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• Apricity Contract Packaging employs about 100 people each year at its northeast Wisconsin and Milwaukee locations.

• The organization is one of few nationwide devoted strictly to employing people who are recovering from addiction. 

• Workers say the environment helps them hold a job and gain confidence as they build sobriety. 

• But it doesn’t work out for everyone, with some new hires opting out during orientation or in their first few days. 

• Employees who want to stay get support if they aren’t performing up to standards or relapse.

Mellisa Edwards didn’t have a job for a decade as she struggled with drug addiction. 

That changed last March, when she got a job doing packaging and assembly work at Apricity Contract Packaging in Appleton and moved into a nearby residential treatment home. 

Edwards got off to a rocky start. She missed shifts because she didn’t want to get out of bed, leading her supervisors to write her up. But her co-workers helped her rebound. They’re taking on the same challenge of staying sober while showing up to work.

Apricity Contract Packaging is run entirely by people recovering from addiction. Roughly 100 people work at the northeast Wisconsin and Milwaukee locations each year, building sobriety and stable employment records free of the many obstacles found in typical workplaces.

Apricity leaders say they’re catering to workers who employers often overlook. While there’s been a push in recent years to make workplaces more “recovery-friendly,” few organizations nationally strictly employ those in recovery. 

“We offer employment in a safe environment where people aren’t necessarily impacted by some of the judgment and that fear of somebody looking into their history with substance use,” Apricity Contract Packaging President Dan Haak said.

Nowadays, Edwards always shows up to work on time, and she earned a perfect score on her last performance review. She plans to stay at the job for at least another year, until she finishes her probation. 

“I love it here … (Other workers) know what you’re going through, so they can relate very well,” Edwards said. 

Leaders aim for their jobs to be transitional, for workers to build “a foundation of recovery and safer behaviors,” then move into new jobs with more confidence, Haak said. But there’s no limit to how long people can stay, and many stay for years. 

“We try to motivate them as much as we can … to show them they have a career ahead in this and everything else, if they want one,” team leader Andy Geurden said. 

A unique operation

Haak began working at the plant at his counselor’s recommendation in 1998, when the organization was known as STEP Industries. He climbed up the ranks over the years and is now president of the plant. 

“I came out of treatment and didn’t have a driver’s license, didn’t have a car, and had a terrible work history, because when I was using, getting up in the morning was hard,” Haak said.

Many find themselves at Apricity in the same shoes. 

Countless challenges can stand between people recovering from addiction and employment, like rocky work histories, criminal records, a lack of reliable transportation or judgment from employers.

Keeping a job can be just as hard. Someone in recovery might need to work around scheduled drug tests or other legal appointments. They may struggle to avoid situations where substances are present, such as workplace happy hours. Their probation officers might need to meet with their bosses. 

“People don’t necessarily want to open up and discuss all of those things, especially in an interview and say, ‘Oh, I need to leave work early to go take a drug test three days a week,’” Haak said.

Instead, at Apricity, one’s recovery is implied — and understood. That allows employees to focus on getting their lives back on track. 

“I would keep (my recovery) kind of hidden, and that can kind of be a barrier for me not really getting to know people,” said Jason Koehler, who has worked at the plant for two years. “Here, everybody kind of just knows it already. It’s not really even an issue.”

Apricity formed in 2018, when two addiction recovery programs merged. Meaning “the warmth of the sun in winter,” the company’s name is a metaphor for those coming out of a dark period in their lives. 

Efforts to reduce the stigma — including state resources to help employers hire workers in recovery — haven’t erased the challenge of finding work. Apricity remains one of few places in the country focused entirely on workers facing these challenges.

Funded through grants and revenues from its services, Apricity offers two residential treatment facilities, a peer support and recovery coaching program, 24/7 on-call recovery coaches, four sober living homes and, finally, the packaging plant. 

While not a requirement, many plant workers have been through Apricity’s treatment program or stayed in its homes, safe places to land for those who have poor rental histories, eviction records or ongoing legal cases that make it difficult for them to enter a lease.

‘How to be a good employee’

On a late January morning at the Appleton plant, a pair of employees die-cut and packaged pieces of a tissue paper flower craft kit. Another team collapsed tri-fold poster boards and packed piles of them into branded boxes. Lindsey Jackson drove a forklift around the floor, moving stacks of finished packages. 

The hands-on work varies daily. Companies get a 5% tax rebate to hire Apricity for packaging or assembly projects, often because they need extra short-term labor, equipment or space. 

The daily grind at Apricity teaches people “how to be a good employee,” Haak said. 

Employees are held accountable for the basics: clocking in on time, dressing appropriately, properly calling in sick and staying productive. Leaders focus job interviews on the employee’s recovery, rather than their work history. They work around drug court dates, probation obligations or treatment appointments. They organize transportation for those who need it.

“It’s huge for self-esteem. I think people in recovery are struggling with all kinds of stuff from a mental health standpoint,” Haak said. “Being employed gives you a sense of purpose. It gives you a sense of self-worth.”

Not everyone succeeds. Some new hires leave during orientation or soon after they start work. 

“Sometimes people, they start to make up excuses after the first couple of days, and we say, ‘OK, well, what do you want? We aren’t forcing you to be here. It’s up to you. You can leave if you want, you can resign if you want. It’s not gonna hurt our feelings,’” he said. 

Employees who want to stay get support if they fall short or slip up. 

Human resources manager Rachel Hasenzahl creates “relapse prevention plans,” evaluates employees’ performances and helps them move up or toward the jobs they want. Over time, motivated staff can move into leadership roles, earning more, overseeing a crew and learning skills like forklift operation. 

Apricity hopes employees will stay a while, build work history and skills, and eventually move on. About 40% do, often at other local manufacturers, like Plexus Corp., Pierce Manufacturing and Great Northern Corporation.

But with no set end date, some workers stay for years, climbing the ranks. Many higher-ranking staff started in the program and now help others. Some who leave struggle without the robust support for recovery Apricity provides.

Hasenzahl once left to try other jobs, but found it difficult to handle the way alcohol was embedded in workplace culture. She eventually returned to the packaging plant, where she now has a decade under her belt. When she relapsed, as some employees do, Apricity staff helped her back to sobriety. When she wanted to advance, leaders worked around her class schedule so she could study human resources at Fox Valley Technical College. 

Before Apricity, Koehler bounced between jobs and was unemployed for two years. Since he started working at Apricity two years ago, he’s rented his own apartment, saved money and taken on a lead role on the packaging floor. 

“People kind of look to me for questions and (I’m) becoming a leader again, proving to myself that I can do that again,” Koehler said. “People can trust me to do that for them.”

Like Koehler, several employees said the most important thing they’ve gained from the job is confidence. 

“It took a little bit, but I can actually stand the person I see in the mirror when I wake up in the morning now,” Geurden said, “thanks to the staff and everyone having my back.”

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.

Work, recovery and second chances on a Wisconsin manufacturing floor 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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• Jolene Wilkens, employment and training supervisor, spoke about the services Wisconsin’s job centers provide and how job seekers can take advantage of them. 

• The physical locations remain an important resource for those who lack internet access, need a quiet place to work or need face-to-face assistance.

• Staff at the centers can help people write resumes and practice answering interview questions.  

• Job seekers can also take free skills assessments to see what other types of work might interest them.

Looking for a job can be grueling and frustrating. 

Though Wisconsin’s job market generally favors job hunters, with more openings than unemployed people to fill them, it can be hard to know where you fit in — or simply where to start. 

The state’s Department of Workforce Development runs dozens of job centers across Wisconsin, each staffed with people trained to help you in your quest for work. Wisconsin Watch talked to Jolene Wilkens, an employment and training supervisor at Sheboygan County’s job center, about the services Wisconsin’s job centers provide and how job seekers can take advantage of them. 

“We want to meet the person where they’re at, but we do a lot of cheerleading and bringing that positive attitude,” Wilkens said. “We’re here to support you. We’re not here to make this process more complicated.”

Here’s what to know. 

Find your job center

Wisconsin has job center locations across the state. Find the closest one to you using the map below.

This map doesn’t include all of the department’s affiliate or satellite locations, such as job centers in correctional facilities. 

While the number of people visiting job centers varies widely among the different locations, more people have used their virtual services online in recent years, Wilkens said. The Sheboygan location where Wilkens works typically sees between 60 and 80 visitors each week.

While the department offers many of their resources online, the physical locations remain an important resource for those who lack internet access, need a quiet place to work or need face-to-face assistance for any reason. Getting to know people individually also helps staff make personalized recommendations or watch for jobs that are a good fit for someone, Wilkens said.

“There’s a lot of folks that prefer to come in person and have that personal touch, and some of that is just the support they receive. You build a community,” she said. 

What to bring with you 

Depending on the services you’re looking for, you might need to bring documentation or identification with you. Here’s a list of things visitors often need: 

• Driver’s license or ID. 
• Social Security card or number.
• A list of your last 18 to 24 months of work history, if applicable.
• Your cellphone, to set up two-factor authentications.
• Paper to write down your login information or to take notes.
• A resume, if you have one.
• Direct deposit or checking information.

What to expect when you show up

When you walk into a job center for the first time, you should expect to answer a list of questions from the employees. 

They’ll want to know:

• What work experience do you have? (It’s OK if you don’t have any.) 
• Have you enjoyed that work? What kind of work do you want to be doing? (If you don’t know, they’ll help you figure it out.) 
• Do you like your resume? (If you don’t, they’ll help you change it.)
• Are you having trouble securing job interviews after applying? (They might want to take a look at your resume.)
• Are you securing interviews, but having trouble landing jobs? (They’ll probably want to work on interview skills with you.)

Finding the right fit 

If you’re not yet sure what kind of work you can or want to do, job center staff can help you figure it out.

Staff will recommend taking the Occupational Information Network’s (O*NET) quiz to help understand your interests and the things you enjoy doing. The quiz asks you to rate how much you’d like different activities — such as building kitchen cabinets or teaching a high school class — if they were a part of your job. Your answers help the application suggest careers you might enjoy. 

You can also access the quiz here.

If you know what kind of jobs you want to do, or you want to see different jobs you’re qualified for, staff will recommend using a tool called Skill Explorer. The program asks you to input your job, education or training experience and produces a list of occupations and industries that your skills may transfer to. Skill Explorer also contains information about wages, job openings and projected growth for each occupation. 

You can also access the tool here.

“Sometimes it’s not recognizing all the transferable skills that you already possess and being able to move those industry sectors,” Wilkens said. “Other times, it’s identifying, ‘I like what I do, but it’s not my passion. I want to upskill and go to something else.’”

If you want to return to school or job training to pursue a different career or to move up in your industry, staff will connect you to the Department of Workforce Development’s training arm. From there, career counselors help you track down the right educational program — and assistance affording it.

You can begin browsing training programs here.

Getting the job

After settling on what kind of work you’re after, job center staff will focus on helping you secure the job. 

First: the resume. Most job applications ask for a document summarizing one’s education, work experience and skills. Building one shouldn’t be overwhelming, Wilkens said. 

Job center staff are trained to help people put together resumes that help secure job interviews. They also use a tool that creates a resume after asking you to answer prompts. When users log a job title, it suggests additions based on the profession’s occupational outlook, a federal compilation of data, information and predictions about jobs. 

Wilkens encourages people to be open to changing up their resume or being challenged. 

