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Inside a classroom at Milwaukee Marshall High School, the sound of Lego bricks clicking together filled the room as children leaned over tables covered with colorful pieces and half-finished builds.

As they pieced together their creations, Nealita Nelson, the instructor behind the popular Milwaukee Recreation Lego classes, moved from desk to desk encouraging students to keep building. 

Nelson, a Milwaukee native known online as “Builds by Nene,” began teaching Lego-building classes through MKE Rec after appearing on Season 4 of Fox’s “LEGO Masters” in 2023 alongside her brother, Paul Wellington.

Jeff McAvoy, whose 7-year-old son has been attending Nelson’s classes since they began two years ago, expressed his admiration for her teaching style. 

“It comes down to a simple shared interest in Lego and building, but she approaches it with such care and interest in what each of the kids are doing,” McAvoy said.

Nelson’s classes are typically divided by age groups, welcoming everyone from young children to adult builders:

• LEGO Open Build (Designed for ages 3+): Focuses on beginner basics, open building zones and simple challenges.
• LEGO Adventures: Encourages participants to step outside their comfort zones with complex, guided builds.
• Learning LEGO (Designed for ages 13 to adults): Covers the history of Lego, advanced building techniques and creative design.

For Nelson, Lego-building classes are about much more than play or building toys.

“I see the need for help, and I see the need to get these kids out from in front of screens,” Nelson said. “I feel like it was my duty to give back to my community that helped me when I was younger.”

Raised on Milwaukee’s North Side, Nelson and Wellington spent a lot of their childhood building together, before their almost 10-year age gap inevitably drew them apart.

Their close relationship became an advantage on “LEGO Masters,” where the siblings advanced in the competition, becoming third-place finalists.

“We’re both very different people. It helps bring out our best qualities and we’re able to work together well,” said Wellington, a University of Wisconsin-Milwaukee alum. “I’m very timid. She pushed me to believe in myself and that led us to succeed.”

The siblings competed again, this time internationally, on “LEGO Masters: Grand Masters of the Galaxy” in Australia in 2025. They also were the first all-Black team in the U.S. version of “LEGO Masters” to win a challenge.

Nelson said they intentionally incorporated a few references to the city and state into their builds throughout the competitions.

“When we were doing the TV shows, we tried to incorporate something from Milwaukee or something that symbolizes Wisconsin as a whole,” Nelson said. “In the first episode, we did the dairy boat.”

While Nelson currently works in health care, she continues to build her public identity through her social media presence and Lego-building classes with MKE Rec.

“I felt like this was my calling, this is my passion. I love Lego,” Nelson said.

Registration for Nelson’s summer Lego-building sessions are open now until the first week of classes on June 22. You can register here.

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

Nealita Nelson is building community one Lego brick at a time is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

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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.

Guest opinion: A changing world demands a new vision for graduates is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

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• Wisconsin officials launched a teacher apprenticeship program in 2024, offering students an alternative route to the profession. 
• But the program’s future is unclear. 
• Leaders are struggling to find students who are interested in joining the program and public school districts to sponsor them.

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.

An apprenticeship aiming to ease Wisconsin’s teacher shortage is ‘stalling.’ Will it catch on? is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

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• In the 26 school districts where voters prioritized lower property taxes over more school funding, their decisions spell brisk change. 

• Leaders in at least 11 districts have shared plans for cuts since the election, and those from three other districts are considering closures. 

• Several are preparing to put another referendum on the November ballot, or hoping state legislators allocate more funding to K-12 public schools. 

• The pace of the sweeping changes highlights how district leaders rely on referendums to balance their budgets — and how, for many, the ask to voters was a final effort before resorting to significant changes.

Parent Jackie Lindsey voted in favor of the Fond du Lac School District’s $30 million referendum earlier this month because she thinks past budget cuts have created a poorer classroom experience for her two children. So when voters shot down the proposal, she ached with frustration. 

Now, just three weeks after Election Day, district leaders said they’ll close two schools and cut 30 more employees. Lindsey worries the resulting larger class sizes will leave teachers even less equipped to help struggling students, like her seventh and ninth graders who have disabilities.

“We’re going to see a lot of worn-out teachers who are doing their very best with what they’re given, but have such a high workload that it’s going to affect them mentally and physically,” Lindsey said.

In the 26 districts that, like Fond du Lac, failed to pass referendums, school leaders have quickly turned to hacking away at their budgets. They’re cutting staff, making plans to close schools and shutting down programs after residents rejected their pleas for more revenue. At least three of these districts are considering closing altogether. 

