment declined by more than 65,000 students. Homeschooling grew even more, by nearly 13,000 students.

More than half of all private schools (56%) now accept vouchers. This year, 91 private schools had 90% or more of its students participate in the voucher program.

There are fewer private schools, but more are participating in the voucher program

A Wisconsin Watch data analysis found that about half of the private schools that joined the voucher program between 2008 and 2024 grew their student population. 

A debate on effectiveness

When the voucher program was introduced in Milwaukee, lawmakers envisioned the program empowering low-income parents who couldn’t otherwise afford private schools to choose where their children are educated, bridging the education gap, and improving education quality for both the private and public school systems. 

”Choice gives poor students the ability to select the best school that they possibly can,” former Gov. Tommy Thompson said in a telephone interview with the New York Times in 1990. ”The plan allows for choice and competition, and I believe competition will make both the public and private schools that much stronger.”

About 35 years after the program’s introduction, people still cannot come to a consensus on whether it improves education quality.

“Taxpayers fund choice students at a lower dollar amount than they fund public school students, yet those choice students achieve better outcomes,” Shires wrote, referring to the school year 2024-25 state testing results from DPI.

The DPI data cited by the organization showed a higher average test score for voucher students compared to their peers in public schools. 

However, that methodology has been criticized by reviewers affiliated with the National Education Policy Center, a university research center housed at the University of Colorado Boulder’s School of Education. The reviewers criticized the approach of directly comparing standardized test scores of voucher students with those of public school students, arguing that such comparisons are overly simplistic and misleading.

In his review, Stephen Kotok, an associate professor at St. John’s University, wrote that simply comparing average test scores between the two groups without accounting for nonrandom selection into voucher programs overlooks other factors that may influence student performance besides school quality. He also wrote that relying solely on standardized test scores to judge educational quality or productivity is a “crude” measure.

DPI uses report card systems to provide a more comprehensive review of school performances in addition to test scores. Last year, 85% of public schools and 85% of voucher schools met, exceeded or significantly exceeded expectations. However, less than half (43%) of the voucher schools were scored due to insufficient data. DPI cited small student populations and low test participation rates among voucher students for not assessing those schools.

Several recent studies indicate that the academic benefits of voucher programs are marginal.

An analysis of 92 studies on school choice students’ academic achievements published between 1992 and 2015 found a very slight rise in standardized test scores among students who transferred from public schools to voucher schools, according to Huriya Jabbar, an associate professor at the University of Southern California.

Even though earlier data tended to show positive effects from voucher programs, math scores for students who switched to voucher schools were less impressive, and even negative, particularly in newer and larger programs, according to a study by Christopher Lubienski, director of the Center for Evaluation and Education Policy at Indiana University.

Borsuk wrote that the voucher system does not improve the overall quality of education in a column for the Milwaukee Journal Sentinel. He noted the education quality of voucher schools varies by school, with a mixture of excellence and disappointment.

In addition, state laws do not protect private school students from discrimination as they do in public schools. Previous reports by Wisconsin Watch have found some voucher school students have faced discrimination because of their disabilities or sexual orientation.

Not just providing choice for public school students

RPCP and WPCP generally do not accept students previously registered in private schools, but the program makes an exception for grades K4-1 and 9. 

This year, one in four (1,129) newly enrolled WPCP students studied in a private school the previous year — even more than the 948 students who transferred from Wisconsin public schools. Comparatively, most newly enrolled Racine students came from public schools or had not previously attended any school.

MPCP does not have a similar requirement, and DPI stopped publishing the source of enrollment data in 2006.

Bringing religion into classrooms

Enrollment at MPCP jumped in 1998 as the program began incorporating religious schools after the Wisconsin Supreme Court ruled 4-2 the program didn’t promote state-sponsored religious education.

As of the 2025-26 school year, nearly all of the voucher schools are religiously affiliated.

Parents cite the religion-based curriculum, safer environments, strict discipline and small classrooms in their decision to send their children to private schools.

Parents of voucher students may opt out of the religious curriculum under the law, yet no available data show how often that happens. 

“Almost 30 years now, if there have been 25 cases of opt-outs, I’d be really surprised,” Borsuk said. “If you’re going to a religious school and don’t want to be there, then why are you going to that school? It’s basically as simple as that.”

The post DataWatch: Nearly half of Wisconsin private school students receive a taxpayer-funded voucher appeared first on Milwaukee Neighborhood News Service.

Kayla Ramos attended, taught and now does administrative work for Janus College Preparatory & Arts Academies, a fine arts studio and credit recovery program that now has a high school wing. 

One of her wishes when she participated in the program as a youth was that she could go there for school. 

“This was my dream since middle school,” she said. “For some kids, the arts are all they have.” 

Ramos is watching one of her childhood dreams come true as Janus, which first opened 15 years ago, has launched a high school in the 2025-’26 school year. 

Long road

Valerie Benton, executive director of Janus College Preparatory & Arts Academies, said the organization first set its sights on becoming a high school in 2015. 

“We’ve been serving students who struggle with traditional education for years,” Benton said. “With all the schools closing and both the teachers and students struggling in schools, we feel like we can make a difference now.” 

Janus Liberal Arts High School, 161 W. Wisconsin Ave., aims to provide a liberal arts educational model that develops students’ sense of social responsibility and strengthens their intellectual and practical skills, according to Benton.  

Benton said she hopes to enroll 40 students across grade levels this school year. 

The private, tuition-based school costs $5,000 a year to attend and offers flexible payment plans. 

Benton said the school is ideal for students who struggle in larger groups or require more individual attention. 

“We are able to truly serve a full child through a trauma-informed lens,” she said. “We can also offer a more flexible schedule due to our smaller class sizes.” 

Online options are also available.

The original mission

For Benton, opening the new school is a step toward the organization’s original mission. 

Before becoming Janus College Preparatory & Arts Academies, the organization was called Northern Star School, a school Benton created in response to the high teen pregnancy rates in Milwaukee’s middle schools during the early 1990s.

As a former Milwaukee Public Schools teacher, Benton noticed a trend of girls getting pregnant and disappearing. Curious as to what happened to those girls, Benton started researching and found they were just dropping out and being forgotten about.

“So we initially started as a way to engage the students who were kind of forgotten,” Benton said. 

The school ran for about 10 years before closing its doors.

But helping the students remains close to Benton’s heart, so she found space and reopened the school as Janus College Preparatory & Arts Academies.

Opening the high school is her going back to her roots, she said. 

Janus College Preparatory & Arts Academies

Historically, Janus College Preparatory & Arts Academies has been a hub for students interested in the arts. The organization partners with schools to help students earn academic credits for arts-related courses. 

Carter Lawson studied music theory at Janus and said it’s a great place and he’s excited to see a school come out of its work. 

“I initially wanted to focus on playing the violin,” Lawson said. “But they helped with more than music, they helped with school and getting a job.” 

While the high school is opening, the college preparatory and arts academy is still providing all the services it has been, Benton said. 

Making things affordable

The organization’s small team of about 10 creatives will still offer private and small group instruction, professional arts education, and tutoring and mentoring services. 

The goal, Benton said, is to be affordable. 

“I know technique-based instruction is extremely expensive,” she said. “As someone with children in the arts, I’ve spent thousands on their classes and performances . . . Many students don’t get to experience those opportunities.” 

Usually, the fine arts studio charges $200 for 12 weeks of programming. 