“You ask 100 people how to do a resume, and you’re going to get 100 different answers,” Wilkens said. “Just because you worked in one industry for 10 years, and then you did a 180 and went into a different industry, and now you’re looking at yet another, doesn’t mean there aren’t skills in there that we can transfer and highlight.”

You can access the department’s resume building tool here. It plans to roll out a new and improved version of the tool in the next year.

Job center staff will help throughout the interview process by scheduling mock interviews and helping you answer practice questions. They can also create an account on InterviewPrep, a tool that allows you to see how you sound responding to interview questions and get feedback from staff. 

Staff can also help you choose between job offers by comparing the wages or cost of living between different locations. 

Other services job centers offer 

Unemployment and job loss resources

People commonly visit job centers to get assistance filing for unemployment. 

“You can’t walk into an unemployment office, so you come into a job center,” Wilkens said. 

Staff also complete an “assessment of needs” when people visit for unemployment help. They ask questions to understand if a person is experiencing housing scarcity, food insecurity or other struggles, so they can direct them to free community resources.

“Somebody will come in feeling really defeated and disheartened about losing their job,” Wilkens said. “We have resources for that. Helping people realize all the things that they brought to the job and why they were able to retain that job for so long, really helps reframe and start thinking and looking at things glass half full.” 

“There are a lot of positives,” she said. “You didn’t just go to work and make widgets … You showed up promptly every day. You worked as part of a team. You were dependable and reliable. You adhered to safety standards.” 

Support for people with disabilities

The state’s job centers have a Division of Vocational Rehabilitation that helps people with disabilities obtain and keep work. 

The division can connect people to diagnosis and treatment, transportation assistance,  interpreter services and help with job search and placement, among other services. 

Job fairs 

Job centers often host or collaborate with local employers on job fairs and hiring events. You can view a list of upcoming hiring events coming up across the state here. 

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.

Looking for work? Here’s how Wisconsin’s job centers will help you for free 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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• Anna Mykhailova and Sasha Druzhyna fled Ukraine after Russia invaded, leaving behind careers as physicians.

• Wisconsin needs more medical professionals, including physicians. But those with foreign training face hurdles that can keep them from filling that gap.

• State officials recently eased requirements for foreign-trained doctors, but Mykhailova isn’t sure what the change means for her.

• Anna works as a sonographer at a Madison hospital, while Sasha is studying for a master’s degree in medical perfusion at the Milwaukee School of Engineering. 

• The family is among 100,000 Ukrainians with Temporary Protected Status, allowing them to live and work in the United States for renewable 18-month stretches.

Sasha Druzhyna knows all about transplants. 

As an anesthesiologist and perfusionist in Kyiv, Ukraine, Sasha used specialized equipment to keep patients’ blood pumping during heart transplants and keep donor organs alive until they reached their recipients. 

Now, after fleeing Russia’s full-scale invasion, the 52-year-old is learning his profession all over again as a student in Milwaukee School of Engineering’s medical perfusion program. 

Eighty miles away, his wife Anna Mykhailova, 42, is starting over, too. In 2024, she started a job as a cardiac sonographer at a Madison hospital, using skills she refined as a cardiologist in one of Ukraine’s top heart hospitals. She’s also studying for the medical board exams in hopes of one day practicing medicine in the United States. 

But as they work to rebuild their careers, they still don’t know if they’ll be allowed to stay.  

“It’s so stressful because of this immigration process. I will do these really hard exams and they (might) say, ‘Oh, you have to leave this country,’” Anna said of the family’s immigration limbo.

Wisconsin needs more medical professionals, including physicians. But as the couple’s experience shows, those who arrive in the country with foreign training face hurdles that can keep them from filling that gap.

A new life begins

Had the couple fled to Europe instead, their career paths might have been simpler. Sasha might be the teacher instead of the student. Anna might still be a doctor.

But the invasion left no time to deliberate. Anna and her colleagues moved their patients to the hospital’s basement, then brought their own families to shelter there, too. Anna and Sasha brought their daughter, Varya, who was 6 years old at the time. 

They listened to the news as Russian troops occupied the suburbs around Kyiv.  

“When they showed civilian kids killed by Russians … I realized that nobody will protect us and (we) just have to go,” Anna said. 

A friend with military connections warned that Ukrainian forces would soon blow up Ukraine’s own bridges to stop Russian troops from taking more ground. 

“They told us, if you want to leave, you have to leave right now,” Anna said. Sasha drove his wife and daughter west, past sirens and explosions, toward the border with Poland. 

A week later, Anna and Varya were on a plane to Boston, where Anna had a friend from medical school. Arriving with tourist visas, she thought they’d be away for just a few weeks. Sasha, who didn’t speak English, opted to stay.

“Coming here, starting from zero, no money, no nothing, no job — he didn’t want to come and wash floors in a supermarket … It’s really difficult to immigrate when you already had something in your home country,” Anna said. 

He kept working in the hospital, caring for his usual patients and the war-wounded. They figured the fighting would end soon. 

But about a year later, Sasha joined his family in Madison, where friends helped them get settled. 

“We realized that this war is going to be forever,” Anna said. “I don’t believe that they will stop it.”

The three are among more than 100,000 Ukrainians who’ve been granted Temporary Protected Status, or TPS, because the federal government deems it unsafe to return. The status allows them to live and work in the United States for renewable 18-month stretches.

Almost four years later, they’re still here — and hoping to stay. The war rages on, and they’ve embraced their new home. Varya, 10, now speaks mostly English.

“She doesn’t want to speak Ukrainian anymore,” Anna said in an interview at her Madison apartment building in September. “So for her to go back to school in Ukraine … it’s possible, but it’s going to be really difficult.”

But staying isn’t easy either. Restarting their careers has come with significant personal and financial costs, and there’s no guarantee their efforts will pay off.

Covert cardiologist

Until recently, all foreign-trained physicians seeking to practice medicine in Wisconsin had to pass three licensing board exams — offered only in English — then compete against recent medical school graduates for a three-year residency at a U.S. hospital.  

To Anna, the process seemed daunting. The tests cost around $1,000 each — not counting textbooks and study materials — and she was still taking classes to improve her English. She heard that hospitals preferred recent graduates, and she feared they’d be particularly reluctant to accept someone whose immigration status expires every 18 months.

Meanwhile, she and her husband struggled to find a place to live. The prestige they commanded back home was irrelevant to U.S. landlords running background checks. 

“Could you imagine? I’m in my 40s. I don’t have any credit score … I just got my work permit. I couldn’t find a job,” Anna said. “Nobody wants me. They don’t know who I am (or) what is our culture; everybody’s afraid of us.”

She began applying for research jobs at the University of Wisconsin-Madison.

 “I don’t know how many interviews I had,” Anna said. “Everybody was so nice, but (they said), ‘You are overqualified for this job.’”

Then the mom of one of her daughter’s soccer teammates mentioned that her employer, SSM Health St. Mary’s Hospital, was hiring student sonographers. She encouraged Anna to apply.

The roles are designed for people currently studying medical sonography, but Anna already had the relevant training: Ukrainian doctors regularly do their own sonography. She applied for the job with help from teachers at the Madison nonprofit Literacy Network, where she’d been taking classes to improve her English and prepare for next steps in school or work.

She started the job in 2024, running ultrasounds to aid in medical procedures and to diagnose things like heart attacks, heart murmurs, strokes and birth defects. She was promoted to a full-time position soon after. 

On a typical day, she might see half a dozen patients. She doesn’t tell them she’s a doctor. 

“Nobody knows,” Anna said. 

Some patients get rude when they hear her accent. “I had a couple patients, they told me, ‘Don’t touch me. Call somebody else. I don’t trust you,’” she said.

Once a hospital security officer heard the way a patient spoke to her and urged her to file a report. The hospital sent a letter threatening to deny care if the patient acted that way again. 

“I have a really good experience working here,” Anna said. “I really like my job right now.”

In October, Wisconsin eased requirements for foreign-trained doctors, joining several other physician-strapped states that have recently made such changes, but Anna isn’t sure what the change means for her.

Under the new rules, qualifying foreign-trained physicians can work under the supervision of another physician without repeating residency training if they’ve passed U.S. board exams and have a Wisconsin job offer. 

Anna heard the news from a friend and asked about it at work. 

“I showed this bill to people in the medical field here, and they were just like, ‘Oh, we don’t know,’” Anna said. “So I don’t know how does it work here, or where to go and who to ask.”

It’s also not clear she’d qualify. The new rules require applicants to have practiced medicine in their home country for at least one year in the last five years. She left her job nearly four years ago, and she figures it will likely be a couple years before she passes the board exams. 

Lately, she’s been reading up on the licensing rules in other states and contemplating a move after her husband finishes school.

She wonders if things might have been easier if the family had immigrated to Poland, say, or Italy, instead of the United States. Back in Ukraine, her husband ran a perfusion school certified by the European Board of Cardiovascular Perfusion, and he received his own training in Europe. But she doesn’t think it’s worth emigrating again.

“It doesn’t matter where you go, everything is going to be different,” Anna said. “If I go to Europe, I have to start over. I have to study a new language, and then all of the education and activities for our daughter, and she also has to study a new language. So I just don’t want to do it a second time. I don’t have the energy to do it.”

From professor to pupil

Sasha, meanwhile, decided not to try to become a doctor again. His top priority was perfusion, the field to which he dedicated two doctoral dissertations and decades of work. In the United States, perfusionists don’t need to be doctors, but they do need specialized training.  

“The perfusion specialty board, they do not recognize European diplomas,” Anna said. “They want them to go back to school here. But he’s happy to do it. He was so happy that they admitted him.”

Last fall, he started the two-year master’s degree program at MSOE. 

“This wasn’t about choosing an easier path. Perfusion is a highly specialized and demanding field … This is where my experience is most relevant,” Sasha said, “and it’s work I genuinely value.”

Anna teases him about being so much older than the other students in the program. 

“He’s like a father for all his classmates,” Anna said. “The first day, he brought actual paper, a notebook with different colored pens. His classmates brought just iPads. They were like, ‘What is that? Are you a dinosaur?’”

Paying for tuition for the first semester took most of the couple’s savings, Anna said. Their immigration status makes them ineligible for federal student loans.

She’s not sure how they’ll cover the remaining costs. 

Sasha was also accepted to the perfusion school at ​​State University of New York Upstate Medical University, which offered him a job that would have offset his tuition costs, but he didn’t want to uproot his family again. 

“My daughter would need to change her school, leave her friends,” Sasha said. “You know how important it is for a girl of 10 years, your friends? It’s the most important thing in your life.”

But being in school has meant far less time with her. Since September, Sasha has spent his weekdays in Milwaukee, attending classes and shadowing other perfusionists during surgery. When he’s not in the operating room, he spends the night in a spare room he rents from a friend. 

Back in Madison, Anna is “basically a single mom” five days a week. On Fridays, Sasha drives home to see his family and work on a transplant team at UW Health, where he uses perfusion techniques to keep donated organs alive and healthy until they’re transplanted.

With luck, he’ll move back to Madison after he finishes his coursework in May. He’s hoping to do his second-year rotations at Madison hospitals.

Status: Pending

Back in Kyiv, the couple’s condo stands vacant, full of the things Anna left behind when she packed hurriedly for a few weeks away. 

The high-rise penthouse, located beside the many bridges on Kyiv’s east side, boasts an impressive view of the city and the river — and Russian missile strikes. The couple can’t sell it, or go back, until the war ends. 