The swift pace of the sweeping changes highlights how districts are relying on referendums to keep their budgets balanced — and how, for many, the ask to voters was a final effort before resorting to significant changes.

Many Wisconsin district leaders have bemoaned the state’s public school funding as inadequate and are increasingly solving budget imbalances with referendums, which ask voters whether school districts can increase property taxes beyond the limits set by state law to generate more revenue. 

“With the cost of everything, and the fuel prices going up and all of that type of stuff, I think it just played a kind of a perfect storm to put our community in a spot where they just had to say no this time around,” Augusta Area School District Administrator Reed Pecha said. “Hopefully that’ll change next time.”

In districts where voters prioritized lower property taxes over more school funding, their decisions spell brisk change. 

Several school districts are already drawing up plans to put another referendum in front of voters, or hoping lawmakers will bail them out by designating more school funding. 

“If this stuff doesn’t change, the funding formula doesn’t change, state aid doesn’t change, this is just the tip of the iceberg,” Ellsworth Community School District Superintendent Brian Nadeau said. “(Cuts are) going to become an annual thing that we have to deal with until something changes.”

Rocky paths forward

Over $1 billion in referendums from 73 school districts were on the ballot earlier this month. Districts had the tall task of appealing to voters who are increasingly weary of increased property taxes. Ahead of the election, a Marquette University Law School poll warned that a record high 60% of registered voters said they would rather reduce property taxes than increase spending on public schools.

Voters approved 37 of 63 operational referendums, which ask to raise taxes to fund the cost of running schools, such as educational programs, salaries and transportation services. The 12 other proposals asked for revenue for capital construction projects, like building upgrades, nine of which passed.

At least 11 of these districts have shared plans for budget cuts since the election. For example, Monroe School District cut 22 positions. Southern Door County School District plans to slash 16 jobs and freeze pay. The Necedah Area School District will cut staff and put off purchasing new school buses. Dodgeville School District will lay off 13 people. 

Nadeau, the Ellsworth leader, said the district already had cost reductions ready to go in case its $8.7 million referendum didn’t pass. Now it’s rolling out the changes, including cutting roughly 15 staff and redesigning its 4K program. The changes must total $1.9 million to plug next year’s budget hole.

“It’s getting to the point where it’s extremely painful,” Nadeau said. 

Several other districts are drawing up budget cuts or presenting them for a vote at upcoming school board meetings. 

That includes the Augusta Area School District, where voters rejected a $750,000 proposal. The western Wisconsin district is now drawing up cuts to staff, and officials plan to announce reductions in academic programs and extracurricular activities in spring 2027. 

“It was a fairly modest ask, but with the community not supporting that, it definitely means that we have handed out non-renewal (notices to staff),” Pecha said. “We are reducing staff and trying to absorb positions as people have resigned, but we don’t have a lot more to cut.” 

No way forward?

Without much more to whittle from their budgets, some school districts are considering closing altogether. 

After its $3.75 million referendum failed, Hustisford School District in Dodge County lacks “sufficient funding to continue operations beyond this school year,” leaders wrote in a letter to families. The 240-student district canceled its upcoming summer school classes. 

Hustisford could partner with a local district to provide classes next school year while it works to fully dissolve by the following year. The school board will make a final decision by July 1. 

Leaders at Gillett School District in Oconto County find themselves in a similar predicament. District Administrator Nathan Hanson said the district’s budget deficit will deplete its savings by the end of this school year. 

The district is already understaffed. Cutting any more to lower expenses would create class sizes of over 40 students, Hanson said. Schools generally aim to keep classes under 30 students.

“Cutting enough positions to break even next year would be beyond what we believe would keep a viable education for our approximately 549 students,” Hanson said.

Hanson has reached out to the state’s education department and the school attorney to learn more about closing or merging with another district. He confirmed the district will remain open through at least the 2026-27 school year, but would need to “borrow money and pay interest to keep our doors open.” 

“We are learning what we need to know regarding the process of dissolution and consolidation,” Hanson told Wisconsin Watch. “These are not options our board wants to use, but our board is committed to finding the best possible solution for our community’s children.”

If at first you don’t succeed …

Some leaders already have their sights set on the next election cycle, eager to ask voters for more revenue and secure a different outcome. 

School District of Winter Superintendent Craig Olson asked the school board to return to voters with another referendum this November. 

