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In Milwaukee at H.W. Longfellow School’s Community Learning Center, which is operated by the South Side nonprofit Journey House, staff are always finding new ways to immerse students in art and culture.

To help, Cherise Myers, Journey House director of community partnerships, said the nonprofit utilizes state Child Care Bridge payments to bring in instructors specializing in art, dance, digital media and more.

Now Longfellow and other Milwaukee Public Schools-based before- and after-school programs must grapple with how to continue exposing students who don’t often get exposure to art while losing thousands of dollars in stabilization payments.

“This is kind of putting the nail in the coffin,” Myers said. “Not being able to have the money to contract or work with these opportunities.”

The Child Care Bridge Payments Program was the state’s temporary solution to the federal government sunsetting Child Care Counts, a monthly federal child care stabilization program born out of the pandemic that supported nearly 1,400 child care providers in the city of Milwaukee. 

The Wisconsin Legislature budgeted for a year of Child Care Bridge payments, which ended last month. 

Journey House received over $6,300 from the state in 2026 to support the Longfellow Community Learning Center. About 90 MPS-based before- and after-school programs collectively received $1.2 million in 2025.

Activities to be cut

Milwaukee Recreation, which received Child Care Bridge funding to operate child care as part of its programming at MPS locations, has struggled to attract and retain high-quality staff with competitive wages.

The monthly Child Care Counts and later state Child Care Bridge funding were critical in raising wages and giving employee bonuses, Community Learning Center coordinator Leighton Cooper said. 

Cooper, who coordinates Community Learning Centers through Milwaukee Recreation, said the funding helped staff stay longer at their programs overall.

“It’s causing us less and less to have to go out and find and recruit more and more staff to operate our programs,” he said. 

Now that Child Care Counts and Child Care Bridge payments have ended, Cooper said Milwaukee Recreation may have to cut funding for some supplies and activities, stop giving bonuses and cut staff positions beyond the required ratios from the Wisconsin Department of Children and Families.

“Our staff wages certainly can’t be changed,” Cooper said. “Staff are paid and that’s going to help us to keep staff in spaces.”

Journey House received less funding than other Community Learning Centers, and Myers said the organization already can’t always compete with wages at other schools.  

Myers said the ended funding may not affect new employees who were hired on starting pay, but veteran employees may leave if pay drops. Many already rely on other jobs to make ends meet, she said. 

Still, Myers said the money helped Journey House bring in instructors from local colleges, universities and community organizations to lead activities because those instructors aren’t always free.

Myers said Journey House programming depends on student needs, but the organization runs chess and Lego clubs, flag football, basketball and cheerleading classes, painting and metal classes and more.

500 programs across state losing funds

Across Milwaukee, about 90 MPS-based Community Learning Centers and before- and after-school camps received $1.2 million in 2025, according to Wisconsin Department of Children and Families data. 

Randy Neve, lead of the Wisconsin Out of School Time Alliance, estimates more than 500 before- and after-school programs serving school-aged children statewide are losing monthly stabilization payments. Milwaukee’s MPS-based programs are among them.

Many of the providers who received state and federal stabilization payments were early-childhood centers serving infants and toddlers, NNS reported in June. 

But Neve said these programs, including the ones across MPS, serve thousands of 4- to 12-year-olds. The loss of stabilization payments will affect that population of children and families. 

“In the long run, the kids are the ones that lose out and are hurt,” Neve said.

Push for the state

The state budgeted for one year of Child Care Bridge payments in the biennial budget. 

Legislators including state Sen. LaTonya Johnson, who represents District 6 on Milwaukee’s North Side, proposed SB 322 to support child care providers, but the bill didn’t get a hearing, NNS reported. 

Neve said the Wisconsin Out of School Time Alliance is working with other organizations to advocate for greater funding for before- and after-school programs like the one Journey House hosts at Longfellow. He and other partners are educating policymakers about what the loss of this funding will mean for providers and families. 

Myers said many of the families at Longfellow are already struggling with the rising cost of living, and the loss of stabilization payments will ultimately hurt students and families. 

“Things are tough, and it’s sad to say that this is just going to make things tougher,” Myers said.

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Alex Klaus is the education solutions reporter for the Milwaukee Neighborhood News Service and a corps member of Report for America, a national service program that places journalists in local newsrooms to report on under-covered issues and communities. Report for America plays no role in editorial decisions in the NNS newsroom.

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

After-school programs lose thousands each month as child care stabilization funding ends 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.

Recently released numbers from the Department of Public Instruction show the number of students being homeschooled in the state grew by nearly 6 percent since 2025 to 32,891 children.

The post Homeschooling growing faster than participation in Wisconsin’s public or private schools appeared first on WPR.

Reading Time: 4 minutes

Every morning, rising senior Chris Hutcherson takes two Milwaukee County Transit System buses to get to Audubon Technology and Communication Center on Milwaukee’s South Side.

Hutcherson said he doesn’t mind his daily commute on MCTS, except when the buses are delayed. If his bus hits traffic, he sometimes misses his transfer.

“Then the 57 don’t come for like a good, good 20 minutes,” Hutcherson said.

Hutcherson is one of about a fifth of Milwaukee Public Schools high schoolers who district officials say ride MCTS buses to school. The district is now deciding on whether to send more students on county buses as part of a transportation system overhaul. 

To hit its transportation budget for the year that began in July 2026, MPS needs to cut roughly $3.5 million, according to figures the administration presented to the school board in June.

MPS Senior Director of Transportation Services David Fifarek said the district will not implement most changes until the 2027-28 school year, to allow for community engagement and to determine which recommendations are most practical.

Betting on the bus

Hutcherson tracks county buses on Google Maps, which he said is the most reliable of the apps he’s tried, though it isn’t foolproof. 

“I was actively watching that app on my phone, and I remember getting on the bus, and it’s saying that it didn’t leave,” Hutcherson said. 

MCTS buses are on time 80% of the time, which, by its definition, is within one minute before or five minutes after the scheduled departure time, according to transit officials. 

Fifarek said students who live more than seven miles from their high school are assigned to MCTS, while those within seven miles typically ride a yellow bus. 

“You can’t have a yellow bus running effectively more than seven miles from starting point to destination without having to run at least an hour long to do it,” Fifarek said.

MCTS buses will likely be most effective for students in high-density areas who can take a bus to school with no transfers, Fifarek said. It also alleviates some safety concerns because students are quickly on and off the bus without having to get off the bus and wait for another one to connect them to school. 

He said things get tricky when students live on the opposite side of town and children have to transfer buses in an area that is unfamiliar to them.

Fifarek described a “tug of war” between MCTS covering more of the city with county buses and running them often enough so riders aren’t stranded waiting for a transfer.

MCTS is weighing that very dilemma as the agency begins its own overhaul of the county bus system to provide efficient service amid a looming budget deficit. 

For the next 12 to 15 months, a spokesperson said MCTS will engage with stakeholders including MPS as part of the MCTS Forward system redesign.

MCTS has already made tough decisions to recover from a $14 million deficit, reducing frequency on routes like Hutcherson’s 57, and running the 55, the main line for commuting Reagan High School students, during peak hours. Midday service has since returned for the 55.

Fifarek said the district’s future plans will largely depend on how MCTS will change its coverage and ride frequency in the next year. 

“If that coverage model changes, then we’re going to have to pivot and then reinstate some yellow buses or some other form of transportation to replace the void that might be created by the county transit system,” Fifarek said.