“Nobody wants to live on the 27th floor when you don’t have electricity, elevator or water, and you can see rockets and jets in front of your eyes,” Anna said.

Meanwhile, despite the time and money the two doctors have invested in their new lives, their future in the United States is uncertain.

The family’s Temporary Protected Status expired in April, and they still haven’t received an answer on the renewal application they submitted a year ago. 

“The Homeland Security office said that our work permits are still valid (while) we are waiting for their decision,” Anna said. “We’re just waiting to see.” 

If their application is approved, they could be on the hook for thousands of dollars. The Department of Homeland Security announced in October that Ukrainians’ applications, including those already waiting to be processed, will be subject to a new fee of $1,000 per person.

Anna has been looking into other visa options, too. Many foreign doctors practice in the United States on H1-B visas, an employer-sponsored visa for workers with specialized skills. If Sasha can eventually get one of those visas as a perfusionist, Anna will get a work permit, too. But in September, the Trump administration announced a $100,000 fee on most new H1-B visas, raising concerns that employers — including hospitals — will cut back on those visas.

Even if the family is able to renew their status, it will end in October unless the Department of Homeland Security extends Ukraine’s TPS designation. Since President Donald Trump took office last year, his administration ended TPS for immigrants from 10 countries, revoking legal status for more than 1.6 million immigrants, NPR found. 

Anna worries that she and her family could become targets for deportation before they ever get a decision on their application. 

“I don’t feel safe,” Anna said. “When you are waiting, you are legally in the United States, but this new administration and ICE police, they think that you are illegal here.” 

Still, she said, she and Sasha try to stay positive.

“My husband says this is a good opportunity. He feels so young because he is studying as a student, and he says it’s just an adventure,” Anna said. 

She looks for the bright side, too. She points to the support and kindness Americans have shown her and the fact that she’s learned she can survive “without anything.”

“I feel like a homeless person. I feel like Ukraine is not my home anymore, and the United States is not my home yet,” Anna said, “but people are trying to make it feel like home.”

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

The transplants: 2 doctors fled Ukraine for Wisconsin. They’re still trying to get their careers back. 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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• The U.S. Department of Education delayed wage garnishment for people whose student loans are in default. 

• Nearly 125,000 Wisconsinites have student loans that are in default. 

• The Wisconsin Coalition on Student Debt offers a toll-free, confidential helpline at (833) 589-0750 and via email at studentloanquestions@debtsmarts.org.

It’s a tumultuous time for student loan borrowers. 

Following years of waiving payments and penalties after the COVID-19 pandemic, the U.S. Department of Education announced in December it would soon begin garnishing the wages of borrowers who’ve defaulted on their loans. 

Then, Jan. 16, department officials reversed course, saying they would wait to start “involuntary collections” until other changes to the student loan system take effect. They did not specify how long the delay would last.

Another major student loan change is pending court approval. The agreement, which settles a lawsuit brought by the department, would end the popular Biden-era repayment plan Saving on a Valuable Education (SAVE). The plan offered borrowers more flexibility than any other. 

Meanwhile, other changes to borrowing and repayment programs will reduce the options available to current and future students.

More than 720,000 Wisconsinites hold student loans, according to U.S. Department of Education data analyzed by researchers at the Education Data Initiative. Of those, 74,000 were in default as of last September, meaning they hadn’t made a payment in at least 270 days, and the number has likely grown since then. Overall, the state’s borrowers owe around $23.6 billion. What do all these changes mean for them?

“There have been so many announcements … The landscape is going to continue to be really confusing,” said Carole Trone, executive director of the Wisconsin Coalition on Student Debt, which runs a helpline providing free, confidential advice for people who have loans or are considering taking one out. 

“Borrowers often express that they’re confused and overwhelmed,” Trone said. “What our organization is thinking of is how we can reach those borrowers and help them work through their confusion and feel confident with the path forward.”

The helpline received about 160 calls last year, and it can accommodate far more, Trone said. For privacy, staff don’t record any details about the caller or the reason for the person’s call, and they don’t ask for login information for callers’ loan accounts. To reach the helpline toll-free, call (833) 589-0750, or email studentloanquestions@debtsmarts.org. Staffing for the helpline is provided by Ascendium Education Group. Ascendium is a financial supporter of Wisconsin Watch, but is not involved in editorial decisions.

Wisconsin Watch spoke to Trone about what borrowers and prospective borrowers need to know right now. The following interview has been edited for length and clarity.

How does the helpline work and why was it created?

The helpline was originally set up back in the early days of the pandemic … When you call the toll-free helpline, you’re going to talk to a live person. These are trained professionals whose work, day in and day out, is working with student loan borrowers, helping them navigate the complicated process and helping them understand what might be confusing that’s come out in the news or in notices they’ve gotten. 

The helpline is not a replacement for talking to your loan servicer (the company where you send payments) or logging in to your account at studentaid.gov and seeing what loans are recorded there. But what our helpline is designed to provide is a very accessible, no-wait-time forum where you can ask one-on-one, “Hey, I got this notice. What do you think it means?” or “I haven’t been paying. What should I start with doing?”… It’s a really good starting point for anyone.

In 2020, there was this historic payment pause for loans because of the challenges from the pandemic. In Wisconsin, we don’t have a statewide helpline for student loan borrowers. We don’t have an ombudsman, we don’t have a higher ed agency. These are where borrowers in other states can often turn to, so we wanted to be able to provide a resource. 

The Department of Education has threatened to start garnishing wages. What should borrowers in default know?

This option to garnish wages was around last year. What’s new is that they (took) the next step, which is starting to send letters out to affected borrowers. Policy says you’re supposed to have 30 days notice before (garnishment) happens. The other thing they can do is withhold your tax refund if you’re in default or severely delinquent on your loan. 

The other thing that could be almost as damaging is that your credit score is going to be affected. And just to give you a sense of how really devastating this impact could be, if you did a four-year program and you took out loans for each semester, that’s probably eight semesters minimum, so you’ve got eight loan lines. If you are late in paying, that means you’ve got eight nonpayment reports going to the credit agencies. What was happening even last year was that credit reporting had resumed, and people may not have been aware of it until they went to take out a car loan or a mortgage, and they couldn’t because their credit score tanked maybe 100 or more points.

What can borrowers do if they’re in default?

First, we know borrowers are feeling a lot of emotional pain over this. If you’re stressed out, if you’re embarrassed, if you’re overwhelmed, sometimes people just can’t move forward on this. I want to encourage people to call our helpline or email us. That is exactly what we are here for. 

There are ways that you can get out of default that are tied to your income levels … You can start to rehabilitate your loan. You have to request a form from your loan servicer. They’ll need to know your income to be able to set an income-driven repayment amount. And if that amount is too much, you need to let the servicer know that … Based on your income, that mandatory payment can be as low as $10 a month. The point is to show that you are making on-time, monthly payments for nine months, and that will restore your loan. But you need to be serious when you’re doing that. 

What advice do you have for borrowers who are currently signed up for the SAVE repayment plan, which is set to end soon?

If you’re in SAVE, you’re still in what they’re calling “administrative forbearance” because of all this litigation. But as of last August, your loan balance is growing because they resumed collecting interest. If you’re in the SAVE program and you are eligible for Public Service Loan Forgiveness, you should know that while you’re in (administrative forbearance), you’re not making any progress toward the payment count that you need … There will be a timeline for when people have to move out of the SAVE program, and I wouldn’t be surprised if they have that timeline starting as early as summer.

If you’re trying to figure out what you can do, you can call our helpline. There is also a really helpful loan simulator tool on the studentaid.gov website. You can say “My number one priority is to be eligible for Public Service Loan Forgiveness,” or “I want to pay off my loan as fast as possible,” or “I want the lowest possible payment,” and it can give you pretty accurate scenarios of what you can expect your payment amount to be.

Provisions in last year’s One Big Beautiful Bill Act will eliminate some other repayment plans and add some new ones. What should prospective borrowers know?

The goal is to create fewer programs and fewer options.

The goal is to create fewer programs and fewer options. In principle, I think everyone would appreciate more simplicity. What has happened is that all these repayment plans have come out of different administrations and regulatory initiatives. Those are now getting caught up in the courts. One thing to know is that Public Service Loan Forgiveness came through Congress (rather than the regulatory process), and that’s why it’s on much firmer ground. 

There will be basically one income-based repayment plan, called RAP (Repayment Assistance Plan), and there’s the standard repayment plan. It’s not like on July 1 of this year there’s a light switch and everyone is in RAP. Many of those (existing) plans will continue on the terms those borrowers agreed to. It will be new loans that will start to have only those two options.

Starting July 1, there will also be lower limits on how much students and their families can borrow. How do you anticipate that those changes are going to affect students?

We know that in areas like health care or in fields like law, people do (sometimes) borrow more than what these new limits are going to be. And so there’s been a lot of attention now to who’s going to be affected by that. If you’re borrowing more than the $200,000 limit, for instance, to be a medical doctor, what’s that going to mean? … Colleges and professional schools are concerned that people who are currently in their programs will hit the final year or two years of their programs and not be able to borrow the money to complete their programs. 

There is a concern that the contingent of borrowers who don’t have the assets (and) the strong credit ratings to be able to turn to the private loan market won’t have options and therefore won’t pursue these degrees.

What should people know before taking out private student loans?

Private loans have a lot fewer protections than federal loans. They do not have forbearance, so when you take out that loan, repayment pretty much starts as soon as you’ve taken it out. They don’t have income-driven repayment options. If you take out a loan to go to a college and they’ve misrepresented the value of their degrees or what jobs their graduates are getting, there are federal protections that you don’t have with a private loan provider. 

The big thing related to equity is that if you don’t have a high enough credit rating to qualify for the loan, you’ll be denied. And so, in the worst-case scenario, we’re worried that for these high-cost health care degrees, we will see a lot fewer first-generation, lower-income students going into those professions. 

A lot is changing now, but what’s a piece of advice that you’ll keep giving?

I think there is justifiable concern about student loan debt, 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. The challenge with that approach is that the economic studies say most jobs are going to require some kind of postsecondary credential. So we do want to make sure that students and potential borrowers read up and learn about what their programs are going to cost.

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.

Editor’s note: This story was corrected to reflect that the Wisconsin Coalition on Student Debt helpline received about 160 calls last year.

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

Student loan borrowers are ‘confused and overwhelmed.’ Here’s what Wisconsinites should know. 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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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.

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.” 

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. 

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.”

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.

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.”

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.

6 tips for avoiding student loan default 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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• Officials from the town of Carlton and Cloverleaf Infrastructure told Wisconsin Watch the company is no longer pursuing a data center project near the Kewaunee Power Station. 

• The resolution happened in late 2025. 

• Cloverleaf Infrastructure is still interested in building a data center in northeast Wisconsin. 

• Meanwhile, plans for EnergySolutions to build a new plant at the Kewaunee Power Station are slowly moving forward. The company submitted files to the U.S. Nuclear Regulatory Commission last week.

Leaders of data center developer Cloverleaf Infrastructure have decided against pursuing land to build a data center in the town of Carlton in Kewaunee County after local residents opposed the idea. 

The company scrapped its plans in the northeast Wisconsin farming community in late 2025, Cloverleaf and town of Carlton officials confirmed last week. 

“The town chairperson said, ‘I don’t support data centers. I don’t think this is a good fit,’” Cloverleaf’s Chief Development Officer Aaron Bilyeu said. “We shook hands and said ‘thank you.’” 