The four-year, $8 million referendum voters rejected earlier this month was Winter’s first operational referendum since at least 2000. Olson attributed the failure in part to a short preparation period that left many residents unaware of the district’s financial situation.

Olson said the district runs an annual deficit of about $1 million. Without a successful referendum, the district could run out of funds within a year and face the risk of closure. He hopes the voters will approve the next referendum if the district has more time to communicate the details with them.

Hanson also said Gillett’s school board will be “very strongly looking at running another operational referendum in the near future.” 

Data indicates districts might have better luck next time. In the 20 districts that went to referendum this year after voters rejected their proposals, 16 passed.

Several district leaders said they’re hopeful the Legislature will help ease their financial woes. 

“I’m just hopeful that our community can see the importance that our schools have,” Pecha said. “And I’m hoping that the state can maybe come through with some funding and hopefully give a little bit of a reprieve to some of us.”

Data reporter Hongyu Liu contributed to this report. 

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

Failed referendums trigger school cuts, closures and new funding pushes across Wisconsin is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

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Voters approved more than 60% of school district referendums last week as schools face declining enrollment, rising inflation and stagnant state funding.

Over $1 billion in referendums from 73 school districts were on the ballot Tuesday. Wisconsin voters passed 46 out of 75 school referendums, totaling over $564 million in increased property taxes.

The resulting 61% passage rate is below the 70% average from 2020 to 2025 but slightly above last year’s 56%.

Wisconsin school districts are increasingly patching holes in their budgets with referendums, which ask voters whether school districts can increase property taxes beyond the limits set by state law to generate more revenue. 

Two kinds of referendums were on the ballot this year. Operational referendums ask to raise taxes to fund the cost of running schools, such as educational programs, salaries and transportation services. Only 37 of the 63 operational referendums passed.Capital referendums ask for increased taxes to fund capital construction projects, like building upgrades. Voters passed nine of the 12 capital referendums this year.

Polling shows voters are growing weary of property tax increases. A February Marquette University Law School poll warned that a record high 60% of registered voters said they would rather reduce property taxes than increase spending on public schools.

Two districts — Howard-Suamico and Sauk Prairie — asked voters to approve both capital and operational referendums. Both of Sauk Prairie’s failed while both of Howard-Suamico’s passed. The northeast Wisconsin district will use the capital referendum funds to upgrade six of its eight schools. 

Of the 20 districts where voters rejected a referendum in 2025 and they tried again this year, 16 passed a new referendum.

After rejecting referendums in 2024 and 2025, voters in the Oakfield School District approved a $4 million operational referendum this year by a margin of 41 votes. Sarah Poquette, the district’s administrator, said the referendum will help to offset operational costs from inflation and also expand math and literacy support programs and staff professional development. 

“I want our voters to know that we’re still going to remain fiscally responsible and know that we want to spend our funds continuing to offer the great services to our students,” Poquette said. “We know the decision wasn’t made lightly to vote yes, and we want to make sure that we’re continuing to provide high-quality education to all of our students.”

Poquette said better communications about the school district’s expenses helped change the outcome this year. 

Jason Bertrand, district administrator of the Crandon School District, also cited transparency — “really opening up all of our books” to taxpayers — as the reason the district’s referendum passed by a narrow 19-vote margin after the previous year’s rejection. 

Because Crandon is a rural school district with fewer than 6,000 residents, Bertrand recognized the $3.75 million price tag was a significant ask of taxpayers.

“It was a successful referendum, but I don’t want to do this again. I don’t feel it’s an appropriate thing that 90% of our public school districts have to keep going to a referendum and asking our local taxpayers to pay more and more money, especially when we see a $2.5 billion surplus,” Bertrand said, referring to the state government’s unallocated funds that Democratic Gov. Tony Evers and Republican lawmakers can’t agree on how to spend.

“I think that we were taxed enough where we can provide funding for our public schools,” Bertrand said. “So that’s what my goal is in the next couple years, is to be able to work with our federal and our state as well as our tribal partners to figure out a sustainable method to be able to fund our public schools.”

Voters in the Denmark School District approved a $925,000 package they’ve passed four times since 2017.

“Being able to maintain the same amount of $925,000 a year while still balancing our budgets, even with the funding from the state that hasn’t met inflation, has really proven to our community that we are fiscally responsible,” Superintendent Luke Goral said. “We also, with that, do our very best to give staff the raises and things that we can but we don’t go above and beyond what our budget allows.” 

Voters in the Appleton Area School District approved the district’s $60 million operational referendum by a sweeping 31-point margin. The district said in a statement it plans to use the new funding to add counselors and social workers, among other things.