On July 15, MCTS proposed cutting bus service by 25% in 2027 to address the deficit.

Chronically late

McQuinn Coleman said his yellow bus is late multiple times each school year. When he has too much trouble with the bus, he stays home.

Four other students at Barack Obama School of Career and Technical Education, Lynde and Harry Bradley Technology and Trade School and Milwaukee High School of the Arts said their buses are routinely late in the morning. They sometimes take MCTS buses as a result. 

A district-commissioned analysis by 4MATIV presented at the June board meeting found that 73% of trackable bus trips to MPS are on time. But, looking at all trips, including about a third that have no GPS data, less than half of MPS bus trips could be confirmed as arriving on schedule.

Coleman said he dealt with so many transportation issues that he lost a credit and had to take summer school.

‘On point ever since’

One day, Coleman said he got robbed as he left summer school. 

He said he doesn’t feel safe waiting at stops anymore and stays vigilant on his walks to and from the bus.

“I’ve been on point ever since,” Coleman said. 

Hutcherson said he generally feels safe taking MCTS buses, but he also makes sure to stay aware of his surroundings. 

Other male high school students who spoke to NNS said they feel safe walking to and from their stop and waiting for the bus.

Students like Coleman are the ones School Board Director Darryl Jackson thinks the district should consider when forming a transportation plan. 

He said cost saving measures are important, but safety shouldn’t be overlooked in favor of cost. 

“Currently, a lot of adults don’t want to walk through certain neighborhoods,” Jackson said. “We got to keep that in mind with having our students walk through certain areas.” 

Fifarek said safety is one of the biggest concerns as MPS reviews the recommendations and overhauls the district transportation system.

The report presented to the school board in June estimates $11 million in savings if the district consolidated stops, for example. But Fifarek said implementing such a step by only considering distance could potentially send young children crossing busy streets like Capitol Drive or Fond du Lac Avenue.  

“Eleven million dollars of savings in stop consolidation would have to completely wipe out this concept of no cross streets,” Fifarek said. “You might create some safety issues and risks in the process.”

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Alex Klaus is the education solutions reporter for Milwaukee Neighborhood News Service and a corps member of Report for America, a national service program that places journalists in local newsrooms to report on under-covered issues and communities. Report for America plays no role in editorial decisions in the NNS newsroom.

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

Milwaukee Public Schools weighs sending more students on county buses to cut transportation costs 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.

The Trump administration has a new plan for teenagers learning about pregnancy: Beginning this summer, it will steer millions of dollars toward organizations that focus on anatomy, fertility tracking, hormonal production and “reproductive goals counseling.”

The plan will also emphasize abstinence from sex and the importance of marriage. 

In doing so, it will pivot away from programs that serve populations in areas with the greatest need and that use particular evidence-based programming to reduce teen pregnancies — and some say the new language puts a greater focus on planning for pregnancy rather than preventing it.

The new grant application terms are consistent with an approach called restorative reproductive medicine that has become popular among conservative groups, including those who identify with Make America Healthy Again initiatives.

The approach discourages the use of any type of contraception and instead focuses on fertility awareness methods, usually in the context of couples trying to get pregnant without medical intervention such as in vitro fertilization or other treatments. That typically means not using any birth control and instead tracking indicators such as cervical mucus, body temperature and other physical symptoms to monitor the menstrual cycle. 

Academic studies have repeatedly shown that abstinence-only approaches result in higher rates of teen pregnancy and births, even after adjusting for other socioeconomic factors.

Congress created the Teen Pregnancy Prevention Program in 2010, and has renewed funding for it on a bipartisan basis over the past 16 years, including the 2026 budget bill, despite President Donald Trump’s office targeting the program for defunding. 

During that time, teen birth rates declined by about 72%, according to federal Centers for Disease Control and Prevention data, and much of the drop in the overall national birth rate is because teen birth rates have fallen so sharply. Experts say more comprehensive sex education, better access to contraception for girls and general behavioral trends around sex explain that shift. 

Amy Friedrich-Karnik, director of federal policy at the reproductive rights-focused Guttmacher Institute, said the new language in the teen pregnancy program is similar to the new funding opportunity released for Title X, which is a more than 50-year-old grant program designed to help low-income populations receive reproductive healthcare.

“We do think that fertility awareness-based methods should be explained to patients and they should have the right to understand what those options are,” Friedrich-Karnik said, describing the administration’s approach. “But (patients) need to also be aware of the full options that are available and the pluses and minuses of every option that is out there.”

Body literacy modules

The intent of the program, according to the original law, was for grants to fund “medically accurate and age-appropriate programs that reduce teen pregnancy” and then to continue the programs shown to be most effective through rigorous academic evaluation. According to the Department of Health and Human Services’ Office of Population Affairs, those programs were developed for children and young adults between the ages of 10 and 24 and the people in their lives who support them.

Most of the grants that were canceled this year were programs implementing the methods proven effective in reducing teen pregnancy, while others were more research based, in which additional strategies are tested and refined. Several of those programs were canceled as well in states such as Louisiana, Texas and Washington.

A separate federal grant program called Sexual Risk Avoidance Education exists for abstinence-only programs, but the evidence-based criteria for Teen Pregnancy Prevention is much higher, said Rachel Fey, vice president of policy at national reproductive rights advocacy organization Power to Decide. She sees the new funding opportunity for teen pregnancy prevention as an extension of the sexual risk avoidance program — one of the pillars of the new description tells grantees to “incorporate sexual risk avoidance education.”

The funding notice requires applicants to pass an “alignment review” with agency priorities that is conducted by political appointees, a new process that the U.S. Office of Management and Budget is trying to implement for federal financial assistance across the government.

Applicants for the new teen pregnancy program are required to teach body literacy, including two distinct modules about anatomy and reproduction for girls and boys. 

Grace Stark, editor-in-chief of a Texas-based nonprofit called Natural Womanhood that promotes fertility awareness and restorative reproductive medicine, told Stateline by email that the new funding opportunity’s focus could be helpful, as it “encourages young people of both sexes to consider their reproductive goals now and in the future, and how their current health and lifestyle choices can impact those future goals.”

The female module must include instruction about the menstrual cycle and the patterns and key indicators of the phases of the cycle, and recognize ovulation as the “central event and primary indicator of hormonal health and fertility.” It must also include the advantages and disadvantages of “ovarian suppression” compared to approaches that address “root causes.” 

Restorative reproductive medicine focuses on identifying underlying conditions that contribute to infertility or other reproductive health-related problems, according to the International Institute of Restorative Reproductive Medicine. It refers to conventional approaches that use treatments that “suppress normal physiology,” such as various forms of birth control, and claims that RRM works with the body to treat problems. 

Republican U.S. Sen. Cindy Hyde-Smith of Mississippi introduced a bill in Congress in 2025 that would have directed federal health agencies to promote such training for medical students and professionals through existing funding opportunities in Title X and the HHS Office of Population Affairs. That bill didn’t advance.

Joely Pritzker, who has been a family nurse practitioner for more than 20 years and is the senior director of healthcare for Power to Decide, said the “ovarian suppression” language likely refers to one of the most common ways birth control works, which is to temporarily suppress ovulation. Typically, in medical practice, ovarian suppression refers to lowering the estrogen produced by the ovaries, sometimes to prevent or treat breast cancer.

Pritzker said most people in the reproductive health world would support the idea of teaching young people about their bodies, but said it comes down to how that information is interpreted and applied, and that the new program design is unclear about those intentions. Not wanting to use hormonal birth control is different from discouraging the use of it entirely, she said.