Cloverleaf’s decision to back off makes Carlton one of the latest towns to fend off companies looking for the space to erect often-massive data warehouses powering artificial intelligence, social media and cloud computing. 

Wisconsin Watch reported in October that some Carlton residents were nervous about selling local farmland to build a data center after town officials said interested developers reached out to them.

Those fears were stoked by news that Carlton’s shuttered nuclear power plant may see new life. The plant’s owner is seeking government approval for a new nuclear power station at the site because it believes data centers and artificial intelligence will increase the state’s energy demand. 

“I’m against big business,” said town Chairman David Hardtke, who has pushed back against the idea for months. “People in the town of Carlton do not want the AI (data) center.” 

Similar dilemmas have played out in other rural Wisconsin communities, as residents try to block tech giants from settling in their towns. 

In recent weeks, Cloverleaf offered to buy property for a data center in Greenleaf, a village in Brown County. The move drew outrage from community members, leading Cloverleaf officials to ax the proposal last week. 

The decision in Carlton was a much quieter conclusion for residents of a county where cattle outnumber people by nearly 5 to 1. Some community members told Wisconsin Watch they were nervous about what losing more farmland would mean for local families and business owners.

“Once they take land away, you know, it’ll never come back,” Chris Kohnle, president of the local Tisch Mills Farm Center, told Wisconsin Watch in September. 

Others were less concerned, telling Wisconsin Watch that Kewaunee County has stagnated since the nuclear plant shuttered. They shared hopes that investment from big business could create more economic activity, well-paying local jobs and a reason for young people to stay in the area.

“If you bring in an employer like that who is paying, you’re going to see development. You’re going to see new homes being built, and more businesses move in,” Kewaunee County resident Dan Giannotti said in August. “Because right now we’re just stagnant … nothing’s happening to speak of.”

Despite striking out in Carlton and Greenleaf, Bilyeu said Cloverleaf is still looking for a data center site in northeast Wisconsin. 

Wisconsin is attractive to developers because of the tax incentives it offers and its cool climate. Data centers need cooling methods to prevent overheating — making Carlton’s proximity to a massive water source particularly attractive.

“We’re not the only ones looking for data center sites in the area,” Bilyeu said. “We’re just the only ones that are forthright, and we’ll actually talk to people and identify ourselves and let people know what we’re doing and what we’re interested in.”

Carlton still remains on the precipice of much potential change, as the Kewaunee Power Station project inches forward. 

Last week, plant owner EnergySolutions submitted files to the U.S. Nuclear Regulatory Commission that company spokespeople describe as “an important next step” in getting government approval to bring nuclear power back to the site. The permitting process is lengthy, and even if everything goes smoothly, they don’t expect construction would begin until the early 2030s.

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.

Kewaunee County town staves off interest from data center developers 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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• As Wisconsin’s workforce ages and universities nationwide see fewer traditional college-aged students, UWGB is trying several unorthodox efforts to attract older learners. 

• The university offers short-term certificates that advance workers’ job skills, ungraded courses that keep older people socially engaged and classes in local nursing homes. 

• Leaders hope the initiatives will keep the region’s growing retirement-age population sharp and socially engaged — and potentially in the workforce for longer — while also bolstering enrollment.

Inside University of Wisconsin-Green Bay’s Christie Theatre, retired judge Mark Warpinski leads a discussion about how judges decide on the sentences they impose. Roughly 50 students nod along, take notes and eagerly wave their hands in the air to debate how they’d sentence someone for a hypothetical crime. 

The unusually lively audience betrays that this isn’t a typical sleepy morning lecture — most of Warpinski’s students are over the age of 50. 

“We pay attention. We ask questions. We’re not sitting on our cellphones and scrolling … like I guess most college students nowadays do,” said 76-year-old student Norman Schroeder. 

Classrooms full of older adults are becoming more common at UWGB.

As Wisconsin’s workforce ages and universities nationwide see fewer traditional college-aged students, UWGB is trying several unorthodox efforts to attract older learners. That includes more short-term certificates that advance workers’ job skills, ungraded courses that keep older students socially engaged and classes in local nursing homes. 

University leaders hope these moves will keep the region’s growing retirement-age population sharp and socially engaged — and potentially in the workforce for longer — while also bolstering enrollment.

“We’re not just an 18-year-old campus. We’re not just a campus where you live in the dorms and have a traditional experience,” said Jessica Lambrecht, UWGB’s continuing education and workforce training executive officer. “There’s hundreds of universities you can pick from that offer that type of experience. So how are we gonna stretch and serve more?” 

In fall 2025, UWGB joined the Age-Friendly University Global Network, an international web of universities that focus on including all ages. The college must follow the network’s 10 principles, which include supporting those pursuing second careers; expanding online education options; and promoting collaboration between older and younger students, among other tasks. Lambrecht hopes this commitment leads more community groups to help UWGB in its pursuit of older learners. 

UWGB’s focus on enrolling people outside the typical 18-to-24 age group has helped the college’s enrollment climb over the past decade, at a time when many universities are seeing the opposite trend.

University leaders hope to do even more to cater to retirees and other older adults in coming years, starting with more courses in assisted living facilities and building ways for older people to mentor younger students and workers. 

Addressing Wisconsin’s aging workforce

Wisconsin’s aging population has caused ongoing trouble for its workforce. 

For years, there haven’t been enough working-age people to fill the jobs left by those retiring. That trend is expected to continue into 2030.

Lambrecht said UWGB leaders are thinking about how they can “encourage and invite that pre-retirement age population to stay engaged in the workforce a little bit longer.” 

They think offering more short-term certificates can help. 

Perhaps more commonly offered by two-year colleges, short-term certificates show someone completed a handful of courses focused on a skill or topic. An increasing number of people in the U.S. are seeking these credentials, as they’re cheaper and less time-consuming than degrees. They’re also often marketed as a way for workers to gain knowledge that will help them advance in their career and earn more money, though studies and data have indicated a mixed payoff. 

UWGB offers 20 short-term certificate options, ranging from topics such as utilizing artificial intelligence to English-to-Spanish translation. 

“Your job is going to continuously change, and with the exponential growth of information, how are you going to stay relevant in the workforce?” Lambrecht said. “So that’s really where continuing professional education programs come into play. It’s giving you short-term, bite-sized programming that’s going to help you refine a skill set that you now are faced with.”

University leaders also want to create more opportunities for younger students and employees to learn from people reaching retirement age. Lambrecht said she’s thinking about how they can “marry those two audiences to be of continued value in our workforce.” For example, last summer, they debuted an “intergenerational” program aiming to connect older adults and youth through several educational workshops. 

‘Learning for its own sake’

The quest for more older students isn’t just about keeping them working. It also helps keep the region’s aging population mentally sharp and socially engaged.

UWGB’s Lifelong Learning Institute (LLI) is geared toward older adults who want to “enjoy learning for its own sake.” There are no tests, no grades and no prerequisites. The volunteer-led club offers between 150 and 250 courses each semester — the most popular including history, film and documentary classes, guest lectures and tours around the region. 

“When I retired, I realized I’ve got to keep doing things. You can’t just sit in the chair,” said Gary Lewins, a 10-year LLI student. Last semester, he took a class that taught him how to digitize all of his old photo albums. 

Norman Schroeder began taking LLI classes in 2018. The retired family doctor said it was good for more than just learning — he quickly made several friends. Today he helms LLI’s Board of Directors and tries to get more people to join.

“LLI is not only just the cognitive stimulation, the brain stimulation of the classes and learning — it’s also the social engagement,” Schroeder said. “Those are important elements for good health. Particularly in older patients, there’s a high incidence of depression, and some of that comes from social isolation … I kind of promote LLI as good for your health.”

The institute has over 800 members, who pay $150 for a year of access to classes. University professors often volunteer to teach classes related to their expertise, happy to teach to a highly engaged audience, Schroeder said. 

In early 2025, the Rennes Group, which operates assisted living facilities in northern Wisconsin, gave a $300,000 grant to the institute. UWGB has used the money to host classes at Rennes’ nursing homes, upgrade technology to livestream classes to residents living in them and take residents on outings, such as a tour of the Green Bay Correctional Institution. 

“Just because you live in an environment that provides maybe some extra help, doesn’t mean … you shouldn’t have access to things like lifelong learning,” Rennes Group President Nicole Schingick said. 

Enrolling ‘the bookends’

UWGB’s focus on older learners comes as the so-called traditional college student, aged 18 to 24 years old, makes up a smaller share of enrollment nationwide. 

In September, Chancellor Michael Alexander sent a letter to faculty and staff outlining how the university must “reinvent” to topple trends like these. To do so, he wrote, UWGB leaders must recognize “every person is a potential student over their lifetime, not just at 18 with stellar high school academic credentials.” 

In their quest to grow enrollment, college leaders have trained their focus on not just older learners, but younger ones, too. 

“(We’re) trying to think about the bookends of the population, knowing that the 18- to 24-year-old is a shrinking demographic,” Lambrecht said. “If we’re going to thrive as a university, we have to think outside the box.” 

In 2020, for example, the college launched a program for high schoolers to complete associate degrees through the university for free. High schoolers have comprised a growing share of the university’s student population over the years, from 16% in fall 2018 to more than a third of enrollment today. 

In 2024, 12% of UWGB’s students were over the age of 30, though that figure only includes students who are taking classes for credit and does not include students like those involved in the Lifelong Learning Institute. 

These approaches have helped UWGB’s total enrollment grow over 3,300 students in the last decade, while nearly every other UW school has seen a net decrease over the same time frame.

It’s common to see people of all ages on the Green Bay campus. In the summer, UWGB rents out its empty dorms as “snowbird housing” to older adults. But college leaders want to do even more in coming years to reach older people — particularly those who can’t come to campus. 

“The reality is, some of our members have mobility issues,” Schroeder said. “When you’re an 18- to 20-year-old college student, walking any distance is not a big deal. But if you’re on the campus at UWGB, sometimes it’s a long walk from the parking lot to get into the classrooms.”

UWGB leaders hope to offer more virtual classes for older students who are home-bound or have physical limitations. To assist those with hearing loss, they want to add “hearing loops” to classrooms, which transmit sound from a microphone directly into a hearing aid. Eventually, they want Rennes residents to have access to the full catalog of lifelong learning classes virtually, in real time, Schingick said.

“That would really be able to open the doors globally, if you will, to all of our residents and all of our communities, no matter where they are in the state,” Schingick said.

Miranda Dunlap reports on pathways to success in northeast Wisconsin, working in partnership with Open Campus.

As Wisconsin ages, UW-Green Bay looks to older adults to boost enrollment — and keep minds sharp 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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• ATECH opened over a decade ago to create a pipeline of students interested in advanced manufacturing careers. 

• Many students at the charter school like the hands-on classes, take advantage of paid apprenticeships and earn free college credits. 

• But school leaders say they struggle to attract students, fight a stigma that surrounds technical education and afford equipment and tools.

A cacophony of humming, drilling, banging and buzzing fills Appleton Technical Academy’s cavernous lab. 

In one corner, a student drills ventilation holes in a piece of metal that will eventually be a firepit ring. Another cuts through a thin piece of metal with clippers. Shrouded by red vinyl curtains, several students weld metal, sending blue sparks flying through the air.

As more schools embrace career and technical education, scenes like these are increasingly common in high schools nationwide: fewer students gripping pencils at desks; more wielding expensive tools and receiving hands-on training for their future career. 