“My instructors have day jobs,” Benton said. “None of us is trying to get rich from this work. We are all passionate about giving these young people a chance.”

For more information

Benton said both the school and the studio are nonprofit organizations, so donations always help keep the lights on. 

But anyone who wants to help or enroll can reach out and tour the space. 

Visit the school’s website and the Janus College Preparatory & Arts Academies‘ site for more details.

The post Fine arts studio opens new high school to engage ‘forgotten’ students appeared first on Milwaukee Neighborhood News Service.

Wisconsin colleges and universities with significant Hispanic and Latino populations could lose millions after the U.S. Department of Education announced last week that it plans to end several long-standing grant programs it says violate the Constitution. 

In Wisconsin, the change would affect Alverno College, Herzing University, Gateway Technical College and Mount Mary University. 

The seven grant programs in question award money to minority-serving schools for things like tutoring, research opportunities, counseling or campus facilities. 

The funds are available only to schools where a designated share of students are Black, Native American, Alaska Native, Native Hawaiian, Asian American or Pacific Islander, though the money can be used for initiatives that serve students of all demographics at those schools. 

“Discrimination based upon race or ethnicity has no place in the United States,” U.S. Secretary of Education Linda McMahon said in a statement Wednesday. “The Department looks forward to working with Congress to reenvision these programs to support institutions that serve underprepared or under-resourced students without relying on race quotas.”

The $350 million previously allocated for grants for the 2025-26 school year will be “reprogrammed” to programs that “advance Administration priorities,” the department said.

The department will also discontinue existing grants, meaning schools that were previously awarded multi-year funding will not receive any remaining payments. 

The largest share of the affected schools are Hispanic-serving institutions, including four in Wisconsin. More than 600 colleges hold that designation, which the Department of Education has awarded for about 30 years to colleges that meet several qualifications including having an undergraduate student body that’s at least 25% Hispanic.

The announcement does not affect funding for tribal colleges or historically Black colleges. The Department of Education announced Monday $495 million in additional one-time funding for historically Black colleges and for tribal colleges.

It’s unclear how much funding Wisconsin’s schools stand to lose in total. The newest on the list, Gateway Technical College, applied for funding for the first time in July, seeking $2.8 million over five years, spokesperson Lee Colony said. The school was still waiting for a decision when the department announced it was canceling the program. 

Wisconsin’s other three Hispanic-serving institutions did not answer questions from Wisconsin Watch. 

When Herzing University became a Hispanic-serving institution last year, Wisconsin Public Radio reported that the Kenosha school had received a $2.7 million five-year grant.

The list also includes both of Wisconsin’s women-only schools, Mount Mary University and Alverno College, the latter of which has recently faced money troubles. Its board of directors declared a financial emergency in 2024. After cutting 14 majors, six graduate programs and dozens of staff and faculty, the school and its accreditor say it’s now in a stronger financial position, but the school did not respond to further questions.

The cuts could be especially consequential in Wisconsin because the state’s minority-serving institutions are smaller schools with smaller budgets, said Marybeth Gasman, executive director of the Rutgers Center for Minority Serving Institutions.

“If they lose funding, it will hurt students — especially low-income and first-generation college students,” Gasman said.

But the announcement doesn’t necessarily seal the fate of these grant programs. Gasman anticipates lawsuits over the funds that were already awarded to institutions, on the grounds that the administration can’t rescind funds that Congress has allotted. 

“My hope is that Congress will step in and support these important institutions,” Gasman said.

Meanwhile, the Hispanic Association of Colleges and Universities released a statement Wednesday calling the decision “an attack on equity in higher education” that “erases decades of progress and hurts millions of students.” 

The organization said it would “continue to fight alongside students and institutions to defend these essential programs and ensure that opportunity, equity and investment in higher education are not rolled back.”

The case for HSIs

More than two-thirds of all Latino undergrads attend a Hispanic-serving institution, according to the Hispanic Association of Colleges and Universities. Proponents of the grant program say it helps a group of students who haven’t always been well supported in U.S. schools and colleges, and that, in turn, helps the economy.  

“There are communities that have been excluded from educational opportunity, and they deserve the right to a high-quality education. That’s what democracy looks like,” said Anthony Hernandez, an education policy researcher at the University of Wisconsin-Madison who studies Hispanic-serving institutions.

“By concentrating these federal resources, we can help them gain momentum to get into white-collar pathways and imagine that they could become nurses, they can become doctors, captains of industry, they can become scientists,” he said.

Hernandez disputes the Department of Education’s claim that it’s discriminatory to set aside funds specifically for minority-serving institutions. 

“For most of U.S. history, minority students were either explicitly excluded from higher education or funneled into segregated, underfunded schools,” Hernandez said. 

Minority-serving institutions were created to level the playing field, which remains slanted by bias, economic inequality and disparities in funding across K-12 schools, he said.

“This policy change presents itself as a defense of fairness, but effectively punishes institutions that were created to repair unfairness,” Hernandez said. “It withdraws critical support from communities still facing barriers and undermines the very schools helping to expand opportunity and strengthen the economy.”

He argues the program should be grown, not dismantled. The number of Hispanic-serving institutions has soared, he said, and the available funds haven’t kept up. 

“They’ve constantly had to fight for funding,” Hernandez said. “They’ve never been adequately funded.”

If the Department of Education succeeds at cutting these grant programs, he anticipates that graduation and transfer rates at these schools will drop. 

The cuts so far don’t affect grants issued to minority-serving institutions by other departments, including the Department of Agriculture and the National Science Foundation. But Hernandez worries more cuts could be coming.

“We imagine that that is eventually going to encompass all of the different arteries of the federal government that dole out monies to the minority-serving institutions,” Hernandez said. “I don’t think it’s finished.”

Gasman agrees. “I think the Trump administration is challenging the entire MSI framework, which has had bipartisan support in Congress,” Gasman said.

Wisconsin colleges serve growing Hispanic population

Watching from the sidelines are eight other Wisconsin colleges that have spent years trying to become Hispanic-serving institutions. At those schools, designated by the Hispanic Association of Colleges and Universities as “Emerging Hispanic-Serving Institutions,” at least 15% of full-time undergrad students are Hispanic. 

In the 2023-24 school year, there were 425 such schools in the U.S. In Wisconsin, the group includes a mix of private colleges, public universities and technical colleges.

They say they’ll keep up working to better serve Hispanic students even if the federal funds disappear.

The Milwaukee Institute of Art and Design joined the Emerging list in 2021, and its Hispanic enrollment has risen each year since, President Jeffrey Morin said. 

About 19% of the incoming freshman class is Hispanic, and the city of Milwaukee is 20% Hispanic.

“For us, it is a natural reflection of the community that we serve,” Morin said, though he notes that the school selects students based on their academic record and a portfolio of their work, not their demographics.

“We are not sculpting a freshman class. We are serving the people who want to join our community,” Morin said. “And when a … noticeable portion of our population comes from a particular background, we want to make sure that we meet the needs of that population.”

Being designated as an Emerging Hispanic-serving institution hasn’t brought new funds to the school, but it “puts us in a community with other regional higher ed institutions so that … we can discuss and discover best practices and trends,” Morin said.

Hispanic students are the fastest-growing group in higher education. As their numbers boom, more Emerging schools could meet the 25% benchmark and become full-fledged Hispanic-serving institutions.