“I genuinely don’t know what (body literacy) means to the folks who wrote these proposals, other than based on everything else we know, there is an assumption that if people knew more about their bodies, they would choose not to use, for example, hormonal birth control,” Pritzker said, adding that the assumption is false.

Stark, of Natural Womanhood, said body literacy can help young people notice signs of reproductive health issues,“which (restorative reproductive medicine)-trained healthcare professionals can help diagnose and treat to improve current health and protect future fertility — and future reproductive health plans.”

The American College of Obstetricians and Gynecologists warns against leaning on restorative reproductive medicine in fertility discussions, saying it can be “ineffective and redundant” and unnecessarily delay a patient in seeking medical treatment when it is presented as the sole or best approach. 

The male health module, according to the federal grant funding notice, includes an emphasis on understanding how testosterone is a hormone that is responsive to sleep, physical activity and environmental factors. Instruction must include the physiology of arousal, and address how “repeated or artificially stimulated arousal may affect neural development and behavior over time,” seemingly referring to masturbation.

Testosterone has been a heavy focus of the Trump administration. HHS Secretary Robert F. Kennedy Jr. frequently refers to lower sperm counts among men, including teen males, despite no scientific evidence backing up those claims when it comes to young men. He cites it as a reason for birth rates that have remained flat or lowered slightly every year since 2015, though experts say the lower national birth rate is actually because of the lower teen pregnancy and birth rates. 

U.S. Department of Defense Secretary Pete Hegseth also announced last week that military men over the age of 30 would receive annual testosterone level checks, which doctors say could actually be counterproductive to military readiness and could risk infertility. 

The teen pregnancy prevention programs must also include counseling on reproductive goals, and “should affirm marriage and parenthood as meaningful and value components of adult life,” the federal description says.

New recipients could include crisis pregnancy centers 

Ginger Mullaney, CEO of former youth services grantee Healthy Futures of Texas, said its nearly $2 million grant funded 11 programs that served various populations, including young in foster care, and runaway and unhoused youth. The grant was cancelled, which shocked her, she said, because the group had already adapted all of its materials and programs to comply with new executive orders around diversity, equity and inclusion and other administration priorities. The new curriculum had been approved.

“We felt like we had already made all the necessary changes to comply,” Mullaney said.

Earlier this month, Healthy Futures was still deciding whether it would apply for the new round of funding. It’s not an easy task, she said, in part because the government documents no longer include a list of approved programs that qualify for the funding. Mullaney said there used to be a list of more than two dozen programs that the agency approved because they had been academically evaluated for effectiveness, but that list is gone now. However, the instructions still tell applicants they must use an evidence-based program. 

“We don’t know what (programs are) considered evidence based,” Mullaney said.

The new funding opportunity also awards more points to applicants that have never been awarded funds before.

Alison Macklin, director of public affairs at sex ed advocacy group SIECUS, said based on what she has seen at the local level, the new funding opportunity is paving the way for crisis pregnancy centers to apply for and receive federal dollars. 

Crisis pregnancy centers are anti-abortion organizations that typically offer free ultrasounds, pregnancy tests and parenting classes with a religious mission, and most often do not provide or refer for contraception. States Newsroom found earlier this year that the centers have received nearly $500 million in taxpayer dollars from state and federal sources since the U.S. Supreme Court’s decision to overturn Roe v. Wade in 2022.

“They’ve been given an inch, so they’re trying to take a mile, is what it seems to me,” Macklin said.

‘Losing trusted relationships’

In mid-May, staff at Children’s Aid said they expected their $936,700 Teen Pregnancy Prevention Program grant to be renewed for another year after meeting with U.S. Health and Human Services and receiving nothing but positive feedback about their program. It was eligible for funding through 2028.

But at the end of June, they received another letter letting them know the grant was canceled, effective immediately.

“It was an overnight shutdown with no transition period for staff, or for young people that were relying on these resources,” said Rhonda Braxton, vice president of health and wellness at Children’s Aid, a 170-year-old organization in New York City.

It was one of 53 grantees that received letters from the federal government agency notifying them that their funding had been terminated without notice. Most were told their programs were now misaligned with federal agency priorities and that they normalized sexual activity for minors. Three affected grantees and SIECUS: Sex Ed for Social Change filed a lawsuit challenging the action on July 14. 

Braxton said the abrupt termination is expected to result in nine people losing their jobs, six of whom worked full time, and will affect the 1,200 young people who were served each year in areas such as the South Bronx, Harlem and Washington Heights. A group of high school-aged peer educators also found themselves suddenly without the summer job they’d planned to have with Children’s Aid.

“These young people are losing trusted relationships in an era of misinformation and distrust,” Braxton said.

She said they’ve made the decision not to apply for the new funding because it seems to be aligned with promoting abstinence-only initiatives, and, “Our experience has been that that’s not evidence-based programming.”

Stateline reporter Kelcie Moseley-Morris can be reached at kmoseley@stateline.org.

WASHINGTON — Education experts and advocates warned Wednesday that the recent federal student loan system overhaul stemming from the GOP’s mega tax and spending cut law will drive borrowers to private lenders and could derail their higher education plans. 

U.S. Rep. Bobby Scott of Virginia, the top Democrat on the House Committee on Education and Workforce, convened a panel to blast the sweeping loan changes, as well as separate, ongoing efforts from President Donald Trump’s administration to dismantle the Education Department and its impact on the federal student aid system. 

“Student loan debt now exceeds $1.7 trillion. Borrowers need clear guidance and certainty,” Scott said. “Instead, they’re forced to deal with uncertainty and chaos created by an administration that has systematically weakened the federal student aid system.”   

Scott criticized Education’s plans to transfer core student aid functions to the Treasury Department. Under an interagency agreement, or IAA, announced in March, Treasury will take over Education’s responsibility for collecting on defaulted federal student loan debt in what marks the first step in a multi-phase process toward Treasury taking on the entire federal student loan portfolio. 

The Virginia Democrat said Treasury “has no expertise serving students or institutions of higher education or monitoring servicers for accuracy.” 

Meanwhile, the Education Department finalized regulations — most of which took effect July 1 — that implement sweeping student loan system changes outlined in the GOP’s “big, beautiful” law.

Scott said that the sweeping changes to the federal student loan system originating from that law are “compounding the issues that have risen from the dismantling of the Education Department.” 

Borrowing limits

Among the major changes are new loan limits for graduate and professional students, a restructured repayment system that gives new borrowers only two plans to choose from and the elimination of a key loan program for graduate and professional students that allowed for unlimited borrowing.

Wil Del Pilar, senior vice president at the nonprofit policy and advocacy group EdTrust, said the mega tax and spending cut law “restricts access to federal graduate lending, pushing many borrowers, especially those from low-income and middle-income backgrounds, many of whom are students of color, into the hands of private banks.” 

Del Pilar, who was deputy secretary of postsecondary and higher education for the Pennsylvania Department of Education, said that would present a series of challenges for borrowers. 

“That means higher interest rates, fewer consumer protections, stricter credit requirements, and flat-out denials for some, forcing those students to halt their educational journey,” he said.

Access to graduate education 

Clare McCann, managing director of policy and operations at the Postsecondary Education and Economics Research Center, said her organization was “very concerned that for many borrowers who want to continue to pursue a graduate education, that they will find themselves locked out of the private market or unable to access affordable loans without a qualified cosigner.” 