Part of that trend, Appleton Technical Academy (ATECH) opened a decade ago to ease the region’s shortage of advanced manufacturing workers. Today, many of the students love their hands-on classes, enroll in paid apprenticeships and collect free college credit before continuing on to trade school. 

But it hasn’t been without difficulties. The school has struggled to attract students, combat a persistent stigma around technical education and afford the pricey equipment and tools it requires. Plus, it’s hard to determine if the school has met the original goal of producing local manufacturing employees. 

What’s happening at ATECH shows how preparing Wisconsin teenagers to eventually fill workforce holes, especially amid the state’s dearth of skilled trade workers, can be a tall task.

ATECH lead teacher Paul Endter spends his lunch breaks and free time trying to grow local support for the school and get more students interested. 

“I continue to tell people we’re the best-kept secret in the Fox Valley, and that’s not by design,” Endter said. “I wish I had more people who wanted to get involved.”

Born from industry needs

In the early 2010s, Jared Bailin, CEO of Appleton-based Eagle Performance Plastics, was struggling to find enough advanced manufacturing workers. The plastic manufacturing leader thought introducing high schoolers to the jobs would help. 

He took the idea to Greg Hartjes, who was principal of Appleton West High School at the time. Hartjes is now the school district’s superintendent and has always worried about students who don’t mesh with traditional high school education structure — students who, he says, “perhaps didn’t want to sit in English class and read Shakespeare,” but rather wanted “their hands in the work that they were doing.” 

Together, they built ATECH, a tuition-free charter school inside Appleton West that aims to prepare students for manufacturing jobs. They secured state grants to fund the launch, and Appleton voters approved a district referendum that put $2.4 million toward renovating labs and classroom spaces.

The school opened in the 2014-15 school year. Here’s how it works: Students can apply to the school at any point, but most enroll their freshman year. They choose to specialize in one of four growing industries: electronics and automated manufacturing, machining, mechanical design or welding. 

At first, students take a small number of classes that introduce them to the basics of manufacturing alongside the traditional courses required of all high schoolers, such as language arts and math. Students gradually take on more courses aligned to their specialization, such as programming for electronics students or blueprint reading for machining students.

Beginning their junior year, students take free college classes that earn both high school and Fox Valley Technical College credit. The classes chip away at a certificate in their focus area, which can shave thousands off tuition for students who enroll in technical college after graduation. Some juniors and seniors can work for local employers as paid youth apprentices during part of the school day, earning money and gaining work experience. 

“ATECH kids are kids that wanted to use their hands along with their brain in learning,” Hartjes said. 

That’s the reason senior Izzy Chappell enrolled. On an early December morning, she dipped into one of the lab’s eight welding booths wearing a helmet to protect from the harsh UV rays and flying sparks. She put the finishing touches on a welded metal skull sculpture she entered in a regional SkillsUSA competition that night. 

“Other classes are hard,” Chappell said. “This comes easy to me.” 

Getting students excited a struggle 

ATECH leaders hoped the school would be a magnet for students, but getting them interested has been a challenge.

The school debuted with 56 students. Enrollment has fluctuated a bit over the decade, never reaching the district’s goal of 120. In the 2024-25 school year — the most recent year with available state data — 68 students enrolled.  

Leaders chalk the lower-than-desired enrollment up to several difficulties: The district doesn’t provide transportation to charter schools, meaning these students typically have to find their own way to school. A jump start toward a career simply doesn’t resonate with many teenagers as young as 14, who Endter said are more motivated by sports or where their friends go to school. 

And most of all, ATECH leaders find many families still see college degrees as the gold standard. Despite growing investment in career and technical education programs nationwide and the critical need for skilled workers in Wisconsin, they say a stigma still plagues technical education, leading many to believe it’s for students who don’t perform well in school. 

“I think a misconception often is that it’s not rigorous, and it’s not for students that have an aptitude or are intelligent,” Hartjes said. “That’s not the case. We’ve given kids an opportunity to really learn using both their hands and their head.”

When ATECH was brand new, a state grant helped the school afford TV commercials and mailers. That money is long gone. Nowadays, Endter visits nearby middle schools to talk to students about career education. They organize tours and career fairs, where ATECH leaders try to entice students with the spacious labs and high-tech equipment.

“It’s not for lack of trying, you know?” Endter said. “But again, as an incoming eighth grader, charter schools represent something different. For some kids, different is good. And for some kids, different is not. So many kids don’t know what could or should be the best pathway for them.”

Meeting workforce needs?

Sophomore Noah Siong enrolled in ATECH because his brother graduated from the school and went on to open his own car repair shop. 

“That kind of opened the gateway to me,” Siong said. “It was like, ‘Oh, this stuff is pretty cool.’”

Siong wants to pursue a career in metal fabrication after graduation. Hartjes estimates hundreds of students like Siong have learned “skills that have prepared them for careers” over the last decade. But it’s difficult to know exactly how many students have gotten jobs that use the skills they learned at ATECH.

Wisconsin, like many states, doesn’t have a system connecting education and employment data, according to a 2024 Education Commission of the States analysis. The evidence ATECH leaders collect is largely anecdotal, but Endter said it indicates the vast majority either continue to technical college to finish their programs or turn their youth apprenticeships into full-time jobs after graduation. Endter estimates about 10% pursue a four-year degree. 

Bailin, the Eagle Performance Plastics CEO, said ATECH hasn’t produced as many local manufacturing employees as he hoped when he helped create the school.

“It didn’t really come out the way I would have hoped,” Bailin said. Eagle has hired between one and three apprentices from ATECH each year. He estimates roughly half have moved into full-time jobs, but it hasn’t been enough to produce the pipeline of machining employees he wanted. The company is no longer closely tied to the school, Bailin said. 

In a measure of its academic performance, ATECH’s state rating has averaged a score of 58, which the Department of Public Instruction (DPI) defines as “meets few expectations.” Hartjes said the hands-on skills students learn are not reflected in the state’s rating system. For example, the college classes students take, however advanced, don’t factor into the school’s rating.

“If they were … tested on their aptitude for mechanics, I guarantee you that they would outscore many other students across our state,” Hartjes said. “If they were being tested on those different things that we focused on, I guarantee you that their knowledge, their experience and their aptitude is going to shine through. But, you know, they don’t.”

‘Just can’t fund all of this’

“I’m going to teach you about different kinds of metal!” technology education teacher Carrie Giauque shouts so students hear her in the noisy lab. She pulls scraps out of a large trash barrel filled to the brim, identifying them to the students crowded around her: “Carbon! Steel! Aluminum! Galvanized steel! Copper!”

Behind them, sheets of metal are stacked floor to ceiling. The school goes through countless sheets teaching students the basics of welding and metal fabrication. It’s ATECH’s largest expense.

“It’s a lot less costly to have 30 students sit in math class,” Hartjes said. 

Despite needing costly materials, ATECH’s state funding is determined by the same formula as all other schools in the district, so it relies on grants and donations to make up the difference. To date, the school has received $266,000 in donations toward equipment and curriculum. 

“A lot of the learning exhausts materials, exhausts some of our resources,” Hartjes said. “(We’re) having to get support from our local manufacturing community, from a financial aspect, because as a school district, we just can’t fund all of this.”

Endter said ATECH also badly needs mentoring from industry employees, who can teach students and teachers how to use the complicated technology they receive as donations. In one classroom, a large robot sits untouched in a locked box after a college donated it. ATECH employees don’t have enough experience with the programming language to teach students how to use it.  

For their part, employers are often stretched too thin to offer up staff to mentor teachers and students. Eagle Performance Plastics used to send someone to ATECH to teach students about a pricey machine it helped buy, but there weren’t enough interested students to make the trip worth it, Bailin said.

Inside ATECH, a “sponsor wall” is decorated with the logos of organizations and employers that have invested in the school. Two-thirds of the spaces are empty — a visual reminder of the school’s need for added support. 

Endter jokes he wears “27 hats” trying to find it. 

“Every hour that I am not teaching, including working through my lunch hour, is dedicated to phone calls, emails, site visits, networking, cold calls,” he said. “You name it. I am doing it.”

The work could soon pay off. Beginning in 2024, Appleton students between kindergarten and fifth grade began taking weekly STEM classes. Endter hopes that will spark interest in career and technical education. 

“I’m on the precipice,” Endter said. “And I’m hoping that there’s going to be this giant surge of students who are looking for opportunities.”

The dilemma isn’t unique to ATECH. Many schools are eager to provide this kind of technical education, Karin Smith, a DPI education consultant, said. However, the equipment and tools are costly, and many schools are struggling to fund basic offerings. (Appleton expects a $13 million deficit this school year.) 

Wisconsin is one of five states that don’t designate state funding for career and technical education programs, relying solely on federal funding. Many states allocate more funding to school districts specifically for these programs because the federal dollars alone cannot meet the costs, according to Advance CTE, a nonprofit representing state career and technical education leaders.

“In Wisconsin, we have used (the federal funds) to, generally speaking, keep the lights on,” said Sara Baird, DPI’s career and technical education director. 

State Superintendent of Public Instruction Jill Underly requested the 2025-27 state budget include about $45 million in career and technical education grants to districts. Gov. Tony Evers suggested a pared-down version of $10 million, which was scrubbed by the Legislature’s Republican-controlled Joint Finance Committee and not included in the final bill. 

“We’re seeing tremendous growth and tremendous interest in expanding CTE,” Smith said. Still, school district leaders are frustrated by the lack of funding for it. “They are feeling like their hands are tied behind their back,” she said. 

“We can’t do this alone … Every school has a tech ed teacher who is desperately trying to get kids excited about career pathways,” Endter said. “They need business support. They need donations. They need mentors in the classroom.”

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

‘Can’t do this alone’: An Appleton school prepares students for skilled trades. It’s not easy. 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 Watch, a nonprofit news organization that uses journalism to make communities strong, informed and connected, is seeking a Pathways to Success Reporter focused on southeast Wisconsin. This reporter will explore what’s needed for residents to build thriving careers in the future economy — and what’s standing in the way. That includes expanding coverage of postsecondary education and workforce training, focusing on how education and economic trends impact people’s lives. The role centers on solution-oriented journalism that serves the public, strengthens community life, and holds those in power accountable. 

This Milwaukee-based reporter will join a four-person pathways-focused team that includes an editor, Madison-based statewide reporter and northeast Wisconsin reporter in Green Bay. 

You can read our pathways coverage here, and read more about our approach to the beat here and here. 

About Wisconsin Watch and Milwaukee Neighborhood News Service

Founded in 2009, Wisconsin Watch is a nonprofit news organization dedicated to producing nonpartisan journalism that makes the communities of Wisconsin strong, informed and connected. We believe that access to local representative news is critical to a healthy democracy and to finding solutions to the most pressing problems of everyday life. Under the Wisconsin Watch umbrella, we have three independent news divisions, a statewide investigative newsroom, a regional collaboration in Northeast Wisconsin called the NEW News Lab, and the Milwaukee Neighborhood News Service (NNS). All three divisions maintain their unique reporting areas and together are positioned to grow and serve our communities with greater efficiency and impact. 

About this position

The ideal candidate will have at least 2 years of experience researching, reporting, and writing original published new stories, bring a public service mindset and a demonstrated commitment to nonpartisan journalism ethics, including a commitment to abide by Wisconsin Watch’s ethics policies, and have experience working collaboratively to report stories that explore solutions to challenges residents face.