That’s the plan at the institute, Morin said, adding that the funds would help non-Hispanic students too. For example, he said, many Hispanic students are also the first in their families to go to college. The grant funds could be used for programs that would support first-generation students, regardless of their race or ethnicity.

“A rising tide lifts all boats,” Morin said. “The funding support that would come in to help one population will help other populations as well.”

‘Emerging’ schools not deterred

Despite recent news, MIAD officials say the school isn’t changing its plans. Supporting Hispanic students is particularly important now, Morin said, as the national rhetoric around immigrants grows increasingly hostile.

“What changes is that we’ll lose particular opportunities to partner (with the federal government) in service to the Hispanic community,” Morin said. “What doesn’t change is our commitment to serving the Hispanic community. We will simply look for new partners in that work.”

Several other Emerging institutions expressed similar sentiments.

The mission of the federal program “aligns with our Catholic, Jesuit mission to keep a Marquette education accessible to all,” said Marquette University spokesperson Kevin Conway. The university announced in 2016 that it intended to become a Hispanic-serving institution. Since then, the Hispanic share of its student body has grown from 10% to about 16% in fall 2024.

“Like all colleges and universities, Marquette is monitoring changes in the higher education landscape and the resources available to help the students we ​serve,” Conway said. “One thing that will not change is Marquette’s commitment to its mission and supporting our community.”

A spokesperson for the University of Wisconsin-Milwaukee, where about 15% of students are Hispanic, said the school “remains steadfast in its access mission, ensuring higher education is attainable for all, regardless of background or income.”

Milwaukee Area Technical College, meanwhile, announced last year that it was “on the verge” of achieving full HSI status with 23.4% of its full-time students identifying as Hispanic.

“We’re very, very close,” MATC President Anthony Cruz said at the time.

Asked about the latest developments, spokesperson Darryll Fortune said the school “will continue to pursue HSI status regardless.”

Natalie Yahr reports on pathways to success in Wisconsin, working in partnership with Open Campus. Email her at nyahr@wisconsinwatch.org.

This story was updated to include an announcement made Monday by the Department of Education that the agency will award historically Black colleges and tribal colleges $495 million in one-time funding.

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Jesús Daniel Ruiz Villamil wanted to be proactive, so before he started his junior year at South Division High School, he asked his counselors about courses beyond normal high school classes. 

They suggested dual enrollment, where Ruiz Villamil could get college credit for taking university-level courses like Latin American and Caribbean studies and advanced Spanish taught by his high school teachers.

Now a sophomore at the University of Wisconsin-Milwaukee, Ruiz Villamil credits the dual enrollment classes he took at South Division for the success he’s experienced so far in college. 

“I think those college classes … helped me to improve my writing and reading skills to be prepared for my English classes, psychology classes and political science classes,” he said.

Dual enrollment gives students the opportunity to earn college credit while still in high school. South Division is one of several Milwaukee Public Schools that offer dual enrollment in the school – MPS teachers teach college classes in the classroom.

MPS high school students at any school can also take advantage of dual enrollment on a college campus – where students can earn high school and college credit at the same time for taking college classes – through the district’s M-Cubed partnership with UWM and the Milwaukee Area Technical College. 

Participation in dual enrollment is growing in Wisconsin, but Milwaukee lags behind many other districts in the state, a Wisconsin Policy Forum report found. 

In Milwaukee Public Schools, 2.8% of high school students participated in dual enrollment, the study found using 2023-2024 state report card data. The report card data is based off enrollment data from the previous school year. 

In Oak Creek-Franklin Joint School District, the rate is 47%, while at Racine Unified, the dual enrollment participation rate is 40%.

Concerns with state funding

Vicki Bott, UWM outreach program manager, said she thinks dual enrollment could grow at MPS, but limits in state funding force schools to weigh the benefits of increasing access with other pressing district needs.

The district covers nearly the entire cost of programs like M-Cubed or in-classroom courses like those at South Division, MPS postsecondary engagement coordinator Hannah Ingram said. Wisconsin does not give school districts funding to help cover these dual enrollment costs. 

For each UWM course that a high school teacher teaches, MPS pays $330 per student at no cost to the student. For this coming school year, the district is paying a little over $3,200 per student to participate in the M-Cubed program, Ingram said.

“It’s too much of a burden on school districts and high schools, so that’s where we’ve got some inequity,” Bott said. “If it’s a matter of like, you know, repainting to prevent lead poisoning or providing tuition for dual enrollment, they’re going to choose the lead poisoning prevention.”

Other hurdles

Some schools don’t have dual enrollment courses inside the classroom because no teachers have the necessary qualifications to teach a college-level course, MPS career and technical education manager Eric Radomski said. Teachers also don’t get incentives to teach dual enrollment courses. 

South Division can offer several courses in the high school because several teachers already had the necessary qualifications, including master’s degrees, Principal José Trejo said. 

Trejo said not many South Division students participate in M-Cubed. He said students tend to just participate in the courses within the high school.

Most dual enrollment courses across Wisconsin are similar to South Division’s program, where high school teachers get credentialed to teach courses for college credit in the classroom, Wisconsin Policy Forum researcher and report author Don Cramer said. 

South Division is one of 10 MPS schools that offer classes through UWM in the high school, Ingram said. Radomski said 15 high schools have career and technical education classes, eight of which offer dual enrollment career and technical education courses. 

Despite the financial constraints, Radomski said, “We have seen a gradual trend in the right direction with more and more (career and technical education) teachers offering dual enrollment courses over the past several years.”  

The district adds about one to two career and technical education dual enrollment courses in the high school each year, he said. 

Different schools, different priorities

Another reason dual enrollment access varies, according to Ingram, is because some MPS schools choose to prioritize other programs over dual enrollment in the classroom, like Advanced Placement, International Baccalaureate, the Rising Phoenix program through the University of Wisconsin-Green Bay, or Early College Credit Program and Start College Now, Wisconsin’s two dual enrollment programs. 

At Pulaski High School, for example, three students dual enrolled during the 2022-2023 school year, but 84% of students completed AP or IB courses. 

Not all students who take AP courses take the exam, and not everyone who takes the exam receives college credit. Students need to take and score high enough on an AP exam to earn college credit. 

AP exams are graded on a scale of one to five. Students typically need to score three or higher depending on the course and the requirements of the university the student is transferring to. Students can check what AP scores their prospective college accepts using the College Board’s AP credit policy search.

Radomski said despite the benefits of advanced courses like AP and IB, a lot of MPS students see greater success in dual enrollment courses because they need to pass an entire class to receive college credit, not just a test. 

“We have over a 75% pass rate, for example, in Career Tech Ed, but the number is not nearly that high for students getting a three or four on their (AP) test in order to get that credit,” Radomski said. 

Ruiz Villamil said the rigor of AP courses helped him prepare for college classes, but he preferred dual enrollment. He said he failed two AP exams and didn’t earn credit despite taking the classes for a year. 

Helping students find their path

At South Division, principal Trejo has seen dual enrollment courses help students gain better clarity about what they want to do after graduation. With this clarity, Trejo said, students can avoid pursuing a college degree only to realize they don’t like it.

“It’s a really good experience in terms of understanding ‘maybe that’s not what I want to do’ and it’s OK,” Trejo said. “But at least you found that out early enough so that you’re not spending so much money in college.”

For example, students interested in becoming a teacher can learn how they like working in a classroom by taking college-level education classes and participating in an internship at an MPS school — an opportunity Trejo said students might not have if they didn’t start their education career until college. 

