Simultaneously the Wisconsin legislature is considering a bill to improve reading instruction for all children and a bill to limit what schools can provide for children to read. Two bills each with its own perspective on how the state should fulfill its commitment to educating children. One bill attempts to apply the best practices of the science of reading to ensure all children can be proficient readers. One bill tells schools to limit what they provide for children to read and see. Each bill uses the power of the state to transform how schools impact children. Each bill is an expression of what we value.
What do we know?
Our WI constitution says the state is responsible for establishing and supervising public education. State statute 118.01(2) outlines the state’s educational goals. These include instruction in 118.01(2)(a) the basic skills of reading, arithmetic, listening, writing, and speaking, analytical skills to think rationally and solve problems, a body of knowledge in literature, fine arts, and the natural sciences, skills and attitudes for lifelong intellectual activity, and knowledge in computer science including the social impact of computers.
https://docs.legis.wisconsin.gov/statutes/statutes/118
What is being proposed?
Representative Joel Kitchens is spearheading Assembly Bill 321 to improve child literacy by creating an Office of Literacy, focusing teacher prep programs on science-based reading instruction, establishing and funding literacy coaching, and standardizing early literacy screening through grade 3 assessments. Equally important to the use of phonics-based reading is the ban on schools from using three cueing strategies in teaching children to read. Every child in 4K-grade 3 will be taught how to decode words and encode sounds – to read and write independently. Each child will be taught the mechanics of literacy and strategies for building vocabulary. A child’s ability will no longer be determined by her school’s reading program preferences but by best practice.
The bill institutes change in teacher education and professional development to ensure that teachers know how to teach phonics-based reading. Today most teachers do not teach phonics as it was not part of their baccalaureate preparation or their school district’s PD. Most teachers learned to teach whole language or blended reading strategies dominated reading instruction. Teachers will learn to teach and be accountable for teaching all children to read using the science of reading concepts and skills.
https://docs.legis.wisconsin.gov/2023/related/proposals/ab321
State Senators Andre Jacque, Romaine Quinn, and Cory Tomczyk presented a bill that would cause schools to remove books and material that are “deemed harmful or offensive to minors from public schools and libraries” and “enact policies that ensure minors do not view harmful materials on public computers”.
Under the guise of parent rights to supervise what their children learn, the bill requires schools to publish their curricular materials so that parents may object to what they deem harmful and/or remove their child from that class instruction.
https://docs.legis.wisconsin.gov/2023/proposals/sb10
One bill supports our educational goals and the other subverts those goals.
I fully agree with Joel Kitchens when he says “Students will succeed by returning to the way most of us learned to read. I truly consider this to be the most important thing that I ever worked on in the legislature”. AB 321 advances the educational goals of our state by improving how we teach all children to read.
Senate Bill 10 contradicts our educational goals to provide all children with opportunities to consider, think, and become intellectual problem solvers. It ignores or does not trust the authority of school districts to supervise the materials they provide for children to read and see and experience in school. Instead, this bill creates a new right for a parent to make that decision not just for that parent’s child but for all children.
SB10 is Wisconsin’s effort to keep up with other conservative-dominated state legislatures with book banning. If successful, the bill ensures that schoolbooks and materials can be censored by a single parent or small group of parents. It also places school boards in the bullseye of the issue to ban or not ban books.
https://www.wortfm.org/following-national-trend-wisconsin-lawmakers-introduce-book-ban/
Where is our educational high ground?
As a former school superintendent and school board president, I applaud Assembly Bill 321 and shun Senate Bill 10. The high ground of public education is to teach children how to think and to resolve issues. It is low ground to tell children what to think and to insulate them from issues they should, with appropriate instructional support, be able to consider.
Our state constitution explains the educational goals of a public education in Chapter 118, section 118.01. 118.01(d) says “Each school board shall provide an instructional program designed to give pupils: (8) Knowledge of effective means by which pupils may recognize, avoid, prevent and halt physically or psychologically intrusive or abusive situations which may be harmful to pupils including child abuse and child enticement. Instruction shall be designed to help pupils develop positive psychological, emotional, and problem-solving responses to such situations and avoid relying on negative, fearful, and solely reactive methods of dealing with such situations. Instruction shall include information on available school and community prevention and intervention assistance or services and shall be provided to pupils in elementary schools.”
The high ground for our state is to implement the goals of its statutes. Schools must constantly improve how we teach children while we constantly are vigilant regarding the educational materials we use for that education. The state constitution gives schools the authority and responsibility to do these, and the role of legislation is to enhance not impede schools. The constitution commends parents to work with local school boards to understand and advocate for the education of all children.
The high ground for local school boards is to constantly supervise the materials and experiences used to educate its students. When a challenge arises the board can engage in an appropriate conversation with the conviction that the district has and is meeting its responsibilities for the entirety of our state’s educational goals. We teach all children to become proficient in basic skills and to consider, think, problem solve and make decisions regarding their school experiences. We do not teach them what to think or how to value their experiences.