McCann, whose organization is housed at American University, added that the center’s research suggested almost 40% of student borrowers subject to the new caps have either poor or no credit scores, making them unlikely to be able to borrow money in the private market without a cosigner.

McCann noted that allowing largely unlimited graduate lending is “unwise” and “puts both students and taxpayers at risk,” while calling on Congress to “allow students to borrow enough to make high-return investments in themselves, so long as their loans remain affordable and repayable based on the salaries students should expect.” 

Ellen Keast, a spokesperson for the department, defended the student loan system overhaul, in a statement shared with States Newsroom on Wednesday. 

“Blank checks to universities resulted in tuition skyrocketing for American students and families. Mass student loan forgiveness failed in nearly every courtroom it entered. The student loan portfolio is at a fiscal cliff because the last Administration perpetrated the lie that students do not need to repay their loans,” Keast said. “The Trump Administration is righting these wrongs – all while implementing historic reforms to federal student aid that will drive down the cost of college and simplify student loan repayment.”

Wisconsin student loan borrowers are struggling to repay after pandemic relief
ended, with those who attended for-profit colleges twice as likely to be delinquent.

The post Student loan defaults surge in Wisconsin, US after payment pause ends appeared first on WPR.

Reading Time: 7 minutes

Click here to read highlights from the story

• The Pulaski Community School District summer school program attracts more than 2,500 kids – 68% of the district’s enrollment. 
• The free program has become a lifeline for parents at a time when affordable child care can be hard to find. 
• Students can sign up for fun classes such as cooking and swimming lessons. Those who need academic support get it. 
• One of the biggest challenges officials ran into initially was – ironically – child care for educators. Now there’s “a babysitting room” where fellow teachers and students interested in early childhood education take care of a handful of babies.

On a Thursday in early July, more than 1,000 children flooded the halls of Pulaski Community Middle School. Heaps of backpacks were piled in corners of classrooms and hallways. Bikes crowded the racks outside. At lunchtime, lines of children snaked around the building as they waited for hamburgers. 

Summer school: a phrase usually wielded as a threat to keep students on task in the classroom.

Not in Pulaski. 

For six weeks each summer, the northeast Wisconsin village’s middle school transforms into the “place to be,” instead of a punishment.

More than 2,600 kids — 68% of the school district’s enrollment — sign up for summer classes ranging from knitting and cooking to swimming lessons and science experiments. Students who need extra academic help get it, but the focus is on exploring new interests, spending less time on screens and nurturing kids’ creative sides in a way classwork doesn’t always encourage.

At a time when affordable child care can be hard to find, the free program has become a lifeline for the community. Signing up for classes is as competitive as queuing to buy Bruno Mars tickets, staff said — the most popular classes fill up in minutes. 

“You get to see a lot of kids from other schools that you don’t get to see normally,” sixth grader Xiomara Lloyd said as she strung beads to add to the stack of bracelets on her wrist, each adorned with her nickname, “Xio.” “I love it.”

The classes help students build a positive association with school, explore new hobbies, get offline and into the real world — and, of course, learn. 

“There’s a lot of anxiety and different things as soon as they get close to those (school) doors because now they’re asked to do a lot of things that are difficult for them to do,” said Pulaski Area Community Education Director Mark Heck, who leads the summer school. “But when we can have them come in and have great success and really enjoy it, that’s a win.” 

‘A little different type of learning’

Walking through the halls is like stepping between different worlds. 

In one classroom, students dressed in Halloween costumes have a dance party. In another, students take turns using American Sign Language to describe emotions. Upstairs, students cook pizza from scratch in a home economics classroom. And in the gymnasium, shrieks and shouts echo as kids play an intense game of dodgeball.  

But the chaos is organized — every classroom has at least two adults, and kids wear a badge printed with their name and their schedule, so adults know where they belong if they get lost. 

“Summer school is stuff that you learn new, like swimming floats, or you learn how to make diamond art, or even make hearts made out of clay … Summer school lets you have fun in the summer, if you don’t know what to do at your house,” said elementary student Ava Lentz. 

And it’s not all fun and games. Those behind in classes or on tests take reading and math classes designed to catch them up. Several teachers also host tutoring sessions.

But generally, the classes take a more creative approach. That includes a science class where kids gleefully partake in a series of science experiments — on that Thursday, they combined soda and Pop Rocks and watched the fizzy reaction. 

“It’s really great learning, but it might not be exactly what they’re learning during the school year, where (educators are) worried about standards, and worried about the tests that they’re going to be getting kids ready for, and things like that,” Heck said.

“All of those things are very important, but during the summertime we can do a little different type of learning.”

That philosophy has guided the program for two decades.

When Pulaski leaders launched the summer school 22 years ago, it was a small program consisting of one or two classes at several schools because the state would only fund a few hours a day. 

Busy parents begged for a full-day program. Not long after Pulaski schools started offering afternoon programming at a cost, the state’s rules changed. Now, schools can get funding for eligible programs all day, all summer long. So Heck dreamed of something bigger.

“I just had this idea in my head that was going, ‘I think we could do something a lot better than this.’ … I want to make a program where your kids say, ‘No, I want to go to summer school,’” he said.

Nowadays, they do. 

Kids beg to sign up to be where their friends are. About 68% of the district’s 3,800 students will enroll in at least one summer school course. Signing up for classes is “an Olympic sport,” staff say. Parents take off work to refresh the computer. They post to Facebook the night before registration, wishing each other luck. The best classes fill up in minutes. 

It takes a village

Keeping such a behemoth summer school running smoothly takes a village. But in the tight-knit community, it works. 

The district employs roughly 130 teachers, 25 classroom aides, various high school and college students and other community members to keep over 2,500 students busy. 

“When we hire our teachers … The first thing I say is, if you weren’t here right now, what would you be doing?” Heck said. 

Those answers often become classes. For example: A local farmer teaches kids about horses, even bringing in equestrians as guest speakers and taking kids to visit the farm animals. Two food service workers teach students how to cook. A hobby fisherman took students to different ponds in the area during a previously offered course. 

Running such a major operation has also brought challenges. It was tough getting all of the departments — transportation, food, academics — on board. But that’s much easier to do in a small district like Pulaski, Heck said. 

Ironically, another major challenge: child care. 

Many educators have young children who are too young to attend summer school but still need care during the workday. Without viable child care, they couldn’t commit to working in the warmer months. 

The district’s solution: One classroom is transformed into a “babysitting room,” where fellow teachers and aspiring early childhood educators change diapers, make bottles and keep a handful of babies entertained. 

For aspiring educators like Cori Adelman, who studies early childhood education at Northeast Wisconsin Technical College, the room offers hands-on experience working with young children. 

The program has become a workforce pipeline, too. Heck estimates about 15 young adults who first worked summer school have since returned as full-time educators either in Pulaski or in neighboring districts.

‘A lifesaver’

Affordable child care has become increasingly difficult to find, and securing spots in summer camps is notoriously competitive. For that reason, the free summer school that turns away no one has become a lifeline for local families.

Parent and Pulaski Area Chamber of Commerce Executive Director Stacey Von Busch said her kids have participated in the camp for years, calling its affordability a “lifesaver.” 

“To have something like this in our community, where we don’t have to drive 30 minutes to get our kids to (other camps), is huge,” she said. 

The district provides bus transportation for students who need it, and thanks to a federal grant, children can eat breakfast and lunch at school. 

While by law the school must be tuition-free, the district may charge modest fees for supplies, such as beads for making bracelets or yarn for knitting and crocheting. Course fees range between $0 and $40 for each two-week term. 