Ruiz Villamil said his dual enrollment courses helped expose him to new pathways of study. 

“That’s one of the reasons that I’m doing a Spanish minor, probably major,” Ruiz Villamil said. “Nowadays, I can look back to it and appreciate that I took those classes.”

Jonathan Aguilar is a visual journalist at Milwaukee Neighborhood News Service who is supported through a partnership between CatchLight Local and Report for America.

The post Dual enrollment helps MPS students prepare for college success. Why are participation rates low? appeared first on Milwaukee Neighborhood News Service.

The school year is quickly approaching. To help families start the academic year off right, organizations across Milwaukee are hosting back-to-school parties and giveaways. 

Whether you’re looking for free school supplies, food, face painting, hair braiding, health checkups or more, these events offer a wide range of resources for families. 

(Got an event we missed? Tell us in the comments or email us here.)

Humbled Hearts Childhood Development Center Back to School: Saturday, Aug. 23

Humbled Hearts is turning its center into a “magical Candyland.” Parents can register their kids in early childhood care or education and pick up free bookbags, enjoy face painting and more at 1 p.m. The center is located at 6003 N. Teutonia Ave. Suite A. More information here.

Wisconsin Democrats School Supply Giveaway: Saturday, Aug. 23

Wisconsin Democrats are hosting a second set of backpack giveaways at their north and south offices from noon to 4 p.m. Registration is strongly encouraged to ensure they have supplies.

North Side: 8405 W. Lisbon Ave.

South Side: 2999 S. Delaware Ave.

Fourth Annual First Day Fits: Saturday, Aug. 23

First Day Fits will offer free new outfits for youths, food, face painting, games and more at Sherman Park, 3000 N. Sherman Blvd., from noon to 3 p.m. More information here.

The Self Care Kickback: Back-to-School Fair: Saturday, Aug 23

Safe & Sound, Inc. is offering free hygiene bags, haircuts, nail care and a raffle for a free back-to-school outfit at 4422 W Leon Terrace from noon to 4 p.m. More information here.

Dorothy’s Outreach Back 2 School Giveaway: Saturday, Aug. 23

Join Dorothy’s Outreach for free school supplies, barbers, bounce houses, shoes and more from 11 a.m. to 3 p.m at 5017 West Center St. More information here.

Sonny’s Helping Hands Back-to-School Celebration: Saturday, Aug. 23

Stop by the Charles Allis Art Museum, 1858 N. Prospect Ave., for free school supplies and food during their back-to-school celebration from 10 a.m. to 2 p.m. More information here.

Milwaukee Police Department District 7 Back-to-School Festival: Sunday, Aug. 24

From noon to 4 p.m., Milwaukee Police Department District 7 will host its third annual back-to-school festival with free food, school supplies, book bag and bike raffles, hair braiding and more. Children must be present to enter the raffles. The festival is at Indigenous Peoples’ Park, 7301 W Courtland Ave. More information here.

Planned Parenthood of Wisconsin Back-to- School Bash: Sunday, Aug. 24

Receive a backpack with supplies, a hygiene kit and play games at the mobile gaming trailer at 5370 W Fond du Lac Ave. from 11 a.m. to 2 p.m. Families can pre-register but it won’t guarantee they will get school supplies. Supplies are distributed first come, first served. More information here.

Platinum Cellular Back-to-School Bash: Tuesday, Aug. 26

Platinum Cellular is giving away 300 backpacks filled with treats at its back-to-school bash. The event takes place at 4241 W. Capitol Drive from 2 p.m. to 5 p.m. More information here. Call (414) 873-2461 for additional details.

Homies to Heroes Back-to-School Giveaway: Saturday, Aug. 30

Homies to Heroes Inc. is hosting its first back-to-school giveaways with school supplies and summer fun from 1 p.m. to 8 p.m. at Gordon Park, 2828 N. Humboldt Blvd. More information here.

Jerry’s Kitchen Back-to-School Bash: Saturday, Aug. 30

Students can receive a free bookbag, supplies and food from 3:30 p.m. to 6:30 p.m.at Lincoln Park, 1301 W Hampton. More information here.

Team HAVOC Backpack Giveaway: Sunday, Aug. 31

From 10 a.m. to 2 p.m., Team HAVOC will give away backpacks and free school supplies at Clarke Square Park, 2330 W. Vieau Place. The giveaway is part of an International Overdose Awareness Day event. More information here.

Zipp Up and Lock In Back 2 School Drive: Sunday, Aug. 31

Several Milwaukee businesses are sponsoring a back-to-school drive with free school supplies, refreshments, haircuts and more at 1 p.m. at the Mitchell Park Domes, 524 S Layton Blvd. More information here.

The post Here’s where you can get free school supplies in Milwaukee appeared first on Milwaukee Neighborhood News Service.

The school year is quickly approaching. To help families start the academic year off right, organizations across Milwaukee are hosting a series of back-to-school parties and giveaways. 

Whether you’re looking for free school supplies, food, face painting, hair braiding, health checkups or more, these events offer a wide range of resources for families. 

Got an event we missed? Tell us in the comments or email us here.

School Choice Wisconsin School Supply Giveaway: Sunday, Aug. 3

From noon until supplies run out, School Choice Wisconsin will hand out free bundles of school supplies to students from kindergarten to eighth grade at Desatar Ministry, 1170 W. Windlake Ave. Students must be present with a parent to receive supplies. More information here.

Sharon Seventh-Day Adventist Back-to-School Rally: Sunday, Aug. 3

Join Sharon Seventh-Day Adventist Church, 2389 N. Teutonia Ave., for free haircuts, food, raffles and prayer from noon to 3 p.m. More information here.

Wellpoint Care Network Back-to-School Bash: Thursday, Aug. 7

Wellpoint Care Network is hosting its fourth annual back-to-school bash at 8901 W. Capitol Drive from 3 p.m. to 6 p.m. with free backpacks, resources, food and more. Children must be present to receive a backpack. More information here.

Dr. Martin Luther King Jr. Community Center Back-to-School Festival: Saturday, Aug. 9

Get free backpacks and school supplies, educational resources, health screenings and more from 11:30 a.m. to 4 p.m. at the King Community Center, 1531 W. Vliet St. More information here.

WisDems School Supply Giveaway: Saturday, Aug. 9

Wisconsin Democrats are hosting school supply giveaways at their north and south offices from noon to 4 p.m. Registration is strongly encouraged. Supplies are free while they last.

North Side: 8405 W. Lisbon Ave.

South Side: 2999 S. Delaware Ave.

Odua Association in Milwaukee Back-to-School Giveaway: Wednesday, Aug. 13

Back to school bags and supplies will be distributed at Johnson’s Park from 2-6 p.m. For more information you can call 414-552-6618 or 414-349-1876.

Gerald L. Ignace Indian Health Center Back-to-School Event: Thursday, Aug. 14 

Native students can get free backpacks and supplies, food, frozen treats and games at the Gerald L. Ignace Indian Health Center back-to-school event from 1 p.m. to 6:30 p.m. Attendees must provide proof of 2025-26 school registration, tribal ID or proof of descendant and a state ID from parent or guardian. More information here.  

Crossroads Church of God Back-to-School Bash: Saturday, Aug. 16

Crossroads Church of God is offering free backpacks, food and more from noon to 3 p.m. at its back-to-school bash at 8001 W. Capitol Drive. More information here.