“With voter approval of a $15 million-per-year increase in funding over the next four years, the AASD will be able to maintain current programs, services, and staffing levels while continuing to address our ongoing budget challenges,” the statement said. “We recognize that this represents an investment from our community, and we are committed to using these resources responsibly, transparently, and in ways that directly benefit students.”

In 2024, Wisconsin voters saw a record number of referendums: 241. The majority of those happened in fall election cycles — the August primary and November general — so Wisconsin voters could see many more asks from school districts later this year.

The operational referendums schools passed generally cover three to four years, Jeff Mandell, president and general counsel at Law Forward, said. It’s not “a long-term solution” as school districts will have to introduce another referendum when the current one expires if the funding stress remains. 

Law Forward is representing several school districts, unions and individuals in lawsuits against the state Legislature and the Joint Finance Committee over public education funding. The Wisconsin Assembly is expected to respond to the lawsuit by Monday, April 13.

“By failing to adequately fund our public schools, the State Legislature is offloading its constitutional responsibilities onto the shoulders of local property taxpayers, many of whom are already struggling to make ends meet,” Mandell wrote in a public statement.

Despite growing opposition to property tax hikes, Wisconsin voters show increased support for school referendums is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

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• High schoolers account for nearly half the student population at the University of Wisconsin-Oshkosh – the largest number of dual enrollment students in the state. 

• As the traditional college-age population shrinks, dual enrollment courses have surged in popularity, transforming UW-Oshkosh’s identity. 

• Few high schoolers who take college courses at UW-Oshkosh decide to attend the university for their undergraduate studies, a trend officials are making efforts to change.

When University of Wisconsin-Oshkosh lecturer Paul Sager logs onto Zoom every Monday, Wednesday and Friday to teach his composition course, he asks his students to paste in the chat what emoji they feel like that day. 

If it’s cold outside, they might send a snowflake, or if they’re feeling motivated, a rocket ship. 

“They find that really fun and ice-breaking,” Sager said. “Feeling connected to your professor, I believe, is an extremely important part of being invested in a course, especially when it’s at the college level.”

That’s especially important for Sager, who has never met most of his students in the flesh, and likely never will.

At UW-Oshkosh, high schoolers make up nearly half of the student body. Many of them live hours away and never actually step foot on campus, instead taking the college courses from their high schools. 

It’s an increasingly popular dynamic as dual enrollment classes — where high schoolers simultaneously earn high school and college credit — soar in popularity and the typical college-aged population shrinks. But UW-Oshkosh enrolls more high schoolers than any university in the state, an endeavor that’s transforming the college’s identity.

The approach has helped UW-Oshkosh combat the big enrollment declines Wisconsin universities have seen in recent years. 

But as more colleges tap into the dual enrollment trend, the state’s fourth-largest UW campus is facing stiffer competition for these students. On top of that, few of them currently continue their education at UW-Oshkosh after high school. College leaders want that to change.

“As the competitive landscape that we operate in gets more competitive, and as the number of total high school students in Wisconsin continues to go down, it’s going to be more important that we get more and more of these students to choose UW-O as their four-year solution, as well,” said Provost and Vice Chancellor for Academic Affairs Edwin Martini. 

A service and a strategy

Dual enrollment is now rapidly taking root across the country, but UW-Oshkosh was ahead of the curve when it launched its program 50 years ago. 

Today, over 6,500 high schoolers get a jump start on college through the university’s Cooperative Academic Partnership Program, dubbed “CAPP.” In most cases, UW-Oshkosh authorizes qualified high school teachers — typically those with graduate degrees in their subject areas — to teach CAPP courses at their own schools. 

Just five UW-Oshkosh professors, Sager included, teach courses to high schoolers virtually. This allows them to reach more rural schools that otherwise lack access to dual enrollment courses, often because they don’t have qualified instructors or enough resources. 

“Given the opportunity to teach these courses, I jumped on it … It’s definitely a calling,” Sager said.

The university charges high schools about half the typical tuition costs for the classes. Students considered economically disadvantaged by the state get added discounts. Each school district decides how it passes the cost of books and tuition onto students. 

If students choose not to attend UW-Oshkosh after graduation, their credits can transfer to 200 other colleges.

Over the past decade, the number of students doing dual enrollment through UW-Oshkosh has nearly doubled. While that mirrors nationwide growth, UW-Oshkosh has leaned fully into the trend, hoping to attract as many students as possible across Wisconsin — and, in some cases, beyond.