The school is funded by the state — Wisconsin schools can receive funding for summer school classes that meet certain academic requirements. Rather than paying schools a flat amount for each student, the state bases funding on the total instructional time students attend. Therefore, Heck is on a mission to keep enrollment high: More students involved equals more funding.

That includes everyone. Parents of children with disabilities often struggle more to find summer schools and camps that serve them, Heck said. He didn’t want that to be the case in Pulaski. 

Many of the district’s special education employees staff a classroom dedicated to children with disabilities. That includes those who require federally mandated “extended school year instruction,” an individualized academic program meant to stop students from regressing over break. 

“I look forward to this every year,” said special education teacher Tessa Badtke. “You just get to know them in such a different way because there’s not this academic pressure like at school, so you can just build these relationships.” 

And then, Badtke said, students have a better school year. Heck agreed. 

“What’s the win out of it for us? We got our kids to walk through the school doors and actually not be angry and upset when they came in,” Heck said. “They’re coming in and they’re happy. Our hope is maybe next year, when they come back in the fall, they’re coming in and they’re saying, ‘I’ll give it a chance.’”

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.

This story was updated to correct the number of students who attend summer school. Wisconsin Watch regrets the error.

A Wisconsin school district made summer school fun. Now 2,600 kids show up. 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.

WASHINGTON — Former U.S. Department of Education officials in Republican and Democratic administrations sounded the alarm Monday over the agency’s efforts to outsource its special education programs and civil rights enforcement to other agencies. 

U.S. Democratic Sen. Patty Murray of Washington state convened the former officials, along with advocates and educators, at a virtual press conference to blast those sweeping moves, which are part of a broader effort by President Donald Trump’s administration to dismantle the 46-year-old Education Department. 

Murray rebuked the transfers as “outrageous” and “completely unacceptable,” noting that while she is fighting “tooth and nail” against any effort to dismantle the agency, she is “especially concerned about what this could mean for all students, especially students with disabilities.” 

The agency in June said the Department of Health and Human Services will administer programs under Education’s Office of Special Education and Rehabilitative Services, or OSERS, while civil rights enforcement under its Office for Civil Rights will be transferred to the Department of Justice. 

The Education Department had announced 10 earlier interagency agreements, or IAAs, with HHS, Labor, Interior, State and Treasury, which transfer several of Education’s responsibilities to those agencies.

The department has said it “will continue to perform all statutorily required duties and responsibilities” involving special education programs and civil rights enforcement.

OSERS is responsible for administering the Individuals with Disabilities Education Act, or IDEA, which guarantees a free public education for students with disabilities. The umbrella unit OSERS includes the Office of the Assistant Secretary, Office of Special Education Programs and the Rehabilitation Services Administration. 

The civil rights office is tasked with investigating complaints from students and families. 

‘Learners, not patients’

Katy Neas, CEO of The Arc of the United States, an advocacy group for people with intellectual and developmental disabilities, said that the transfers “would split apart the offices responsible for making disability rights real in schools, leaving families chasing answers across the federal government instead of getting accountability from one education agency.” 

Neas was the deputy assistant secretary and acting assistant secretary at OSERS during the Biden administration. 

“The stakes have never been higher,” she said. “If we allow the Department of Education to be dismantled, we not only undo decades of progress, we also risk abandoning the promise that every child deserves a chance to try and to succeed.” 

Catherine Lhamon, executive director of the Edley Center on Law and Democracy at the University of California, Berkeley, School of Law said the “new interagency agreement between the Department of Education and the Department of Justice is what someone would create if the person were designing a system to fail.” 

Lhamon served as assistant secretary for civil rights during the Obama and Biden administrations. 

“The principal harm of this new agreement is that it guarantees lengthier continued silence from the federal government on the classic kinds of discrimination cases families experience,” Lhamon said. Examples include restraining or secluding students, she said.

It raises “the core question (of) whether students with disabilities have the free appropriate public education to which the law entitles them,” Lhamon added.

Stephanie Smith Lee, co-director of policy and advocacy at National Down Syndrome Congress, pointed out that “IDEA is an education and civil rights law, not a healthcare program.” 

“Students with disabilities are learners, not patients,” added Lee, who served as director of the Office of Special Education Programs under the George W. Bush administration. 

“Moving special education and vocational rehabilitation to the Department of Health and Human Services would separate them from the rest of federal education policy and weaken the expertise and coordinated oversight that students, families and states depend on,” she said. 

Savannah Newhouse, a spokesperson for the Education Department, dismissed the criticism, saying in a statement to States Newsroom that Murray and the former officials were part of a failing status quo. 

“As Senator Murray is well aware, the Department of Education’s interagency partnerships do not alter the Trump Administration’s dedication to students with disabilities and federal civil rights laws,” she wrote. “These agreements simply ensure that well-positioned agencies can support the workload, pool their expertise, and ultimately strengthen protections for students.” 

US House bills ‘dead’ in Senate  

Meanwhile, earlier in July the House Committee on Education and Workforce advanced a package of 10 bills permanently transferring several of Education’s functions to other departments and largely reflecting many of the earlier IAAs. 

Notably, that package does not include any efforts to transfer Education’s responsibilities regarding special education programs and civil rights enforcement to other agencies. 

“As long as this former preschool teacher is a United States senator, every one of those bills is dead on arrival,” Murray said. 

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• More than 108,000 Wisconsinites are in default on student loans, according to federal data analyzed by the Associated Press and shared with Wisconsin Watch. 
• The number of borrowers in default surged nationwide since 2024, when pandemic relief measures ended. 
• Advocates expect it to worsen, with borrowers facing higher monthly payments and longer repayment terms after the Trump administration ended existing relief options.
• Wisconsin student loan borrowers who attend for-profit colleges are twice as likely to be 90 days behind on payments compared to peers at public and nonprofit private colleges, AP data shows.

The number of Wisconsinites many months behind on student loan bills has risen by nearly 50% since last fall. 

That’s according to federal data analyzed by the Associated Press, which found that more than 108,000 people in Wisconsin haven’t made payments on their loans in more than 360 days.

Across the country, the number of students in student loan default has surged by millions since a four-year pandemic reprieve ended in 2024, and advocates say it’s poised to worsen as President Donald Trump’s administration has ended existing relief options. 

Borrowers are placed in default after missing payments for nine months. The status triggers a raft of devastating consequences. The entire balance becomes due at once, and the loan is sent to collections, crashing the borrower’s credit score. That can make it harder to borrow, rent or even find work.  

Around 34,000 Wisconsinites entered student loan default since September 2025, the AP found. Of the roughly 709,100 people in Wisconsin who hold student loans, one in seven is currently in default.

Here’s how we got here: As a pandemic relief measure, the federal government allowed borrowers to suspend student loan payments until 2023, and President Joe Biden’s administration then provided a one-year grace period. That ended in fall 2024, allowing loans to enter into default after nine months of missed payments. 

A surge in defaults followed, and today around 9.5 million borrowers nationwide — over 1 in 5 — are in default, including those whose loans were well past due before the pandemic, according to the AP analysis. The previous record for borrowers in default had been 8 million in December 2019.

Meanwhile, many borrowers are facing much higher monthly payments since the Trump administration ended the SAVE repayment plan, which offered more flexibility and lower payments than any other. In its absence, borrowers will see longer repayment terms and “unpredictable payment spikes,” wrote Michele Zampini, associate vice president of federal policy and advocacy at the Institute for College Access and Success, in a February blog post. 