Stay Educated Back-to-School Bash: Saturday, Aug. 16

Life Redefined MKE and StayPressd MKE are hosting a back-to-school bash with free school supplies, a bounce house, live music and more at Sherman Phoenix, 3536 W. Fond du Lac Ave., from noon to 4 p.m. Students can enter a raffle to win an iPad. More information here.

Humbled Hearts Childhood Development Center Back to School: Saturday, Aug. 23

Humbled Hearts is turning its center into a “magical Candyland.” Parents can register their kids in early childhood care or education and pick up free bookbags, enjoy face painting and more at 1 p.m. The center is located at 6003 N. Teutonia Ave. Suite A. More information here.

Cain’s Window Cleaning Back-to-School Car Show: Saturday, Aug. 23

Cain’s Window Cleaning is hosting its third annual back-to-school car show with free school supplies, hair braiding, horse rides and resource tables including one with autism-friendly activities. The show is from 2 p.m. to 7 p.m. at McGovern Park, 5400 N 51st Blvd. More information here.

Wisconsin Democrats School Supply Giveaway: Saturday, Aug. 23

Wisconsin Democrats are hosting a second set of backpack giveaways at their north and south offices from noon to 4 p.m. Registration is strongly encouraged to ensure they have supplies.

North Side: 8405 W. Lisbon Ave.

South Side: 2999 S. Delaware Ave.

Fourth Annual First Day Fits: Saturday, Aug. 23

First Day Fits will offer free new outfits for youths, food, face painting, games and more at Sherman Park, 3000 N. Sherman Blvd., from noon to 3 p.m. More information here.

Milwaukee Police Department District 7 Back to School Festival: Sunday, Aug. 24

From noon to 4 p.m., Milwaukee Police Department District 7 will host its third annual back-to-school festival with free food, school supplies, book bag and bike raffles, hair braiding and more. Children must be present to enter the raffles. The festival is at Indigenous Peoples’ Park, 7301 W Courtland Ave. More information here.

Platinum Cellular Back to School Bash: Tuesday, Aug. 26

Platinum Cellular is giving away 300 backpacks filled with schools and summer treats at their back-to-school bash. The event takes place at 4241 W. Capitol Drive from 2 p.m. to 5 p.m. More information here. Call (414) 873-2461 for additional details.

Team HAVOC Backpack Giveaway: Sunday, Aug. 31

From 10 a.m. to 2 p.m., Team HAVOC will give away backpacks and free school supplies at Clarke Square Park, 2330 W. Vieau Place. The giveaway is part of an International Overdose Awareness Day event. More information here.

The post Here’s where your child can get free school supplies and have fun before school starts appeared first on Milwaukee Neighborhood News Service.

Hamidreza Majidi developed a love for math and started teaching it in his home country of Iran two decades ago. 

After a lengthy career in Iran’s capital city of Tehran, Majidi, 57, is now bringing his passion to Milwaukee as a corps member of Teach For America Milwaukee. Teach For America, or TFA, is a leadership development program that trains people to become educators and leaders in local communities across the country. 

‘A long, long process’

Majidi’s journey to teach in an American classroom began soon after he and his family arrived in the United States in 2013, following the lead of his brother who had lived here since 1974. 

Majidi settled in San Diego and initially enrolled in English as a second language classes at San Diego Miramar College to improve his English, driven by his dream of teaching in America. 

Despite having the necessary certification to teach in Iran, Majidi had to meet new requirements to teach in the U.S.

“I was a teacher in Tehran, and I knew I wanted to be a teacher, but I understood that to be a math teacher I needed to get a bachelor’s degree and a certificate,” Majidi said. “But I knew it was a long, long process.” 

Following his English as a second language classes, Majidi pursued an associate degree in applied math. During that time, he worked as a math tutor while studying, gaining experience that now helps him in the classroom. 

From there, he followed his daughter to the University of Wisconsin-Madison, where she was accepted to study physics. They both graduated in May, and Majidi started with Teach For America that summer. 

Now he is working as a math teacher at Milwaukee’s Carmen High School of Science and Technology- South campus, a charter school located at 1712 S. 32nd St.

Lessons learned outside the classroom

Majidi moved to America with his entire family in his mid-40s.  He said there were many times when he wanted to quit on his long journey to becoming a teacher in the U.S., but he learned the importance of patience and perseverance.

“I’m not very young. So imagine that being the head of the family, moving to the United States around age 45, it wasn’t easy to get to this point,” he said. “It was very hard. I had to support my family and there were financial issues. Just many, many different things.” 

Despite the challenges that came with pursuing his education and dreams of becoming a teacher, Majidi emphasized that his love of math and wanting others to love it too kept him going. 

“Someone told me that pressure made diamonds,” he said. ”It was an amazing statement for me. So the important thing that I learned is that if you are patient, follow your dreams, be flexible and keep going.” 

Two graduates, one family

Dorsa Majidi called her dad’s hard work exciting and unbelievable. 

“It’s not that I didn’t believe in him because I do,” she said. “But with personal hardships and working to provide and going to school, I just thought my dad would need more time.” 

But she said her father has always had an unwavering determination in everything he’s done. 

“He really cares about people and his passions, and when he is passionate about something, he puts all of himself into that thing whether it’s his family or school or his students,” she said. 

Bringing individuals like Majidi into communities and empowering them to be the best teachers that they can be is the main aim of Teach for America, said Michael Nguyen, executive director. 

“TFA recruits those who have leadership experience in their field and have alignment with TFA’s mission,” Nguyen said.  

Understanding culture

Majidi said he is taking everything he has learned into the classroom with him. 

“My first experience with math was terrible, so for a long time, I didn’t like it,” he said. “But I’ve learned it’s all in how you teach it. When you understand it, it feels great, and I want to find ways to make it enjoyable for students.” 

Majidi said it’s important to understand the different cultures and dynamics of the students he’s serving. 

“As teachers, we need to make ourselves familiar with the culture, because it is very important to the area you’re working,” he said. “Whether students are African American, Hispanic or Spanish, we need to know something about this culture before diving into that position.” 

For more information

For more information, visit the Teach For America website.

Catch up with the people and organizations who make Milwaukee great by reading “NNS Spotlight.”

The post NNS Spotlight: Teach For America corps member brings his love for math to Milwaukee appeared first on Milwaukee Neighborhood News Service.

The holidays will be a lot brighter for many Milwaukee families in need thanks to Next Door’s annual gift-giving program.  

The program connects community members with those in need, ensuring that their holiday season is filled with joy and warmth through the generosity of volunteers and donors.

This year’s drive ran Dec. 10-17, with families picking up their gifts by Dec. 18.

Whether it is a warm winter coat or an educational toy, the gifts help set families up for success in small but meaningful ways, said Melissa Hodzinski, volunteer and community relations specialist for Next Door. 

“It’s all about giving kids and families tools they need,” said Hodzinski, who has been employed with Next Door for 13 years. “These resources can make a big difference in their lives.”

Hodzinski explained that the program is about more than just holiday cheer. 

“It gives families access to resources they might not have otherwise,” she said. “These gifts bring joy not just for the season but for the year ahead.”

For more information

Click here for more information about Next Door.

Here are resources to help you keep the holiday season affordable

The post Post From Community: Next Door’s gift-giving program brightens holidays for families in need appeared first on Milwaukee Neighborhood News Service.

Milwaukee Neighborhood News Service invites community members to submit opinion pieces of 500-800 words on topics of interest to central city Milwaukee. To send a submission for consideration, please email info@milwaukeenns.org. The views expressed are solely those of the authors.