“The simple truth is, if Oshkosh didn’t do it, somebody else would,” Sager said. “It’s something that I believe at Oshkosh they’ve really understood as not only a moneymaker, but just an opportunity.”

To attract students, program leaders call schools to tell them about the program and advertise at teacher conferences around the state. But largely, word of mouth and its status as the state’s oldest help win school leaders’ trust. CAPP is the only Wisconsin program accredited by the National Alliance of Concurrent Enrollment Partnerships, an organization holding universities accountable to offering dual enrollment courses as rigorous as normal college courses.

“We’ve had, more than ever, people reaching out to us to get involved,” said CAPP Outreach Specialist Sarah Adelson. 

Today, 45% of UW-Oshkosh students are high schoolers, a phenomenon more common at community colleges than universities. Statewide, high schoolers are just 10% of university enrollment, compared to 1 in 3 community college students.

The dual enrollment growth has been, in many ways, a saving grace for the college. 

Like other Wisconsin universities, UW-Oshkosh has lost thousands of traditional college students — those enrolling after high school graduation — over the past decade. Dual enrollment has helped offset that loss. Overall enrollment is down 9%, but without the high school students, enrollment would be down closer to 36%.

“For us, in part, it is a service. It is something that we’re proud of doing and providing these opportunities to students,” Martini said. “But we do consider our dual enrollment portfolio very much part of our strategic enrollment management portfolio.”

A shifting college experience

Walking across the UW-Oshkosh campus, it’s not immediately obvious how much the student body has changed in recent years.

Classrooms are still filled with what many would consider “typical” college students. Sidewalks bustle with students walking to class. Finding parking can still be competitive.

But in recent years, as more students take classes without setting foot on campus, the university has undergone some noticeable changes: The campus-run bookstore closed. Satellite locations in Appleton and Fond du Lac shut down because of enrollment declines. During a budget crunch, leaders offered voluntary retirement to roughly 50 faculty. And three dorm buildings are slated for demolition, as they no longer need as much space to house students living on campus.  

Teagan Massey-Plamann, a senior at Menasha High School, takes UW-Oshkosh’s dual enrollment courses from about 20 minutes away but has visited campus only once.

“It may not be the experience of being on campus and everything, but I still kind of get to see what the curriculums will look like, and how much studying I’ll need to do,” Massey-Plamann said.

As dual enrollment continues to expand, it raises broader questions about what will define the college experience. While the typical experience most think of is by no means dead, Sager said, it seems pretty rare nowadays.

“All of them, I think, also seek that personal connection with faculty and wanting to have an on-campus experience in one way, shape or form … I don’t know if there is a ‘definition’ for what a college experience even is anymore,” Sager said.

For some, the experience of being a professor has shifted, too — teaching high schoolers is a different task than teaching students a few years older, Sager said. 

“It really is about trying to meet them at their level and understand that, and also apply a little bit of pedagogical changes, so that the assignments mean more to them, and they feel more invested in it,” Sager said.

Great colleges think alike?

When Massey-Plamann graduates from high school this spring, she’ll already have a head start on college, thanks to her UW-Oshkosh dual enrollment courses in statistics, calculus and biology.

“It’s just getting me in the mindset that I’m going to be doing more classes like this next year,” the aspiring art therapist said. “They’re not going to be just classes where I can just sit and do nothing because I get all my work done really quickly. It’s getting me prepared for that time management.” 

That head start will save her both money and stress as she heads to St. Cloud State University in Minnesota to play softball.

Like Massey-Plamann, most UW-Oshkosh dual enrollment students don’t continue their education there after high school. Only about 10% do. 

University leaders want to change that. 

While Adelson said students historically “just come to us,” that’s changing as other Wisconsin colleges try to ride the dual enrollment wave. At the University of Wisconsin-Green Bay, high schoolers now make up about a third of enrollment. Just 20 miles away from UW-Oshkosh, half of the 8,000 students at Moraine Park Technical College are still in high school.

In response, UW-Oshkosh leaders are stepping up recruitment efforts — they’re offering classes other universities don’t, awarding at least $1,000 scholarships to those who enroll the following fall and funding more campus visits for high schoolers.

But UW-Oshkosh leaders acknowledge there don’t seem to be many students left to go after — the pool of college-bound students may already be tapped. CAPP Director Margaret Hostetler said their next push is for students who aren’t planning to attend college at all. They wonder if dual enrollment could change their mind. 

The university is also ramping up advising services, pointing students toward courses that will actually benefit them in the future.

