additional research by Bruce Murphy and Caroline Goyette
Back in the 1930s, federal New Deal workers built Greendale as a model village for the working class. Planners surrounded the settlement with thousands of acres of farmland and parks to shield the village from Milwaukee.
Seven decades later, the greenbelt is gone and Greendale feels similar to the average Milwaukee suburb. Yet something of the old planners’ ideals might remain, for Greendale scored as the top K-12 school system in our rating of metro area schools.
About 92 percent of students in this middle-class suburb achieved proficiency or better in math and reading last year, nearly as many as in Whitefish Bay, an affluent district known for high-performing students. “I think we do a good job with what we’ve been given,” says Kurt Susek, Greendale teacher’s union president.
Realtors and buyers have long used achievement test scores to pick out the “best” school districts as they buy and sell homes. But they may be overlooking districts that perform better than the “top” districts, schools where excellence is masked by the fact that they serve a lower percentage of well-to-do students.
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4 Comments
Excellent article. I would like to see just how much difference in income could account for the observed differences in test scores, but that is a quibble.
Another quibble is that I'm still looking for a measure of student performance that is not tied to a multiple-guess test; but you have to use what you have.
The important question is, _what_ do the high performance schools do that is different than the low performance schools; we all need to know just what changes we could make to our schools so the student performance would improve. Should we tear down our large schools and replace them with little ones? But large schools usually are associated with large, urban (and often low income) students - a known negative factor so the effect may not be school size.
At the most basic level, education involves an interaction between teacher and student. How do the noted differences between 'high' and 'low' performing schools influence that interaction? Or is there something else, that does not show up in this analysis, that we _really_ should look at?
I noticed the obvious lack of any reference to Oak Creek schools, which I have heard (but not confirmed) are very good.
When you refer to Northern Ozaukee County school district- what exactly does this include? Is the Mequon-Thiensville School District part of this group?
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