I’m Dr. Tamika L. Johnson, a teacher, minister, serial author, advocate for education and mental health and a life coach. My career has been dedicated to supporting students and families in need, firmly believing that equity in education is essential for community success. 

I’ve observed that communities lacking the resources for education often suffer from crime and social issues. Research in the U.S. has shown that failing school districts often lead to failing communities, while successful schools contribute to thriving communities. 

As both an educator and community advocate, I feel it’s my duty to ensure fairness for our students and families. Over the past three to four years, I’ve worked with various organizations to effect change in Milwaukee Public Schools, a cause I’m still committed to. 

Advocating for better schools

As a teacher in Milwaukee for over 23 years, I’ve witnessed the disparities and shortcomings across our school district, from well-funded to underfunded. 

I’ve had the opportunity to work for all sectors of education in Wisconsin, private, charter and Milwaukee Public Schools.  As an adjunct instructor for Cardinal Stritch University, under its Educational Leadership Program, I coached teachers from each sector, private, charter, and public as well. 

However, when I learned about the financial crisis in Milwaukee Public Schools, I joined forces with community members to hold those responsible accountable. This led me to support the Recall MPS School Board Members initiative, which aims to improve our public schools rather than destroy them. 

This recall is about advocating to provide our public school students with a better educational environment, ensuring classrooms are conducive to learning and that students have access to nutritious meals and community representation in their classrooms and on the school board. 

It’s about demanding that our tax dollars are used responsibly and that the burden doesn’t fall disproportionately on the working poor.

A collective community effort

Although our recall of some of MPS’s board members was unsuccessful, the results don’t reflect our community’s dissatisfaction with our current school board. 

I want to echo that our recall effort was a collective community effort, involving numerous individuals gathering signatures beyond just the petitioners, and I want to make sure our community’s support for our cause isn’t overshadowed by our limited experience of such a task.

A survey conducted over the summer revealed that 66% of our community’s residents backed the recall. However, many were unable to sign the petitions due to the convoluted process. 

Despite being novices, we gained significant insights into the recall process for future endeavors.

Addressing false narratives

I want to encourage our community to continue to fight for what’s right, which is a better public school system in Milwaukee. I want to address some misleading and false narratives being spread about our recall efforts. 

Claims that our recall efforts were an attempt to privatize our public schools were fabricated. This narrative not only undermines our efforts but also disrespects our community members who simply desire improved public education for our children. 

Some are choosing to overlook the truth as they propagate these false stories. Facts are that our Milwaukee Public School district continues to neglect our public-school students, with millions of dollars unaccounted for, low test scores and Wisconsin consistently ranking worse in national education rankings, as the board continues to entertain giving raises to MPS administrators. 

Some are dismissing these facts in favor of spreading misinformation. The district’s failure to serve our students, especially Black and Brown students, is evident, yet many remain intrigued by distasteful tactics of deception and spreading baseless claims about privatization. 

That narrative is outdated and our focus must remain on the progression of our Milwaukee Public Schools who serve the majority of our students in our community of Milwaukee.

‘No return to business as usual’

The recall effort was not the beginning or end of my advocacy for students in Wisconsin. This recall will not halt my fight for the rights of Black and Brown students in our public, private, charter, or voucher schools. There will be no return to business as usual for the education of Black and Brown students in our schools.

I will continue to advocate for there to no longer be taxation without representation in the City of Milwaukee.  I’m committed to fighting for our students and community until we achieve better schools and a stronger community. 

Dr. Tamika L. Johnson is an educator, education and mental health advocate and life coach.

The post Opinion: We must continue to fight for a better public school system in Milwaukee appeared first on Milwaukee Neighborhood News Service.

Robert Perry understands firsthand the impact of positive experiences on a young person’s personal growth and development. 

Perry is a supervisor for Twilight Centers, a program of Milwaukee Recreation, that  provides activities and extended hours to ensure that the city’s youths have safe, fun places to go in the evenings throughout the school year.  The free drop-in centers are offered at select school locations in the city. 

Perry recalled the importance of mentors in his life who shared his background, which he believes was instrumental in shaping him into the person he is today

“I had a lot of mentors who are men that look like me that gave me a lot of jewels and gems at a very young age,’’ said Perry, who is African American.  “It’s important for somebody like me who is from the 53206, 10th and Chambers, all day, to be there to have those conversations and then to give opportunities.”

Perry is referring to the 53206 ZIP code, an area on Milwaukee’s North Side, bordered by North Avenue and West Capitol Drive, and North 7th to 27th streets, that has faced long-standing challenges related to poverty, joblessness and mass incarceration of Black men. 

‘An invaluable opportunity’

Lauren Lopez, a Twilight and late-night leagues manager, also stressed the importance of being a positive role model for inner city kids in Milwaukee.

 “My prayer has been to be the kind of person and leader that I wish I had needed when I was younger,’’ said Lopez. “Programs like the Twilight Centers and other Milwaukee Recreation initiatives provide an invaluable opportunity not just for the kids, but for the whole community.”

Youths who visit Twilight Centers get to enjoy board games, esports, open gym, field trips, college and career conversations, among other things. 

“It means creating fun, safe, and accessible spaces for these families,’’ said Lopez.

The challenges of mentorship

Lopez finds her work with young people both touching and difficult. She said that the biggest challenge is being “just one component of happiness for a kid” when you don’t know their full circumstances.

“You’re just taking them at face value and hoping that whatever it is that they might be going through, that you can either ask the right questions to tap into what their needs might be, or you might just build a relationship where they can put whatever they are going through to the side and just come here and have joy,’’ Lopez said.

Lopez hopes that young people in the program will pay it forward as mentors in the future. 

 “It’s hard to realize that because you know at that moment, you’re just hoping that they can take whatever positivity that they brought, that they had at Twilight and that they can bring that back to wherever they are,” she said.

Expanding horizons

When introducing students to new places, Perry talks about wanting them to experience different parts of the country and travel, as part of implementing a new change to the Twilight program. 

“We would travel, right? I got to experience that, the business, and it helped me understand what I like and my personality,’’ said Perry.  “So, if we could take kids yearly on a trip … we would do that, like tomorrow.”

The program has provided a safe haven for students like Daijohn Hughes, who also is a Twilight worker.

“Even though I’m still working, it still gives me somewhere where I know that I’m safe and that I could be me instead of going straight home after school,” Hughes said. 

He said he tries to tap into students’ interests and incorporate those interests into the program.

“I like to engage them with things they enjoy, ” said Hughes.  “For example, if I see them on board and know they like playing a game, I’ll ask if they want to play the game or basketball and try to get them involved. If they’re playing fives, I’ll get them next, or something like that.”

For more information

To learn more about the Twilight Centers, visit Milwaukee Recreation’s website. 

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As the April 2 election draws near, debate continues over whether voters should support Milwaukee Public Schools’ $252 million referendum, which would raise property taxes.

District officials said the funding increase would allow them to sustain and improve educational programming, attract and retain teachers and avoid budget cuts due to cost increases.

“We have to continue to ensure that our students have art teachers, music teachers, smaller class sizes,” said Keith Posley, superintendent of  Milwaukee Public Schools, or MPS, during a recent online forum.

Some voters have expressed concerns about how the referendum would impact schools, students and taxpayers.