“I am seeing despair and outrage and despondency and just a very wide mix of pretty extreme emotions, the likes of which I have not seen before,” Alan Collinge, the founder of grassroots advocacy group Student Loan Justice, told the AP. 

The federal government can garnish wages and Social Security payments from borrowers in default, but the Trump administration in January walked back plans to begin collections on their loans. A Moody’s Analytics report this spring said garnishments are likely to begin within the next year, warning of “an additional headwind in an increasingly fragile economy.” 

Governments and colleges may also impose additional penalties on borrowers in default, including restricting access to further financial aid, withholding transcripts and suspending professional licenses and driver’s licenses. 

“These measures are not only punitive, they’re also self-defeating: by undermining someone’s ability to cover basic expenses, return to school to finish a degree, keep their job, or even drive a car, the default system makes it harder for someone who is already struggling to secure their financial footing,” Zampini wrote in 2025. 

For-profit colleges, lower repayment rates

Students who attend Wisconsin’s for-profit colleges are far less likely to satisfy their loan payments than their peers at the state’s public and nonprofit private colleges, the AP data shows. 

AP reporters analyzed data from the Office of Federal Student Aid on students whose loan payments first came due between January 2020 and May 2025, typically because they either graduated or left school. The analysis does not include students at schools with fewer than 100 borrowers. 

The data shows students who have attended for-profit schools in Wisconsin are twice as likely as their peers to be at least 90 days behind on payments. At Wisconsin’s public and private colleges, one in seven of these borrowers had fallen behind on payments by May of this year. At for-profit schools, the rate was more than one in four. 

Nonpayment rates were highest for students who attended for-profit cosmetology schools.

Nearly half of the 300 borrowers in the sample who attended Tricoci University of Beauty Culture’s Janesville campus were at least 90 days late. 

The Paul Mitchell beauty schools in Madison — which has since closed — and Milwaukee have 40% nonpayment rates. The nonpayment rate for the Salon Professional Academy in Kenosha is 36%, and the rate at State College of Beauty Culture is 35%.

Elinor Mittlestat, owner of State College of Beauty Culture, found the nonpayment rate surprising. She noted that many people graduate from the school without any loans. 

“It has been a strained economy, and I do understand that newly graduated students sometimes struggle to make student loan payments,” she said. 

One reason for the low repayment rate could be that cosmetology graduates tend to have relatively low incomes. On average, graduates of the Paul Mitchell school in Milwaukee, the Salon Professional Academy in Kenosha and State College of Beauty Culture make $7,000 to $12,500 less than the median Wisconsin high school graduate, according to an analysis of earnings data from Open Campus and The HEA Group.

Meanwhile, student borrowers who don’t finish school have to make loan payments too, even though they don’t have a credential to help them get a better job. Those who don’t graduate 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,” Carole Trone, executive director of the Wisconsin Coalition on Student Debt, told Wisconsin Watch in January. 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.”

Around 25,000 students who recently attended Wisconsin public colleges are at least 90 days behind on their payments too, though they represent a far smaller share (13%) of those borrowers.

Students who attended Gateway Technical College have the highest nonpayment rate of the state’s public schools, with three in 10 recent students not making payments. 

Gateway communications manager Lee Colony said the college needs to use a “personal touch” to see what’s driving people to not pay their loans.

“We will reach out to those students and see if there is any help we can provide to them for repayment options,” Colony said. “Some of that outreach will also include ways to educate them on finances and how to properly borrow money to pay for college.”

By comparison, the University of Wisconsin campuses in Oshkosh, Stevens Point, Superior and Whitewater all have nonpayment rates of 10%, while UW-Madison’s rate is just 3%. At all of those schools, most students receive some form of financial aid besides loans.

Nationwide, AP’s analysis found 133 schools where more than half of recent students are at least 90 days behind on payments. Nearly all of them are for-profit schools, and more than half of them are barber or beauty schools.

This story was reported in collaboration with The Associated Press through its Localize It initiative, which provides datasets, reporting and story ideas for local newsrooms.

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.

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 defaults surge in Wisconsin, US after federal reprieve ends 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.

WASHINGTON — President Donald Trump’s pick to lead the Labor Department on Thursday defended the agency’s major role in a broader drive by the administration to dismantle the Education Department.  

Grilled by U.S. Senate Democrats, acting Labor Secretary Keith Sonderling stood behind the multiple interagency agreements, or IAAs, Education has so far signed with Labor, likening his agency’s functions in the transfer to a “firm that’s just consulting and helping them move these programs’ money, but not the actual programs themselves.” 

The agreements — also made with the departments of Health and Human Services, State, Treasury, Interior and Justice — are a main part of the plan by the Trump administration to axe the 46-year-old Education Department. 

Sonderling appeared before the Senate Committee on Health, Education, Labor and Pensions in his bid to serve as the next Labor secretary, where he touted his extensive DOL experience.   

“Few people have had the opportunity to experience the department from so many different perspectives, from the outside in private practice, as a policy adviser, as an agency head, as an adjunct professor, as deputy secretary, as acting secretary, and now as the nominee for Labor secretary,” he said. “These experiences have prepared me to lead this department with a deep understanding of its mission, its people, and most importantly, the Americans we serve.” 

The Floridian took on the role as acting secretary in April, after Lori Chavez-DeRemer resigned amid misconduct allegations. 

Sonderling was also named by the president in June to serve as acting director of the U.S. Office of Government Ethics and confirmed by the Senate in March 2025 as deputy Labor secretary. 

The committee will vote July 23 on whether to advance Sonderling’s nomination to the full Senate. 

‘It makes zero sense’

At the hearing, a handful of Democrats dug into the Trump administration’s continued dismantling of the Education Department and Labor’s role regarding several of Education’s programs. 

“Right now, you are working with (Education) Secretary (Linda) McMahon to take over the Department of Education programs to help Trump abolish that department,” said Sen. Patty Murray, D-Wash., who noted that Sonderling has built his “own anti-worker record at DOL.” 

Murray pointed out that “it makes zero sense that DOL, an agency whose expertise is in supporting wage earners and job seekers, is being tasked now with taking over complex education programs from the Department of Education to help kindergartners and elementary school students.” 

Through multiple IAAs, the Department of Labor is taking on expanded roles in administering Education’s programs surrounding elementary and secondary education; postsecondary education; and career, technical and adult education. 

The Education Department has stressed in fact sheets that it would maintain its statutory responsibilities and oversight of the programs regarding the IAAs.

In the lower chamber, a package of 10 bills permanently transferring several of Education’s functions to other departments and largely reflecting many of the earlier IAAs advanced out of the House Committee on Education and Workforce on Wednesday.

Programs still run by ‘career experts’

Sonderling stood behind the administration’s efforts, saying “it makes a lot of sense” for DOL to handle more grant responsibilities and work with Education.

The nominee also emphasized that the interagency agreements are “not dealing with policy,” but instead with providing the Department of Education “a service.” 

Sen. Tammy Baldwin, a Wisconsin Democrat, said the Trump administration’s scattering of education programs across the federal government, including at DOL, creates a system that’s “much more complicated and much less efficient, particularly for states and public school districts.” 

But Sonderling argued that those programs “still all remain” at the Education Department and are “being run by career experts” at Education.

He added that “for efficiency purposes, we’ve moved a few tranches of employees to the Frances Perkins Building (DOL’s headquarters), where they all have their own offices, they all have their own computers, they have parking, and they are working out of that building.”  