“We don’t want students just taking every single dual enrollment credit they can because that’s not necessarily saving them time or money,” Hostetler said. “To save time and money, you have to have a class that is going to transfer as a course that you will need in your field of study.”

They’ve ramped up marketing efforts to remind dual enrollment students that “they are Titans,” Martini said, mailing them branded T-shirts, banners and posters for teachers to hang in their high school classrooms. 

“What we want is them to have a great experience, and then that builds their affinity with UW-O,” Martini said. “And then they say … ‘Now I want to go to Oshkosh. Now I want to be a Titan.’”

Miranda Dunlap reports on pathways to success in northeast Wisconsin, working in partnership with Open Campus. Email her at mdunlap@wisconsinwatch.org.

At one Wisconsin university, nearly half the students are still in high school is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

Reading Time: 3 minutes

The board that runs the Universities of Wisconsin voted unanimously Tuesday to fire the system’s president, drawing the ire of Republican lawmakers who called it a “partisan hatchet job.”

Jay Rothman had refused an offer from the board of regents to quietly resign, saying it never gave a clear reason why he should. Rothman has led the system that oversees the state’s four-year universities, including the flagship Madison campus, for nearly four years.

Rothman has had to tread carefully dealing with a Republican-controlled Legislature and a board of regents where all current members were appointed by Democratic Gov. Tony Evers. When Rothman was hired, the board also had a majority of Evers appointees.

Asked Monday about the move to oust Rothman, Evers didn’t take a side. “It’s their call,” he said of the board.

But Republican lawmakers were furious and threatened to fire regents who have yet to be confirmed by the state Senate.

“Make no mistake about it, the firing of UW President Rothman is a blatant partisan hatchet job,” Republican Senate President Patrick Testing said in a statement.

He said Rothman was fired for “not being liberal enough.”

“His only crime was his willingness to work with lawmakers on both sides of the aisle to get things done,” Testin said.

The vote to fire Rothman came just five days after The Associated Press first reported that the regents asked Rothman to either resign or be fired. Rothman said in two letters to the regents that he would not leave voluntarily without knowing what he did wrong.

Regent President Amy Bogost said in a statement Monday that the board has shared results of a performance review with Rothman, with “direct conversations and clear feedback regarding leadership expectations.” She said the system needs “a clear vision” but did not elaborate on the review’s findings.

She repeated the statement Tuesday following a roughly 30-minute closed session regents meeting. No other regents spoke before the vote to fire Rothman, effective immediately.

Rothman said in an earlier statement Tuesday that regents repeatedly declined to cite a specific reason for finding no confidence in his leadership. No one ever indicated to him that an evaluation could lead to termination, he said, adding that Bogost called his review “overwhelmingly positive.”

“It is disappointing that the first I heard any sort of defense of their position was when they communicated with the media,” Rothman said. “I am left to conclude that, at best, this reflects an after-the-fact rationalization of a decision that was previously made.”

Rothman declined to comment after the vote.

The state Senate’s committee that oversees higher education scheduled a hearing for Thursday for 10 regents whose appointments by Evers have yet to be confirmed. Testin called for the Senate to reject all 10, which would mean they could no longer serve as regents.

However, the Senate is not scheduled to be in session again this year.

Rothman has served as president of the 165,000-student, multicampus system since June 2022. The former chair and CEO of the Milwaukee-based Foley & Lardner law firm, Rothman had no prior experience administering higher education.

He has spent his tenure lobbying Republican legislators to increase state aid for the system in the face of federal cuts, navigating free speech issues surrounding pro-Palestinian protests, and grappling with declining enrollment that has forced eight branch campuses to close. Overall enrollment across the system has remained steady under his leadership.

Rothman brokered a deal with Republicans in 2023 that called for freezing diversity hires and creating a position at UW-Madison focused on conservative thought in exchange for the Legislature releasing money for UW employee raises and tens of millions of dollars for construction projects across the system.

The regents initially rejected the deal only to approve it in a second vote held just days later. Evers said at the time the deal left him disappointed and frustrated.

The fight over Rothman’s future comes as the flagship Madison campus is losing its chancellor. Jennifer Mnookin is leaving in May at the end of the current academic year to take the job as president of Columbia University.

Rothman makes $600,943 annually as UW president. He can be fired for no stated reason and he has no appeal rights, said Wisconsin employment law attorney Tamara Packard, who reviewed Rothman’s contract at the AP’s request.