“Why would I, as a homeowner, give you another dime until there is more accountability and transparency within MPS?” said Beverly Williams, leader of the group Community Together Voices of Milwaukee Children. “It’s not going to help, especially when they (MPS) had a surplus of funds because of the pandemic and didn’t use it to take care of the needs of the children.”

Williams, who worked as a teacher for Milwaukee Public Schools for more than 20 years and frequently criticizes her former employer, referred to a Wisconsin Policy Forum report, which found the district had surpluses in 2021, 2022 and 2023.

MPS officials attributed those surpluses mainly to pandemic aid and also the district’s struggle to fill vacancies, according to that report.

The district also invested some of the surplus into long-term payment obligations, according to Sara Shaw, a senior researcher at Wisconsin Policy Forum who co-authored the report.

The Metropolitan Milwaukee Association of Commerce and the Greater Milwaukee Committee oppose the referendum, citing the increase to property taxes and a lack of transparency from MPS around its plan.

What impact will it have on schools?

MPS is estimating a $200 million budget deficit in 2024-2025. Posley said if the referendum does not pass, the district will face a 13% cut to schools and a 26% cut to central office services.

Missy Zombor, an MPS school board director, emphasized the importance of strong neighborhood schools as a rationale for supporting the referendum.

“People want their neighborhood schools to continue to improve,” she said.

Students with Youth Empowered in the Struggle, or YES, which organizes youth-led campaigns around local causes, are canvassing in favor of the referendum.

YES members from MPS schools said if voters reject the referendum, classes and clubs that engage students and offer career opportunities might be eliminated.

“Attendance is already struggling and without the extra classes that make them actually want to be there, you’re never going to see those kids,” said Abby Mueller, a sophomore at Hamilton High School.

Staff cuts feared

La Escuela Fratney, a bilingual elementary school at 3255 N. Fratney St., would lose the equivalent of 5.6 teacher positions and two paraprofessional positions if the referendum is not approved, according to principal Sara Cruz.

Cruz said the school may still need to cut one classroom teacher even if the referendum passes.

“It would be sustainable to move forward with what we have with the referendum and we would be able to continue to meet the students’ needs,” Cruz said. “I see it as extremely challenging if the referendum wouldn’t pass.”

What is the MPS referendum?

MPS is asking to exceed its revenue limit with a $252 million increase that would be phased in over four years. The referendum would raise property taxes by $2.16 per $1,000, or $216 for a $100,000 home, in the first year of the referendum. Taxes would stay at this rate for the next three years and remain elevated in following years, although the exact rate may change.

The district’s referendum is one of 91 from districts around the state on the April 2 ballot, according to the Wisconsin Policy Forum.

“MPS, in many respects, is facing a similar situation that other districts are, and the MPS referendum stands out primarily because of its size,” said Shaw, of the Wisconsin Policy Forum.

Angela Lang, executive director of Black Leaders Organizing for Communities, or BLOC, said the funds are needed to ensure equity in education.

“Despite the Legislature continuing to defund public schools, we want to make sure that everybody has the same opportunities for quality education,” Lang said.

Calls for more transparency

Zombor of the school board said the district has made progress, crediting an improved state report card, increased participation in career and technical programs and investing $87 million into music, art, PE and other areas after the 2020 referendum.

“If the (current) referendum doesn’t pass, all of those gains are going to be at risk,” she said.

However, Colleston Morgan Jr., executive director of City Forward Collective, an education equity nonprofit that opposes the referendum, said the district has not outlined how the increase would improve the district’s academic performances or its financial stability.

“We don’t have any of the details to actually understand what happens if this referendum isn’t approved,” he said. “What would the dollars be spent on if it were approved? At a minimum, those should be in place.”

How to vote

You can cast your vote on the referendum in the local general election on Tuesday, April 2.

Early voting is open until Saturday, March 30 in Milwaukee at some locations.

Find your polling place and what’s on your ballot here or visit My Vote Wisconsin.

Meredith Melland is the neighborhoods reporter for the Milwaukee Neighborhood News Service and a corps member of Report for America, a national service program that places journalists in local newsrooms to report on under-covered issues and communities. Report for America plays no role in editorial decisions in the NNS newsroom.

The post Here’s what Milwaukee voters should know about the $252 million MPS referendum appeared first on Milwaukee Neighborhood News Service.

It’s Monday in Milwaukee, and here are some things we think you should know about. If you would like your event to be considered for this column, please submit your news by clicking here at least two weeks in advance.

1. Alverno Tour: Monday, Aug. 14

Alverno College hosts free tours on weekdays from 10 a.m. to 11:30 a.m. for those interested in the school, which is located at 3400 S. 43rd St. Registration is required. More information here.

2. Tech-Splanation: Wednesday, Aug. 16

Having a hard time utilizing your technology? Milwaukee Public Library’s Zablocki Branch is offering a free session on Wednesday, Aug. 16 to help adults with any questions they have about their phones and tablets. The event will take place from 11 a.m. to 12:30 p.m. at 3501 W. Oklahoma Ave. More information here.

3.  Mil”WALK”ee Club: Wednesday, Aug. 16

If you are 18 and older, you have the chance to walk up to four miles with the Mil”WALK”ee Club on Wednesday, Aug. 16 from 5:30 p.m. to 6:30 p.m. This free event requires registration and will begin at Pete’s Pops, 3809 W. Vliet Ave. More information here.  

4. Wake-Up Wednesdays: Wednesday, Aug. 16

Get up early on Wednesday, Aug. 16 to experience yoga at the Milwaukee County Historical Society from 7 a.m. to 7:50 a.m. Elissa Albert will lead the all-level yoga classes at 910 N. Martin Luther King Jr. Drive. There is a suggested donation of $5. Don’t forget to register, and bring your yoga mat. More information here.

5. Kickball Tournament: Thursday, Aug. 17

414 Trust Kickball is a free annual tournament for youths ages 9 to 14, joined by law enforcement, to build a sense of community and engagement. This year’s tournament is Thursday, Aug. 17 at Baran Park, 2600 S. Chase Ave., beginning at 4 p.m.  Registration is required. More information here.

BONUS EVENTS

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It’s Monday in Milwaukee, and here are some things we think you should know about. If you would like your event to be considered for this column, please submit your news by clicking here at least two weeks in advance.

1. Motivational Mondays mentorship program for young men: Monday, Aug. 7

Prestige MKE hosts Motivational Mondays, a mentorship  program that helps young men obtain basic skills like car maintenance while instilling values to help them in life. This free event, offered the first Monday of each month, takes place Monday, Aug. 7 from 6 p.m. to 8 p.m. at 1111 W. Historic Mitchell St. More information here.  

2. Kinnickinnic River Workshop at Pulaski Park: Monday, Aug. 7

The Sixteenth Street Community Health Centers has a series of free workshops for children and families to enjoy activities connected to the Kinnickinnic River. These include learning how to fish and taking canoeing trips. This workshop begins Monday, Aug. 7 and lasts until Monday, Aug. 14. The workshops take place at Pulaski Park, 2677 S. 16th St. from 5:30 p.m. to 7:30 p.m. More information here.

3. Back-to-school Bash: Thursday, Aug. 10

Wellpoint Care Network is throwing a free back-to- school bash on Thursday, Aug. 10 that features a backpack giveaway, haircuts and more activities. The event takes place from 3 p.m. to 6 p.m. at 8901 W. Capitol Drive. Registration is required. In case you missed it: Here’s where you can find free or discounted school supplies (and how you can help others)

4. SAUCED Night Market: Friday, Aug. 11

Vendors from Chicago will join their counterparts in Milwaukee for a market venture Friday, Aug. 11 at The Cooperage, 822 S. Water St., from 5 p.m. to 10 p.m. Come for food, drinks and shopping. More information here.