Pressed by Baldwin on any evidence the nominee will present that “transferring these programs to the Department of Labor has made anything better for students, teachers, parents,” Sonderling expressed his commitment to providing the senator with that data. 

“There’s a right way to do reform — come to the committee and say, ‘Hey, look, this is in statute but there’s a better way to do it, so let’s work on a better way to do it,’” said Sen. Tim Kaine.

“The wrong way to do it is to treat the (Education Department) like it’s a furniture store and having a discount going out of business sale and hand off pieces willy-nilly to agencies that don’t have the expertise to deal with them,” the Virginia Democrat said. 

“That’s my concern about what’s happening right now.” 

A judge is set to sign off on Northland College's plan for doling out what's left of its restricted endowment. The college in northern Wisconsin borrowed $22 million from its endowment to fund operations before it closed last year, and some donors accuse them of violating the law.

The post A northern Wisconsin college spent down its endowment before it closed. Some donors think it broke the law. appeared first on WPR.

WASHINGTON — A major legislative package that would put into law President Donald Trump’s push to greatly reduce the responsibilities of the U.S. Department of Education advanced out of a U.S. House panel on Wednesday. 

The U.S. House Committee on Education and Workforce approved — nearly along party lines — each of the package’s 10 bills that would permanently transfer several of Education’s functions to other departments. 

The measure, largely reflecting many of the interagency agreements, or IAAs, Education has signed with other agencies, signifies a sweeping effort from Republicans in Congress to carry out the Trump administration’s plan to do away with the 46-year-old department as part of the president’s quest to return education “back to the states.” 

That drive continues, though much of the oversight and funding of schools already occurs at the state and local levels.

But the legislation faces an uncertain fate. Even if passed in the full U.S. House down the line, it would face steep odds in the narrowly GOP-controlled Senate. 

The upper chamber requires at least 60 senators to advance a bill past the filibuster, and Republicans hold just 53 seats.

Rep. Tim Walberg, chair of the House panel, lauded the package as the “first step toward ending the Department of Education’s reign over our nation’s education system,” during his panel’s markup. 

The Michigan Republican added that the legislation advances Trump and Education Secretary Linda McMahon’s “vision for an education system that empowers families, students, workers and local communities.” 

McMahon said “today marks a major step by Congressional leaders to cement the Trump Administration’s historic reforms to right-size the federal role in education,” in a statement after the package advanced out of the committee. 

Other departments to take over

Under multiple bills, the Department of Labor would manage Education’s programs surrounding elementary and secondary education; postsecondary education; and career, technical and adult education — mirroring earlier IAAs. 

In another piece of legislation, the Treasury Department would manage Education’s federal student aid functions, a nod to a March agreement Education signed with Treasury to take over its responsibility for collecting on defaulted federal student loan debt.

That agreement marked the first step in a multiphase process toward Treasury taking on Education’s entire roughly $1.7 trillion federal student loan portfolio.

Under other bills in the package, the State Department would manage Education’s international education and foreign language studies programs, as well as its foreign gift and contract reporting — also mirroring earlier agreements. 

Reflecting additional IAAs, the Department of Health and Human Services would manage Education’s accreditation for foreign medical schools; functions regarding child care access for low-income parents in postsecondary education; and family engagement programs for elementary and secondary education. 

The Interior Department would also manage tribal education and job training programs under the package. 

Notably, the 10-bill package does not include any efforts to transfer Education’s responsibilities regarding special education programs and civil rights enforcement to other agencies. 

In perhaps the Trump administration’s most far-reaching attempts yet to dismantle the Education Department, the agency in June said HHS will administer programs under the Education’s Office of Special Education and Rehabilitative Services, while civil rights enforcement under its Office for Civil Rights, or OCR, will be transferred to the Department of Justice. 

Rep. Bobby Scott, the top Democrat on the panel, said that the committee’s move to not consider either of the two actions in the package was possibly because “even my colleagues recognize how politically unpalatable such transfers would be.” 

‘Pain and suffering’

Meanwhile, the legislative package drew fierce pushback from congressional Democrats on the committee, who offered up a slew of amendments to the bills in an attempt to block the dismantling. 

Scott, a Virginia Democrat, said “it’s difficult to articulate how impractical these proposals are, to say nothing of the pain and suffering they’ll inflict on students, educators and their communities, if they were to become law.” 

He pointed to the GOP’s objective of stripping down the department as part of its intent to “return education to the states,” saying these proposals “will actually contribute to the creation of miles of bureaucratic red tape, inconsistent education policy and enforcement across the federal government and a significant waste of the taxpayers’ money.” 

Rep. Suzanne Bonamici said the bills under consideration “demonstrate that Republicans in Congress know that the Department of Education lacks the authority to transfer offices and programs to other federal agencies without congressional action, and are now trying to cover for the unlawful actions already taken.” 

The Oregon Democrat, who introduced an impeachment resolution against McMahon in June, added that the secretary “has said that it is her mission to shut down the Department of Education, something she does not have the authority to do, but that is exactly what she is doing, disguised as a series of interagency agreements.” 

A national program aimed at offering job training and educational opportunities for incarcerated people is coming to the Milwaukee County Jail. 

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Fifteen states on Friday sued the Trump administration to prevent millions of dollars in cuts to school-based mental health funding.

The new lawsuit is part of an ongoing legal battle between Democratic-led states and the U.S. Department of Education over a mental health grant program that Congress established following the 2018 school shooting at Marjory Stoneman Douglas High School in Parkland, Florida.

At stake is a $1 billion program that offers grants to school districts across the country to help them hire and train more mental health professionals to work in schools.

Democratic attorneys general in 15 states say the Trump administration, in defiance of a December 2025 court order, plans to unlawfully terminate the grants at the end of this month, resulting in millions in lost funding.

“Our children deal with a unique set of problems which arise from growing up in 2026 — from loneliness to substance use disorder to the ever-present fear of violence — and the programs funded through these grants are designed to help them cope and hopefully thrive,” said Rhode Island Attorney General Peter F. Neronha, a Democrat, in a statement announcing the lawsuit.

In 2022, after a school shooting in Uvalde, Texas, claimed the lives of 19 students and two teachers, Congress allocated $1 billion to the Mental Health Service Professional Demonstration Grant Program to increase the number of school-based mental health professionals.

That funding effort was bipartisan; at the time Republican U.S. senators including John Cornyn of Texas, Susan Collins of Maine and Thom Tillis of North Carolina publicly supported it. And within a year, the grants had funded mental and behavioral health services to nearly 775,000 students nationwide.

But in April 2025, under President Donald Trump, the U.S. Department of Education told grantees the funding would be halted because their programs conflicted with Trump administration priorities. At that time, the grants were supporting efforts in 49 states to prepare thousands of mental health professionals to work in K-12 schools.

Trump administration officials told the media that the grants were cut over what the administration saw as connections to diversity, equity and inclusion initiatives.

A coalition of 17 Democratic state attorneys general sued last July, and a court ruled in their favor, ordering the Trump administration to stop the grant discontinuation. In the months since the order, the education department has threatened to withhold funding or terminate the grants altogether.

The Democratic attorneys general said they filed the new lawsuit to cover gaps in the previous court order that could allow the Trump administration to follow through on its desire to halt the funding.

“The courts have repeatedly ruled that the Trump Administration does not have the power to arbitrarily revoke grant funding that provides critical mental health services to our students,” said Massachusetts Attorney General Andrea Joy Campbell, a Democrat, in a statement about joining the lawsuit.