Click here for a full job description.

Location: The reporter will be based in Milwaukee. They will have space to work in the Milwaukee NNS newsroom (NNS is a division of Wisconsin Watch). 

Salary and benefits: The salary range is $45,500-$64,500. Final offer amounts will carefully consider multiple factors, and higher compensation may be available for someone with advanced skills and/or experience. Wisconsin Watch offers competitive benefits, including generous vacation (five weeks), a retirement fund contribution, paid sick days, paid family and caregiver leave, subsidized medical and dental premiums, vision coverage, and more.

To apply: Please submit a PDF of your resume, work samples and answer some brief questions in this application form. If you’d like to chat about the job before applying, contact Northeast Wisconsin/Pathways Editor Jennifer Zettel-Vandenhouten at jzvandenhouten@wisconsinwatch.org. 

Deadline: Applications will be accepted until the position is filled. Apply by Jan. 9, 2026 for best consideration.

Wisconsin Watch is dedicated to improving our newsroom by better reflecting the people we cover. We are committed to fostering an equitable workplace that reflects, understands, and listens to the people we serve. We are an equal-opportunity employer and prohibit discrimination and harassment of any kind. All employment decisions are made without regard to race, color, religion, sex, sexual orientation, national origin, age, or any other status protected under applicable law.

Wisconsin Watch seeks pathways to success reporter in southeast 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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• Prisoners say there aren’t nearly enough work release jobs to go around, and officials at the Department of Corrections say they’re not keeping count.

• Several neighboring states routinely track how many people have work release jobs or are eligible for them.

• One prisoner told Wisconsin Watch he believes less than a third of those eligible at his facility have work release jobs.

• Officials at the Wisconsin Department of Corrections say not everyone who is eligible for work release wants to work. Some are in education, therapy or substance use treatment programs that don’t allow them to work full time.

Most of the jobs available to Wisconsin prisoners are paid not in dollars, but cents. Minimum wage laws don’t apply behind bars, so some people scrub toilets for less than a quarter an hour.

But one type of job lets people leave prison for the day to earn the same wages as anyone else.

Wisconsin was the first state to offer this opportunity, known as work release. The century-old program matches the lowest-risk prisoners with approved employers, who are required by law to pay them as much as any other worker. In some cases, that’s more than $15 an hour. 

Through those jobs, prisoners boost their resumes, pay court costs and save up for their release. Employers find needed workers. And taxpayers save money, since work release participants must pay room and board. 

Ten of the state’s 16 minimum-security correctional centers are dedicated to work release. But prisoners at those facilities say there aren’t nearly enough of those jobs to go around, and officials at the Department of Corrections say they’re not keeping count.

One prisoner told Wisconsin Watch he believes less than a third of those eligible at his facility have such work release jobs. Prisoners routinely wait many months for the opportunity, he said, and many never get it at all. 

“Having that money saved up to, say, get an apartment or get furniture, or even money for transportation?” said Ben Kingsley, 47, who wrote to Wisconsin Watch in August from Winnebago Correctional Center, a work release center in Oshkosh. “These guys know what’s at stake … They want to go out to work.” 

Only prison officials can add more positions, and he questions whether they’re trying. This summer, he began lobbying prison officials and lawmakers to expand the opportunity.

“The DOC/State employees are doing the bare minimum in trying to put more people out to work,” he wrote to legislators in October.

Work release jobs are scarce, prisoners say

To qualify for work release in Wisconsin, a prisoner must be classified in the lowest custody level (“community custody”) and have permission from prison officials. In some states, eligible prisoners search for jobs on their own and can work in any role that meets Department of Corrections standards. In Iowa, for example, work release participants are barred from bartending or working in massage parlors. 

In Wisconsin, prison officials hold the cards. Here, people approved for work release can work only for one of the Department of Corrections’ partner employers.

“Placements cannot be guaranteed for all eligible inmates,” reads Winnebago Correctional Center’s official webpage. “Work release and offsite opportunities are a privilege, not a right, and are provided at the discretion of the center superintendent and warden.”

About 70% of eligible people incarcerated at Winnebago don’t have work release jobs, Kingsley estimates. 

Kingsley, who hopes to qualify for work release after his custody status is reevaluated next year, said he began advocating for more jobs after hearing from eligible prisoners waiting to be “put out to work.”

To find out how many people were working, he asked prisoners who work as drivers, shuttling work release participants to and from their jobs. 

Of the 295 people incarcerated at Winnebago at the end of October, 224 had the lowest custody status, which is required for work release, according to the Department of Corrections. By Kingsley’s calculations, just 67 have work release jobs. That’s less than one in three. 

“Oh gosh, it’s a huge concern,” Kingsley said.

Officials offer explanations. Not everyone who’s eligible wants a work release job, said Department of Corrections spokesperson Beth Hardtke. Some are in education, therapy or substance use treatment programs that don’t allow them to work full time. And those who seek work release must first work at least 90 days in a prison job, followed by a stint on a “project crew” supervised by Corrections staff, before getting permission from the warden or superintendent.

“The capacity of the work release program is not just about the number of jobs available,” Hardtke said when asked whether the department is looking to add more jobs. “The program must be limited to the number of individuals that DOC staff can safely support and in settings where we can safely support them.” As Wisconsin Watch has previously reported, the Department of Corrections has been plagued by crippling staff shortages in recent years.

Additionally, Hardtke said, some can’t do manual labor. “Some individuals may not meet the employer requirements or standards, and some individuals may not have the level of training or skills necessary to complete certain tasks or jobs … As the prison population ages, some individuals may not be able to succeed in those types of work or have an interest in doing work that can have a physical toll.”

Officials and prisoners tout benefits

Work release got its start in 1913 when the Huber Law, named for Progressive Republican lawmaker Henry Allen Huber, created the opportunity at Wisconsin’s county jails. It later spread to state prisons and to nearly every state in the country. 

More than a century later, Wisconsin prison leaders continue to extol the virtues of letting people leave prison and return at the end of their shifts.

“Work release gives the men and women in our care the opportunity to feel like they belong to something, to feel like they’re part of a positive contribution to the community, to feel like they belong in the workplace,” said Sarah Cooper, then-administrator of the Division of Adult Institutions, at a virtual presentation for prospective employers in 2022.

Research suggests people who participate in work release programs are less likely to return to prison. A study of former prisoners in Illinois from 2016 to 2021 found those who had held work release jobs were about 15% less likely to be rearrested and 37% less likely to be reincarcerated.  

“Work release really is a significant part of keeping our community safe,” Cooper said.

Work release also offsets some of the taxpayer costs of imprisonment. Each participating prisoner must pay $750 a month for room and board, about 20% of the roughly $3,650 a month the state pays to incarcerate each prisoner in the minimum-security system. They must also use their wages to make any legally mandated payments, including child support and victim restitution.

In 2010, for example, 1,726 work release prisoners collectively paid more than $2 million in room, board and travel costs; more than $320,000 in child support and more than $350,000 in court-ordered payments, according to a department report. 

Work release jobs aren’t without controversy. In Alabama, a 2024 investigation by the Associated Press revealed prisoners were being pressured to work and faced retribution if they refused. Some were denied parole, despite working for years in fast-food restaurants and other jobs in the community. Critics argue the program is a modern version of the post-Civil War practice of convict leasing, in which prisons rented incarcerated people out for forced labor. 

In many states, including Wisconsin, work release participants aren’t classified as employees and don’t have all the same workplace rights. But advocates for incarcerated workers told the AP that many people behind bars want to work and that eliminating the program would only hurt them.

For men in Wisconsin prisons, work release jobs are usually in manufacturing. For women, there are jobs in food service or cosmetology too. They’re “low-level, intensive labor jobs,” Kingsley said, but people are eager for the chance to start saving, especially since a criminal record and gaps in work history could make it tough to find work when they get out. 

“When you get locked up, you lose everything,” Kingsley said. “You lose all your possessions, your … credit score goes down, all your bills go unpaid … The benefit (of working) far outweighs the negatives.” 

No statewide data available

How many prisoners participate in work release statewide? Corrections officials don’t consistently keep track, Hardtke said. 

The department’s public data dashboards show prisoner demographics, recidivism rates and enrollment in educational or treatment programs, among other things. Employment numbers are not included.

Prison staff record each prisoner’s jobs and privileges in the person’s individual file but don’t routinely gather that data across the system, Hardtke said.

“What’s important from a correctional standpoint is that you know where everybody is,” Hardtke said, adding that such jobs data “would need to be compiled from multiple sources.” 

The latest numbers Wisconsin Watch could find are from 2024. Responding to a Legislative Fiscal Bureau request for a report on state prisons, the department’s research team manually calculated that 781 people had work release jobs in July 2024, Hardtke said.

Asked for a current figure, Hardtke said “that number is not something we have readily available nor is it something you could accurately pull from a single source or document.”

Officials also don’t track how many people are eligible for work release. As of Oct. 31, 2,778 Wisconsin prisoners were at the department’s lowest custody level.

Several neighboring states routinely track how many people have work release jobs or are eligible for them. Of the 11 other Midwestern states Wisconsin Watch asked, seven responded. 

• Four said they track the number of participants but not the number of people eligible: Minnesota (186), Missouri (202), North Dakota (13) and South Dakota (183).
• Iowa officials said they track eligibility (418) but don’t track how many people have work release jobs.
• Nebraska officials said they track both: 378 were eligible, and 374 were working.
• Officials in Michigan said they don’t offer work release.

Prisoner pushes for more jobs

In July, Kingsley wrote to Warden Clinton Bryant, who oversees the men’s minimum-security centers, asking him to add 100 more work release jobs. 

“By writing you first, I hope that changes can be made. Changes that not only benefit the guys here or at other centers, but also the DOC and the state as a whole,” Kingsley wrote. Adding those jobs would generate $75,000 a month in room and board payments, along with state taxes, he wrote. 

Bryant responded that Winnebago Correctional Center “collaborates with community employers on a daily basis” and that prison officials can’t require employers to hire anyone. 

Jobs aren’t particularly hard to find near Winnebago Correctional Center. Like the rest of the state, Winnebago County faces a growing worker shortage as baby boomers retire. Prisoners aside, the share of the county’s population that’s working or actively looking for work has fallen 7.4% since 2000, according to the Department of Workforce Development. 

Winnebago County’s unemployment rate — which excludes people in prison — was among the lowest in the state in 2024, according to DWD data. 

Wisconsin’s labor market has softened since last year but remains strong, said Dave Shaw, a regional director of the Department of Workforce Development’s Bureau of Job Service, which manages the state website that matches employers and job seekers. 

“It’s still fairly easy to find work, and there are a lot of jobs out there,” Shaw said.

It can be harder to find a job with a criminal record, but Shaw said his team works with a variety of companies that are “interested in giving individuals a second chance” to get back in the workforce. 

“There are employers all around the state who are willing to do that,” Shaw said, noting that the state offers tax credits and free insurance to employers who hire people with criminal records.

When Kingsley contacted Bryant again, urging the department to establish minimum job placement rates for work release centers, the warden ended the conversation.

“My office addressed these matters and provided you a response,” Bryant wrote. “No further correspondence on these matters will be addressed by my office.” 

So Kingsley took the issue to the State Capitol. In May, Republican lawmakers introduced legislation that would give bonuses to probation and parole officers who increase the employment rate among the people they supervise. Kingsley asked them to do the same for work release centers. 

