Reports

This study is the second in a series examining the bias and discrimination affecting Wisconsin teachers of color, as reflected in their performance feedback. In the first study (Jones, Gilman, Reeves, & Rainey, 2021) we found that teachers of color and male teachers receive lower effectiveness ratings across and within schools. The reasons for this were not entirely clear. This second study in the series is designed to isolate any possible racialized or gendered interpersonal bias that might help explain the lower ratings assigned to teachers of color.

In this report from the Wisconsin Educator Effectiveness Research Partnership, school administrators and teachers share their experiences promoting equity in their schools. The results suggest some schools see promoting equity as a critical need. However, most other schools are only somewhat focused on it. Schools engaging in equity has typically involved superficial efforts such as book groups. Few schools have engaged in the systemic changes necessary to promote equity.

This study is the first in a series examining the bias and discrimination affecting Wisconsin educators of color. In this study, we examine statewide effectiveness ratings data of over 55,000 educators for evidence of bias and discrimination. The results of this study suggest ratings assigned to educators of color are discriminatory. Administrators view White female educators as the most effective, with Black and Asian male educators viewed as the least effective; 89% and 78% of White female educators are rated as more effective than the average Black and Latinx male educator, respectively. This was true even when comparing the ratings of educators with the same credentials and in the same schools. However, the performance appraisal process is likely just the tip of the iceberg regarding the negative impacts of bias on educators of color. The ratings reflect underlying biases that affect their experiences in ways that go deeper than the scope of this paper.

In this longitudinal study of Wisconsin schools, we examined the impact that schools with a strong professional culture have on the English Language Arts (ELA) and Math achievement of Black, White, and Latinx students. The results suggest much of the large achievement gap between Black, White, and Latinx students is attributable to inequities in the quality of schooling students receive. There are stark differences between the strength of the professional culture in schools serving Black, White, and Latinx students. These differences explain a great deal of why the achievement of Black and Latinx students lags so far behind that of White students. To put it simply, White students attend better schools. Given this, it is clear that the education system in Wisconsin represents a racist institution. However, this study demonstrates the impact that improving school professional culture has on achievement gaps. If more Wisconsin schools serving Black and Latinx students were organized to improve, with a strong professional culture, our school system would be more equitable, more anti-racist, and achievement gaps would be greatly reduced.

Summary findings (PDF)

Discussion (PDF)

In March of 2020, the COVID-19 pandemic forced the closing of Wisconsin schools and education to move online. In response to this, as part of the Wisconsin Educator Effectiveness Research Partnership (WEERP), the Office of Socially Responsible Evaluation in Education (SREED) at the University of Wisconsin in Milwaukee worked with the Wisconsin-Minnesota Comprehensive Center for Region 10 (WMCC) and the Wisconsin Department of Public Instruction (DPI) to develop anonymous Family, Teacher, and Student Home/Remote Learning surveys. Districts can use these surveys to inform the development and monitoring of their Home/Remote Learning system. Both the Family and Student Home/Remote Learning surveys are available in English, Spanish, Chinese, and Hmong. The surveys are available to districts free of charge through links on our website at https://uwm.edu/sreed/distance-learning/. As of July 2020, 16 Wisconsin school districts had signed up to use the Family Home/Remote Learning Survey and 3,227 families had completed a survey.

In this report we explore relational trust as a possible explanation for: 1) why most Wisconsin schools do not have have any teachers of color and 2) the schools with the most students of color have the most difficulty retaining teachers.

We found African American teachers have lower trust with other teachers and are considerably more likely to transfer or leave public education than White teachers. This contributes to the shortage of African American teachers in schools across the state.

We also found White teachers reported less trust with African American or Latinx principals and between teachers, when fewer teachers were White. White teachers were more likely to transfer out of these types of schools, which generally have more students of color. This helps explain the teacher retention challenges experienced in schools comprised almost entirely of students of color.

DPI Cabinet Presentation (PDF)

Interview with Katharine Rainey and Curtis Jones on NPRs Lake Effect

Covered by Spectrum News 1

In this report, we found the effective implementation of the teacher performance feedback process promotes the retention of new teachers. Providing new teachers accurate performance feedback led to improved trust with their principal, more school commitment and greater retention.

DPI Cabinet Presentation (PDF)

The five largest school districts began working with the Urban League of Greater Madison and the Wisconsin Department of Public Instruction three years ago to develop strategies for promoting equitable education opportunities for students of color. Their efforts resulted in the Wisconsin Urban Leadership Institute. This report presents the results from the first year of this important initiative.

Wisconsin-Urban-Leadership-Institute-Slide-Deck-September-2019 (PDF)

In this report, we found schools that improved aspects of the teacher performance feedback process also demonstrated improved student achievement results. Schools that increased the opportunities teachers have to use feedback and the amount that teachers used feedback improved their reading and math achievement results.

DPI Cabinet Presentation (PDF)

This report presents the results of a statewide survey of Wisconsin school administrators about their role in the evaluation of teachers.