5.  TRUE Skool’s Summer Park Jam: Friday, Aug. 11  – Sunday, Aug. 13

A three-day celebration by TRUE Skool will honor the 50th annual anniversary of hip-hop culture at the Marcus Performing Arts Center, 929 N. Water St.  The event begins Friday, Aug. 11 and runs through Sunday, Aug. 13. The days will include opportunities to network; a festival open to the public; a boat cruise fundraiser for adults ages 21 and up; and more activities. Times for these specific events vary. More information here.

BONUS: It’s NNSpirit Week!

Welcome to NNSpirit Week. We are celebrating our 12^th anniversary and asking our community of readers to donate. As a nonprofit newsroom, your support makes our work possible, and when you donate to NNS, you are giving the gift of news to your neighbor. Help us reach our goal of raising $12,000 in honor of our 12th anniversary!

The post 5 things to know and do the week of Aug. 7 appeared first on Milwaukee Neighborhood News Service.

There is a connection between historically Black colleges and universities and Milwaukee’s own Alice’s Garden Urban Farm.

Several HBCUs, shorthand for such schools, were founded as institutions to further education in food and agricultural sciences and still have sustainable food programs, a mission that Alice’s Garden embraces as a farming oasis in the city.

So, it’s natural that Alice’s Garden welcomes community members connected to or interested in HBCUs to a celebration from noon to 4 p.m. Saturday at 2136 N. 21^st St.The free, open-to-all HBCU Summer Mixer will have food, networking and entertainment honoring the traditions of Black colleges.

“There are a lot of people here in Milwaukee that attended Black colleges or kids are going there now, and I think just a lot of people don’t know, so it’s just a way to highlight, to network, to show that sense of pride as well,” said Courtney Kelly, a consultant for Rochelle Consulting and Events who is organizing the event.

Historically Black colleges and universities, mostly located in the South, were founded during Reconstruction to be a higher-education option for Black people who were unwelcome at public and private institutions at the time.

A celebration of joy (and resilience)

Many HBCUs are 1890 land-grant universities, which were institutions for African Americans created to strengthen research and teaching in the food and agricultural sciences, according to Venice Williams, executive director of Alice’s Garden Urban Farm.

“We were exploited as Black folk when so many of us were brought to this country, and food and land were both weaponized against us,” Williams said. “ … And so the beauty for me, always, of historically Black colleges and universities is that so many of them were birthed out of the very real necessity to educate us by us and to heal our relationship with food and land, and, in spite of everything that had been done to us and continues to be done to us, to say, ‘Here we are. And we’re not just surviving, we’re gonna thrive.’”

Williams, a Lincoln Creek resident, will be giving walk-throughs of the garden and sharing the history of land-grant institutions, But the focus of the mixer is celebration and joy, she said.

Attendees are encouraged to wear HBCU pride clothing, even if they did not attend one, and to bring lawn chairs to enjoy the “Yard,” an HBCU campus fixture where students gather on a grassy area between classes, Kelly said.

The event will feature vendors, music from DJ KelC and performances from Milwaukee Hittaz: Drum Corps and a majorette dance team.

Both Williams and Kelly have personal connections to HBCUs.

Kelly is a Milwaukee native who attended Rufus King High School, where she learned about and then enrolled in Florida A&M University, a historically Black university in Tallahassee.

“It was more than an education experience, it was definitely a life experience that I cherish, I take pride in,” she said of her time at an HBCU.

Williams’ grandmother was accepted into but did not attend what was then Tuskegee Institute when tuition was $500 for four years but every student had to work the farm.

“She did do a visit and very much celebrated throughout her life her story of having met George Washington Carver,” Williams said. Carver was one of the most prominent Black scientists of the early 20^th century.

A large HBCU community

The HBCU community in Milwaukee is quite large because many Black families in the area moved north in the Great Migration and have southern roots, according to state      Rep. LaKeshia Myers, a graduate of an HBCU, Alcorn State University. Myers  represents the 12th Assembly District.

Myers works with the HBCU United Milwaukee alumni group and estimates there are 35 specific alumni chapters that have a representative in the organization.

“I think it’s more than appropriate to have a reception and a get-together in Alice’s Garden because of all the work that Venice does with understanding the land and the healing aspect of agriculture and bringing people together through food and a lot of the growing power that we have in this community,” Myers said.

For more information

HBCU United Milwaukee is promoting additional events, including an annual get-together for alumni on Sept. 15, a college fair on Oct. 7 and a college tour of HBCUs for interested early high schoolers in spring 2024.

For more information on Milwaukee’s HBCU community, visit the HBCU United Milwaukee Facebook page or contact Myers’ office by email or phone to learn more about the college tour.

To learn more about Alice’s Garden and upcoming events, visit its website.

Meredith Melland is the neighborhoods reporter for the Milwaukee Neighborhood News Service and a corps member of Report for America, a national service program that places journalists in local newsrooms to report on under-covered issues and communities. Report for America plays no role in editorial decisions in the NNS newsroom.

The post Mixer will connect Milwaukee community to rich legacy of HBCUs appeared first on Milwaukee Neighborhood News Service.

It’s Monday in Milwaukee, and here are some things we think you should know about. If you would like your event to be considered for this column, please submit your news by clicking here at least two weeks in advance.

1. Workshop discussion on domestic violence, elder and child abuse: Wednesday, July 19

Each month, the Empowerment Coalition of Milwaukee, or ECOM, hosts a monthly gathering to discuss topics of interest in the community. On Wednesday, July 19, the topics will be domestic violence and elder and child abuse. This workshop will take place from 9 a.m. to noon at Community Advocates, 728 N. James Lovell St.. There is a $5 charge for refreshments. More information here.  

2. Workshop for families on mental health and relationships: Wednesday, July 19

Sixteenth Street Community Wellness and Muskego Way Forward are hosting a free workshop for kids and adults on mental health and improving relationships with children. The event takes place Wednesday, July 19 from 4 p.m. to 6 p.m. at 1608 W. Forest Home Ave. Each family will receive a free gift. More information here.

3.  Community conversation about experiences with disabilities: Thursday, July 20

The Wisconsin Board for People with Developmental Disabilities is hosting a community conversation on Thursday, July 20 about the experiences of individuals and families with disabilities. This free event is from 10 a.m. to 1 p.m. at Independence First, 540 S. 1st St. with lunch included. Registration is required as space is limited. More information here.  

4. America’s Black Holocaust Museum virtual book club discussion: Thursday, July 20

Join the America’s Black Holocaust Museum book club on Thursday July 20 at 6 p.m. as participants discuss “The Rebellious Life of Rosa Parks” by Jeanne Theoharis. This discussion will be open to anyone to join via Zoom, and participants must purchase their own book before the event. More information here.

5. Music on the Beerline: Friday, July 21

Riverworks Development Corporation hosts its annual Music on the Beerline on Friday, July 21.  Musical artists Twan Mack and Love Peace and Soul will perform. Food will be available. The event will take place from 5:30 p.m. to 8 p.m. at 3350 N. Holton St. More information here.

The post 5 things to know and do the week of July 17 appeared first on Milwaukee Neighborhood News Service.