All of the bill’s authors and cosponsors either declined Wisconsin Watch’s request for comment or did not respond. 

As of publication of this story, Kingsley has yet to receive a reply.

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

A century after pioneering work release, Wisconsin corrections officials don’t track how many prisoners participate 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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• Since its debut in March, the “Plaster + Patina” podcast has inspired excitement in Green Bay’s Astor neighborhood.

• Residents have pitched stories about their historic homes to the podcast team and opened their homes to them. 

• The first season focused on homes between Monroe Avenue and the Fox River.  

• The team does extensive research and searches for interesting stories about the properties they feature.

Inside Skip Heverly’s modified Dutch Colonial home, five people thaw from the near-freezing November evening by a green-tiled fireplace. Between them, a coffee table is littered with loose-leaf newspaper clippings, notepads and snacks. 

The group members, all residents of Green Bay’s Astor neighborhood, are preparing to spend the evening trading bits of local lore and hatching ideas that could make for an interesting deep dive. 

The neighbors run “Plaster + Patina,” a podcast series that digs up long-buried — and sometimes spooky — tales tied to the historic homes in Astor, one of Green Bay’s oldest neighborhoods. Through the project, they hope to create a shared sense of wonder and community among neighbors while memorializing the area’s history.

“Slowly but surely, I think we’re kind of seeing how this is really helping to bring the community together,” said Morgan Fisher, podcast chief editor and treasurer of the Astor Neighborhood Association. Each person on the podcast team is also a volunteer member of the association, which advocates for the area to local government and organizes events. 

After debuting in March, the series has inspired excitement around the neighborhood, with residents pitching their own houses to be featured and opening their homes to the team. At the mid-November brainstorm, the group invited longtime local civic leader Jim Gucwa to share stories he’s collected and spark inspiration for a future episode. 

The first season of “Plaster + Patina” uncovered a forgotten spring water bottling business; examined architectural changes that speak to larger societal shifts; and told tales of ghosts, among other topics. 

Each person has a unique role in the process, from digging through yellowed archives to splicing audio. Several enrolled in nearby community college to learn the skills they use. The project doesn’t currently have sponsors or advertisers to generate revenue, or plans to do so. The team pools resources, leveraging each others’ connections, interests and skills. 

“That’s what a neighborhood’s about,” said Paul Jacobson, the podcast’s historian.  

Bringing people out of their homes — and into others’

Between the 1830s and 1920s,  a high, dry slope running parallel to the Fox River — colloquially known as “The Hill” — was an attractive place for doctors, lawyers and other businessmen to build their homes. 

Today, the houses in the affluent neighborhood still reflect the period in which they were constructed. A 1980 historic district designation, championed with Gucwa’s help, preserves the homes’ exteriors from being substantially altered, among other protections. 

Astor’s design encourages social connection. Homes with large front porches sit close to the sidewalks lining each street. Parks host an ice rink, a wading pool and a shell where local bands regularly perform. 

Despite this, the area hasn’t been immune to the social isolation that’s swept across the country in recent years. 

“People have kind of gone into their (homes),” Fisher said. “They’re not on their porches anymore. They’re not out meeting their neighbors as much.”

When the Astor Neighborhood Association coalesced in 1974, it started as a way to improve the area and combat crime. It now focuses on maintaining a sense of community among residents, Fisher said. 

To do that, last summer several neighborhood association members discussed creating something where people could walk around the area, learn the stories behind the architecture they see and feel more connected to its past and present.

“What better way to do that than a podcast?” Jacobson said. 

Tales of ghosts, lost springs and … alligators?

At first, the group was nervous about how the endeavor would turn out. But once they started chatting about history and architecture, old stories of folks from the area, “everyone just lit up,” said Heverly, the producer of “Plaster + Patina.”

The first season focused on homes nestled between Monroe Avenue and the Fox River.  

“It’s nice to stay within an area, just to kind of really lay out that area,” host Al Valentin said. “We want to create a visual while you’re listening to it of what the neighborhood looked like at that time.”

Once they choose a home, Jacobson digs up the stories behind it. He dives into a slew of online resources, including newspaper archives, historical atlases and — his favorite — fire insurance maps, which include detailed hand drawings of buildings in the area dating back to the 1880s. 

After Jacobson goes “down a rabbit hole,” they zoom out and choose the most interesting event or detail he found. “Otherwise, you could spend five hours on one particular home,” Valentin said. 

The team then drafts a rough script, a bullet-point list of topics they want to hit during the show. Finally, they record the episode for free in a studio at Northeast Wisconsin Technical College. They invite homeowners or people connected to the stories to appear as guests for a live interview. 

“We kind of shoot from the hip,” Valentin said. “When you hear us converse on the podcast, it’s pretty real, with our knowledge and expertise.”

Lastly, Heverly edits out “ums,” “uhs” and any mistakes made during recording. He learned the skill at NWTC, where he studied audio editing, video editing, social media marketing and how to use Adobe applications. 

Since March, the team has created eight episodes.

In one, Jacobson shared the story of a forgotten mineral spring he unearthed when scouring old hand-drawn maps. Residents bottled and sold the water, marketing it as a natural health remedy, he discovered.

In another, they explored how the neighborhood’s first backyard pool signaled the shift of leisure from front porches to more private backyards — and was once home to an alligator.

For a Halloween edition, Valentin interviewed a paranormal investigator who shared supernatural experiences at Astor’s Hazelwood House — including an apparition descending stairs, a baby cradle rocking on its own and echoes of drums played by the Native Americans who first called the area home.

Throughout the season, local support for the project has grown. 

Lawn signs advertising the show sprouted up in front yards across the neighborhood. People asked for their home to be featured. Residents opened up their homes to the crew, giving them tours to aid the podcast. 

“Especially in today’s world, we’re all looking for that connection. We want to be a part of something that’s bigger than ourselves,” marketing and writing director Maddy Szymanski explained in the podcast’s first episode. “When you live in an old neighborhood — or a new neighborhood, really anywhere —  you’re a part of something that is bigger than you. You’re a part of a community and you can build that connection.”

The team is currently producing a final episode before moving onto the podcast’s second season. Find the episodes here. 

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

Green Bay podcasters dig up long-buried tales in their own neighborhood 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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• Undergraduate students can major in public policy starting in fall 2026.

• Officials say that it’s the first public policy major in Wisconsin and that it may be the only one in the country focused on teaching students how to engage in civil dialogue and find common ground. 

• More and more students were interested in undergraduate certificates from the La Follette School of Public Affairs, which caused leaders to investigate whether there would be demand for a major. 

• Students will learn how to use curiosity to connect with people, as well as how to evaluate the effectiveness of policies.

At a time when American politics are increasingly polarized and partisan, the University of Wisconsin-Madison is launching a new undergraduate major focused on working across those divides to create evidence-based public policy. 

The public policy major, debuting in fall 2026, is the first undergraduate major from the La Follette School of Public Affairs. The Wisconsin Legislature created the school in 1983 to educate future public servants for state and local government. In 2019, after decades of offering only graduate programs, the school added undergraduate certificates — UW-Madison’s version of a minor — in public policy and later in health policy.

Today, they’re among the most popular certificates on campus, said La Follette School Director Susan Webb Yackee. The animosity and gridlock that plague American politics hasn’t discouraged students. In fact, she thinks it’s only made them more interested. 

“This could be a time when our young people are running away from our policy problems, but many of them are running toward them,” Yackee said, noting that she’s seen particular interest in policies about health, environment and climate change. 

With the new major, those young people will have the option to make public policy their primary focus. School leaders say that it’s the first public policy major in Wisconsin and that it may be the only one in the country focused on teaching students how to engage in civil dialogue and find common ground. 

Those are the skills society needs today, Yackee said.

“In a 50-50 state like Wisconsin, in a 50-50 country like the United States, we won’t be able to solve our big public policy problems by simply taking the point of view that one might agree with,” Yackee said. “We will have to work across the political aisle to make real change.”

Yackee spoke to Wisconsin Watch about how she hopes the new program will transform students, campus and the future of policymaking in the United States.  

The following interview has been edited for length and clarity. 

What exactly is public policy, and how is it different from political science?

Public policy is the study of government institutions as well as decision making that affects everyone’s lives. That differs from political science in the sense that we’re interested in not just the politics of how those decisions get made, but also whether public policies that go into effect work or not. Evaluating what works and what doesn’t in existing public policy, as well as predicting what kinds of policies may work and why, is a terrifically important part of our faculty research, as well as the classes that students take….

I’m a political scientist, but most of our faculty at the La Follette School are economists. They’re oftentimes much more focused on … Does that policy work? How is it different than policies in other states? If there’s a policy change, did that change actually match what legislators or practitioners wanted to see happen? 

Why did the faculty decide to focus the new curriculum on civil dialogue and finding common ground?

Our mission is evidence-based policymaking, and we quickly identified that to get to our mission, people had to be able to sit down in the same room and talk about it. You have to be able to talk before you can talk about evidence … That was a need we felt we could serve particularly well within our major … That’s also a skill that a lot of our undergraduate students on campus, who might not be public policy majors, could also benefit from. 

For some people, this feels like a sort of dismal time for politics or public policy. What are you hearing from students about why they’re interested in public policy and what kinds of problems they want to solve?

It’s absolutely true that politics and our current public policy atmosphere turns off a lot of people right now. But very interestingly, we’re seeing huge student engagement in public policy on campus …

A lot of UW-Madison students are interested in working in the nonprofit sector. Many nonprofits need to be able to evaluate their programs to see if they work or not … We teach classes in: How would we understand the goals of the program? How would we quantify them? … So the kind of skills-based classes that we teach have a lot of translation into other fields beyond just government service. 

Do you hear students expressing frustration with politicians today? 

I think there’s a lot of frustration with inaction, and I think that’s normal for traditionally aged college students. Is that any different today than it was in the 1970s or the 1950s? They’re impatient for change, and good for them. I am too, and I love their impatience. 

Let me give you a concrete example of a class I taught … It was for students to do applied policy analysis with real-world clients. This class happened to have three real-world clients, and they were all sitting Wisconsin legislators…

The first day of class was me saying, “Some of you are going to get assigned to work with a Republican (client), and some of you are going to get assigned to work with a Democrat … and if that’s a problem for you in this class, then you ought not to take it, because we are going to provide the best nonpartisan analysis that we can possibly provide to these elected members so that they can make the best decisions they can make for our state.” 

It was sort of like a pin drop when I said that. Nobody dropped the class. Those students did a fabulous job … A lot of those students were bio majors or chem majors — they weren’t political science majors. They did these reports on these topics, and some of them have now been passed into state law. So they were part of the ecosystem which created real change. 

The students … (also) testified in one of the Senate committee rooms in the Wisconsin Legislature… They presented. They were asked questions. Afterwards, one of the students came up to grab me and said, “Dr. Yackee, this is the professional thrill of my lifetime” …

That class is sort of a nutshell of what we’re hoping to accomplish in this undergraduate major.

What do we know about how to promote civil dialogue and find common ground and about how to teach people to do that?

One of the things that we know about teaching classes on talking across the political divide is the importance of establishing ground rules in terms of how those conversations are going to take place. One of our current faculty members, Associate Professor Amber Wichowsky, very much emphasizes curiosity. One of the ground rules for her classes is you need to be curious about how and why people feel differently than yourself … 

It’s innate human behavior to put people in different camps of “us” and “them” … If we come into conversations with that framing, we will not be successful. If we come in with a framing of curiosity and an openness to new perspectives and ideas — it is not that we’re looking to change people’s values, but we are looking to humanize the other because that is one step toward being able to listen to other people’s points of view and work across the political divide.