Wisconsin Watch is a nonprofit and nonpartisan newsroom. Subscribe to our newsletters to get our investigative stories and Friday news roundup. This story is published in partnership with The Associated Press.

Universities of Wisconsin board votes to fire system president is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

Reading Time: 3 minutes

Applause, laughter and cheering reverberated in a Madison auditorium on Thursday as students raced to answer questions during the African American History Academic Challenge. The annual event, a partnership between the Madison Metropolitan School District and the nonprofit 100 Black Men of Madison, Inc., seeks to enhance appreciation and knowledge of Black history and bolster pride and self-worth.

Student teams representing two high schools and a half-dozen middle schools demonstrated knowledge through challenges focused on key events, figures and themes in African American history. McFarland and Verona middle schools also hold the event, with winners advancing to a regional competition on March 14. That contest determines who represents Madison’s 100 Black Men chapter on a national stage in New York City. 

As the middle school competition unfolded in the Doyle Administration Building, Sennett Middle School teacher Johnny Kennedy pumped her fist as she cheered on the students she coached. 

“I’m so proud of them,” Kennedy said. 

Her group of seventh and eighth graders had practiced since November. Some had competed last year without advancing, but they immediately knew they wanted to try again this year. James C. Wright Middle School ultimately advanced. 

During the separate high school contest that Robert M. La Follette High School won, “Coach O” Anderson, a Madison West High School student engagement specialist, said she learned about the event when her son Micah advanced to the national finals in Las Vegas during his eighth grade year in 2018. 

High schoolers tend to lag behind middle schoolers in participation. Anderson aimed to ramp up the same level of excitement among high schoolers that younger students display. She aims to engage more than just the “usual kids who get the opportunities” — like those already earning A’s in history and taking AP courses. 

“I wanted the regular kids who don’t necessarily see themselves involved like this to have an opportunity,” she said. Her main motivation is watching her students put themselves in “transformational situations,” she added.

African American History Academic Challenge encourages pride, learning among Madison students is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

Reading Time: 5 minutes

Each day she goes to school, Hmong American Peace Academy senior Eva Vang feels so welcomed among her teachers and peers that she’s received awards for perfect attendance.

“Maybe it’s just because we’re at a predominately Hmong school, but we kind of connect in a lot of ways,” Vang said. “It’s easy to kind of relate to them and relate to the same experiences that we have.”

Aside from a brief stint at a different school in the third grade, Vang has spent each year since kindergarten at Hmong American Peace Academy, or HAPA, in Milwaukee. The Northwest Side charter school serves students from kindergarten to 12th grade with a curriculum rooted in Hmong cultural values and heritage.  

In 2025, the Elementary School and Secondary Education Act Network recognized HAPA as a distinguished school for exceptional student performance and academic growth. It was one of only two Wisconsin schools to receive the national honor last year. 

The school achieved the recognition largely through its efforts to address chronic absenteeism, retain teachers and expand their college and postsecondary career programs, HAPA Chief Academic Officer Brendan Kearney said.

Here’s how it did it.

‘Amazing sense of purpose’

Middle school English language arts teacher Austeen Yang is in her fourth school year at HAPA, and she said the school’s respect for teachers keeps her coming back. 

“HAPA is amazing at asking for our advice and then making decisions based off of that advice,” Yang said. 

Each year, the school solicits teacher feedback through annual surveys, then reports the findings and plans to respond to suggestions and concerns. 

“I think it’s a really big part of the culture, and we’ve seen a lot of things change because of those surveys,” Yang said. 

HAPA recently reported a 96% staff retention rate.

Sara Shaw, deputy research director at Wisconsin Policy Forum, said many schools across the state have struggled with teacher retention since the pandemic. Researchers observed a spike in teacher turnover going into the 2022-23 school year, and while numbers have decreased slightly, they’re still above pre-pandemic levels. 

Shaw attributes the retention issues to both a change in labor market conditions, where inflation rose and it became more favorable for workers to negotiate employment elsewhere, and problems specific to education.

Shaw said the strains from COVID-19 caught up to a lot of teachers, who originally worked to support students during the pandemic but left when things became too difficult. 

HAPA administration recognized that attracting and keeping good, quality teachers would be critical to accomplishing the school’s academic goals, Kearney said.

The school made several adjustments to meet the needs of new educators and returning teachers, including reducing minutes in the workday and the number of workdays in the calendar year. The school also made changes in compensation, class sizes and professional development opportunities, Kearney said. 

“We won’t get done what we need to if we can’t keep good teachers in the building getting better year after year and serving our scholars,” Kearney said. “We don’t want our scholars to show up and see a bunch of new people.” 

Something else that Yang appreciates about HAPA is the school’s focus on providing a culturally based education. 

Yang, being of Hmong heritage, said she feels a “great, huge amazing sense of purpose” and connects with the school’s commitment to preserving and teaching Hmong cultural values.

Supportive teachers and postsecondary success

HAPA senior Angelina Yang, who’s attended the school since kindergarten, said she felt motivated to come to school this year because of HAPA’s Money Coach program, where senior students learn financial literacy skills. 

“I don’t really have a strong knowledge or education on financial literacy,” Yang said. “Going to that program really helped me understand why it’s important to be present in that program because it betters me.”

Vang appreciates the school’s college and career office, which focuses on postsecondary success. She said the office helped her figure out what she wants to do after school and apply for colleges and scholarship opportunities. 

“It is a time right now where it’s very overwhelming, but because we have such a great college and career team, they do support us a lot,” Vang said. “In a way, I think they did also kind of grow my expectations for college.”

Vang said she knew she wanted to go to college since her freshman year. 

She has choices – she’s been accepted at the University of Wisconsin-Madison, Loyola University and DePaul University. She’s looking to study medicine and become an emergency physician. 

The office has also supported Yang, who plans to attend the University of Wisconsin-Madison. 

“A lot of the students here are first generation,” Yang said. “Having that support really builds our self-esteem and making sure that we know what we want to do in the future and how we can go to college or enter the workforce.”

After seeing how transportation barriers to hospitals in Laos impacted her uncle during her freshman year, she decided to study health promotion and equity. 

“That really made me recognize the health disparities in my community and in my family,” she said. “Going into health administration … would help me at least try to help remedy those uncertainties.”

Kearney said HAPA has invested in greater college support in the past five years. 

Traditionally, counselors at the school helped students in a more one-size-fits-all fashion. Currently, the school has four college advisers, a coordinator and a director of college and careers who work to personalize the experience for students and connect their work now with their post-graduation goals. 

“The goal is that every student here leaves with a plan,” Kearney said. “For very many of them, it’s college, but we also support students who want to pursue career or technical education.”

Chronic absenteeism

Neither Yang nor Vang has struggled much with attendance at HAPA. Still, the school has not been immune to chronic absenteeism, especially after the pandemic. 

HAPA tackles absenteeism through a multi-tiered system of supports, a collaborative group of staff members who help identify the causes of absenteeism and support the scholars and their families, Kearney said. 

“A big part of making that work has been investing in student services staff,” Kearney said. “Post-pandemic, we’ve added several staff members who can help to serve different parts of the scholar.”

The team helps design an intervention or support plan based on what’s causing the student to miss school. Sometimes that includes connecting students with social workers, counselors or helping those dealing with homelessness, Kearney said.

If a student hasn’t been to school in a while and can’t be reached on the phone, HAPA sends impact coaches to check on students at their homes.

Austeen Yang said the system works well for teachers because they talk with other educators about the student of concern and collaborate to address issues. When teachers have exhausted all their options for helping the student, the support team comes in to support students. 

Kearney said the system came from teacher feedback. 

“It’s a part of why we’ve invested in student services staff,” Kearney said. “When teachers are expected to do all things for all students, it becomes an unsustainable job.”

Angelina Yang said the supportive teachers keep her coming back and her attendance strong. 

“HAPA does a really great job at hiring teachers who actually really care about their students and their well-being,” Yang said. “Having that support makes me feel more inclined to go just because I have a space that I know that I am welcome in.”

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Alex Klaus is the education solutions reporter for 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.

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

Hmong American Peace Academy received national recognition for exceptional performance. How did it do it? is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

Reading Time: 6 minutes

Click here to read highlights from the story

• In most states, career and technical education programs have received increasing bipartisan support and financial investments. That includes lawmakers creating funding flows in several states that previously lacked them.

• But Wisconsin hasn’t done the same, despite efforts from some state leaders. 

• As a result, access to these courses is uneven across the state, and the programs rely on federal funds many school leaders say are insufficient.

• Wisconsin Superintendent of Public Instruction Jill Underly said she’ll continue to press the Legislature to fund career and technical education programs in the next budget cycle.

Watch a video version of the story here.

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 Instagramand Twitter, or send her an email at mdunlap@wisconsinwatch.org.

Nearly every state funds hands-on job training in high schools. Why not Wisconsin? is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.