Free speech on campus is a hot topic these days. How do you hope the major and the skills that you’re providing students might create the kind of environment that you’d like to see on campus? 

Great question. I think of it like my bicep: I don’t work out as much as I should, but the more I work out that muscle, the stronger it gets. I think we don’t have enough opportunities for students to engage with people that are different than them and think differently than them.

Let me submit that a university is a place of ideas, so the most important kind of diversity is the diversity of ideas. It should be a fundamental job of ours to encourage those interactions … We’re going to do that in our classes, but we’re also going to do that by hosting politicians and practitioners and journalists that have different points of view. We’ve done that now for years, and we will continue to do that. 

So if this major is successful, how do you picture the campus will be different?

We hope that it would provide an outlet for students who are interested in applied politics and policy and careers in that space to have a fuller and richer UW-Madison educational experience … 

If we can position students with (these) skills … and they can be trained and ready to go when our country arguably needs them more than ever, then we will have done our job as educators, but we’ll also have done our job in promoting the Wisconsin Idea in a really important way. 

Have a question about jobs or job training in Wisconsin? Or want to tell a reporter about your struggle to find the right job or the right workers? Email reporter Natalie Yahr, nyahr@wisconsinwatch.org, or call or text her at 608-616-0752‬.

Yahr reports on pathways to success statewide for Wisconsin Watch, working in partnership with Open Campus.

New UW-Madison major will teach students to bridge partisan divides 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 leaders want more high school students to have the opportunity to take college-level courses, called dual enrollment. 

• However, teachers need the same qualifications as college instructors, and those teachers are in short supply. 

• For many, teaching dual enrollment would require them to enroll in graduate school, even if they already have a master’s degree. 

• The state offers graduate credit reimbursement to educators interested in teaching dual enrollment classes, but school leaders say it’s a hard sell.

It’s fourth period in the auto lab at Madison’s Vel Phillips Memorial High School, and a dozen students maneuver between nearly as many cars. 

At one bay, a junior adjusts the valves of an oxygen-acetylene torch and holds the flame to a suspended Subaru’s front axle to loosen its rusty bolts. Steps away, two classmates tease each other in Spanish as they finish replacing the brakes on a red Saab. Teacher Miles Tokheim moves calmly through the shop, checking students’ work and offering pointers.

After extensive renovations, the lab reopened last year with more room and tools for young mechanics-in-training. What visitors can’t see is the class recently got an upgrade, too: college credit. 

Through a process called dual enrollment, high schoolers who pass the course now earn five Madison College credits for free and skip the class if they later enroll. Classes like these are increasingly common in Wisconsin and across the country. That’s allowed more high schoolers to earn college credit, reducing their education costs and giving them a head start on their career goals. 

Wisconsin lawmakers and education officials want more high schoolers to have this opportunity. But these classes need teachers with the qualifications of college instructors, and those teachers are in short supply. 

That leaves many students — disproportionately, those in less-affluent areas — without classes that make a college education more attainable. 

“What’s at stake is access to opportunity, especially for high school students at Title I, lower-income high schools, rural high schools … It’s really been an on-ramp for so many students,” said John Fink, who studies dual enrollment at Columbia University’s Community College Research Center. “But we also know that many students are left behind.” 

To teach the auto class, Tokheim had to apply to become a Madison College instructor. As a certified auto service technician with a master’s degree, the veteran teacher met the college’s requirements for the course. 

But for many teachers, teaching dual enrollment would require enrolling in graduate school, even if they already have a master’s degree. 

That, school leaders say, is a hard sell, despite the state offering to reimburse districts for the cost. Teachers in Wisconsin often don’t make much more money teaching advanced courses the way they do in some other states, and adding these courses doesn’t raise a school’s state rating.

“You’re asking people who are well educated to begin with to go back to school, which takes time and effort, and their reward for that is they get to teach a dual credit class,” said Mark McQuade, Appleton Area School District’s assistant superintendent of assessment, curriculum and instruction. 

High standards, short supply

Nationwide, the number of high schoolers earning college credit has skyrocketed in recent years. In Wisconsin, the tally has more than doubled, with students notching experience in subjects ranging from manufacturing to business. 

Most earn credit from their local technical college without leaving their high school campus. In the 2023-24 school year, 1 in 3 community college students in the state was a high schooler.

Education and state leaders have welcomed the trend, pointing to the potential benefits: Students who take dual enrollment classes are more likely to enroll in college after high school. They can save hundreds or thousands of dollars on college tuition and fees. If they do enroll in college, they spend less time completing a degree.

“It also proves to the kids — to some of our kids that are first-generation — that they can do college work,” McQuade said.

But not all students get these advantages. Many Wisconsin schools offer very few dual enrollment courses, or none at all. A July Wisconsin Policy Forum analysis showed small, urban or high-poverty schools are least likely to offer the classes.

Wisconsin Watch talked to leaders in five school districts. All said the shortage of qualified teachers was one of the biggest barriers to growing their dual enrollment programs. 

In 2015, the Higher Learning Commission — which oversees and evaluates the state’s technical colleges — released new guidelines about instructor qualifications. The new policy required many of Wisconsin’s dual enrollment teachers to have a master’s degree and at least 18 graduate credits in the subject they teach, just like college instructors. 

In 2023, the Commission walked back the new policy.

By then, colleges across the state had already adopted the higher standard.

Meanwhile, Wisconsin schools have struggled to hire and retain teachers, even without college credit involved. Four in 10 new teachers stop teaching or leave the state within six years, a 2024 Department of Public Instruction analysis shows.

The subject-specific prerequisite is much different from the graduate education K-12 teachers have historically sought: the kind that would help them become principals or administrators, said Eric Conn, Green Bay Area Public Schools’ director of curricular pathways and post-secondary partnerships.

“To advance in education, it wasn’t about getting a master’s in a subject area. It was getting a master’s in education to develop into educational administration or educational technology,” Conn said. For teachers who already have a master’s degree, he said, going back to school just to teach one or two new classes is “a large ask.” 

Funding tempts few 

When the Higher Learning Commission announced the heightened requirements in 2015, leaders of the Wisconsin Technical College System sounded the alarm. They warned 85% of the instructors currently teaching these classes could be disqualified, whittling students’ college credit opportunities.

Wisconsin education leaders called on the Legislature to allocate millions of dollars to help teachers get the training they’d need — and they agreed. In 2017, lawmakers created a grant program to reimburse school districts for teachers’ graduate tuition. 

But of the $500,000 available every year, hundreds of thousands go unused.

“Nobody’s ever, ever requested this funding and been denied because of a funding shortage,” said Tammie DeVooght Blaney, executive secretary of the Higher Educational Aids Board, which manages the grant.

Tuition and fees for a single graduate credit at a Universities of Wisconsin school can cost over $800, putting the total cost of 18 graduate credits around $15,000. For teachers who don’t already have a master’s degree, the cost is even steeper. The state grant requires teachers or districts to front the cost and apply for reimbursement yearly, with no guarantee they’ll get it.

A handful of Green Bay teachers have used the grant, Conn said, but many just aren’t interested in returning to school, even if it’s free.

The district offers 50 dual enrollment courses, but he’d like to offer classes in more core subjects, which help students meet college general education requirements. There just aren’t enough teachers qualified to teach college sciences and math to offer the same options across the district’s four high schools. 

Teachers are busy, and not just in the classroom, said Jon Shelton, president of AFT-Wisconsin, one of the state’s teachers unions. Many already spend extra hours coaching, grading or leading after-school activities. Those who do go back to school typically enroll in one class at a time, he said, meaning they could be studying for several years.

Pros and cons

The financial perks for teachers returning to school for dual enrollment credentials are dubious at best. 

Some teachers get a salary bump for obtaining a master’s degree, and some earn modest bonuses for teaching dual enrollment. But many teachers make no more than they would have without the extra training. 

“There’s no incentive,” said Tokheim, the Madison auto instructor, who receives a $50 yearly stipend for teaching the college course. In contrast to his standard classes, his dual enrollment class required him to attend two kinds of training.

There’s little incentive for schools either. They receive no extra state funding to offer college-level courses. Plus, the classes don’t factor into their state report card score, which measures students’ standardized test performance and graduation preparation, among other things.

Leaders at Sheboygan’s Central High School wish it did. At that school, where the majority of  students are Latino and almost all are low-income, 1 in 3 students took dual enrollment courses in the 2023-24 school year. Still, the state gave the school a failing grade. 

“It’s an afterthought in our report card, and it’s always the thing that we can celebrate,” Principal Joshua Kestell said. 

So why would a teacher take on the added schooling? 

“It’s good for kids,” Tokheim said. “That’s why they get us teachers, because we care too much.” 

Other potential draws: the challenge of teaching more rigorous courses or the opportunity to collaborate with college instructors. 

Heather Fellner-Spetz retired two years ago from teaching English at Sevastopol High School in Sturgeon Bay. She taught college-level oral communication classes for 10 years before she retired. When the Higher Learning Commission set the heightened requirements, she was allowed to continue teaching dual enrollment while she studied for more graduate credits.

“There wasn’t much I didn’t enjoy about teaching it. It was just fabulous,” Fellner-Spetz said. 

She especially liked having a college professor observe her class, and she said it was good for the students, too. “When they had other people come into the room and watch the lesson or watch them perform, it just ups the ante on pressure.”

Rules remain controversial

Meanwhile, the jury is still out on whether it’s necessary for dual enrollment teachers to have the same credentials as college professors.

“Folks running these programs generally would say that teaching a quality college course to a high school student requires a unique skill set that blends high school and college teaching, and that is not necessarily captured by the traditional (graduate coursework) standard,” Fink said.

Wisconsin educators are divided on that question. Fox Valley Technical College has kept the higher standard, limiting the number of Appleton teachers who qualify. McQuade, the Appleton leader, questions those “restrictions,” saying he believes his teachers are well qualified to teach college-level courses. A different standard tied to student performance, for example, could let his district offer more classes across each of its schools. 

Schauna Rasmussen, dean of early college and workforce strategy at Madison College, said the answer isn’t to lower the standard, but to help more teachers reach it. 

In October, a group of Republican Wisconsin lawmakers introduced a bill aimed at making it easier for students to find dual enrollment opportunities. It would create a portal for families to view options and streamline application deadlines, among other changes. 

It doesn’t address the shortage of qualified teachers.

“Separate legislation would likely have to be introduced addressing expanding the pool of teachers for those programs,” Chris Gonzalez, communications director for lead author state Sen. Rachael Cabral-Guevara, R-Appleton, wrote in an email.

As of Monday no such legislation has been introduced.

Correction: This story has been corrected to note that the Higher Learning Commission revised its policy on faculty qualifications in 2023. The current policy requires that colleges have “reasonable policies and procedures to determine that faculty are qualified” but it states colleges can consider “a variety of factors, including academic credentials, progress towards academic credentials, equivalent experience, or some combination thereof.” Wisconsin Watch regrets the error.

Miranda Dunlap reports on pathways to success in northeast Wisconsin, and Natalie Yahr reports on pathways to success statewide. They work in partnership with Open Campus.

Wisconsin high schools want to offer more college classes. First, teachers must go back to 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.