“Still, the federal government continues its attempts to terminate funding.”

Stateline reached out to the U.S. Department of Education for comment but did not receive a response before publication.

Attorneys general participating in the lawsuit are from California, Colorado, Connecticut, Delaware, Illinois, Maine, Maryland, Massachusetts, Michigan, New Mexico, New York, Oregon, Rhode Island, Washington and Wisconsin.

Stateline reporter Anna Claire Vollers can be reached at avollers@stateline.org

The Phantom Lake Summer camp opened its doors to boys in 1896, and 130 years later it’s still going strong and giving all kids opportunities to enjoy the outdoors.

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This month, thousands of Wisconsin’s estimated 700,000 federal student loan borrowers are seeing significant changes to their repayment plans as part of President Donald Trump’s “Big Beautiful Bill,” which will likely have an effect on economic drivers like travel, dining, autos and home buying.

The post Changes to student loan plans likely to have ripple effect on broader Wisconsin economy appeared first on WPR.

WASHINGTON — Students pursuing several advanced degree programs can now access higher loan caps, but the temporary relief has ushered in a wave of uncertainty amid an ongoing legal battle.  

Graduate-level programs such as nursing, occupational therapy and speech-language pathology are, for now, considered “professional” degrees by the U.S. Department of Education after a court order in late June halted the agency’s new “professional” definition while a legal challenge unfolds.

That definition had limited the number of advanced degrees eligible for higher annual and lifetime loan limits to just 11 fields, while excluding several programs, such as nursing.

In response to U.S. District Judge Beryl Howell’s interim ruling, the department temporarily expanded the list of degrees considered “professional” to 29 fields, per guidance given to institutions. 

Pushback from Trump administration

But the Education Department said it was confident its definition is “lawful” and vowed to keep defending the regulations. 

The agency also stressed in its guidance that the temporary “professional” designations “are provided solely to facilitate implementation of the Court’s order and may change as litigation in the case proceeds.”

A department spokesperson, speaking on background, declined to comment on whether the department would appeal the ruling. 

The department said in its guidance that while the case continues, institutions may wish to consider limiting loan amounts to the graduate-level caps for programs temporarily deemed “professional” in an effort to “mitigate potential disruption to student borrowers resulting from changes in program classification that may arise from the ongoing litigation.” 

The programs on the expanded list from the department include: veterinary medicine; law; divinity/ministry; rabbinical studies; clinical psychology; counseling psychology; school psychology; clinical child psychology; health/medical psychology; family psychology; forensic psychology; clinical, counseling and applied psychology; chiropractic; audiology; speech-language pathology; dentistry; anesthesiologist assistant; physician associate/assistant; athletic training; medicine; osteopathic medicine; podiatry; optometry; pharmacy; occupational therapy; physical therapy; registered nursing; nurse anesthetist; and nursing practice. 

On the flip side, the department identified several programs that may have been considered “professional” prior to the court’s ruling but no longer carry the status while the court order is in place, such as theology, pharmaceutical sciences, environmental psychology, and clinical and industrial drug development. 

Schools ‘not sure what to do’

Denise Morelli, of counsel at Sligo Law Group, a firm made up of former Education Department attorneys, said the department’s late June guidance lacks clarity, especially in spelling out any repercussions for schools and students if the agency prevails in court and can keep its “professional” degree definition.

“I do think that has an impact on schools and students because schools are, kind of, not sure what to do because now … these people in these programs are allowed to have the higher loans, according to the department, but the department’s not saying they can keep them,” said Morelli, a former attorney for the Office of the General Counsel at the department. 

“You could be partway through the program, the department prevails, now the student has to get their loan amount cut, and it could also affect their annual limits, so it puts both students and schools in a very precarious position right now,” she added. 

Student loan system overhaul

The new definition is part of President Donald Trump’s administration’s sweeping overhaul of the federal student loan system stemming from the GOP’s 2025 “big, beautiful” law. Most provisions in the overhaul took effect July 1. 

Part of the regulations axed a program allowing for unlimited borrowing for graduate and professional students and set new caps on federal student loans, with much different limits based on whether a degree is deemed “professional.” 

Now, graduate student loans face a $20,500 annual cap and $100,000 lifetime limit. Professional student loans are subject to a $50,000 yearly limit and $200,000 aggregate cap. 

Lawsuits crop up

The department’s new “professional” degree definition prompted a handful of legal challenges against the administration, including the suit that sparked Howell’s June order. 

That case stems from a pair of combined challenges brought by a total of eight groups representing people in fields outside of the department’s new “professional” definition. 

One of the lawsuits was brought in May by the American Association of Nurse Practitioners; the National Association of Pediatric Nurse Practitioners; the American Association of Colleges of Nursing; the Association of Schools and Programs of Public Health; the National Education Association; and the American Association for Marriage and Family Therapy. 

The PA Education Association and the American Academy of Physician Associates filed the other lawsuit in June. 

A Texas special education school bus driver, whose career has centered on supporting students, was recognized with a new national award that celebrates excellence in school transportation.

School bus routing software provider BusRight announced June 12 that Lawson Crook, a special education bus driver for Sulphur Springs Independent School District in Texas, was selected as the recipient of its inaugural Behind the Wheel Award. The company said Crook was chosen from 322 nominations submitted by transportation leaders nationwide. Crook was selected from among 13 finalists.

The award, launched on National School Bus Driver Appreciation Day in April, recognizes school bus drivers who make a lasting impact on the students and communities they serve while advancing BusRight’s mission of supporting safe, reliable and efficient student transportation.

“I was shocked to learn that I had been selected as the winner,” Crook told School Transportation News. “I was just as shocked to find out that I was even selected as a candidate.”

BusRight co-founder and CEO Keith Corso said the nominations highlighted the critical role drivers play in students’ daily lives.

“School bus drivers play a deeply meaningful role in the lives of every student they serve, helping ensure safe, consistent, daily transportation and acting as trusted members of the school community,” Corso said in a statement. “… Lawson stood out this year for exemplifying the award and demonstrating the devotion and care BusRight is immensely proud to recognize.”

Crook spent 26 years as an educator and coach before retiring, later working in behavior intervention with students who had learning and behavioral challenges. When he transitioned into student transportation, he specifically requested a special education route.

“These students require a calm and caring approach,” Crook said. “After retirement, I knew I would continue to drive for the district, and I requested the special needs bus because these students continued to hold a spot in my heart.”

Although he no longer works inside the classroom, Crook said he still sees himself as playing an important role in students’ school days. “I may not be in the building with them, but I would continue to be the first point of contact to help ensure their day was off to a good start,” he said.

His route includes picking up students at their front doors, allowing him to build relationships with both children and their families.

“One of the things I enjoy most is building relationships with the students and their families,” Crook said. “I love starting the day with a smile or a fist bump from the kids, and those small moments make a big difference. At the end of the day, it’s all about the students and helping them have a positive start to their day.”

Crook said trust, consistency, and respect have remained guiding principles throughout his career. “I believe that if you build a relationship with a child and earn their trust, the behavior and respect will follow,” he said. “Consistency is important because students need to know that you’re someone they can count on every day.”

Among the many moments that have stayed with him, Crook recalled a nonverbal student who pats him on the shoulder and smiles while exiting the bus each afternoon. “I learned that is his way of saying ‘thank you and goodbye,’” Crook said. “Those things mean and say more to me than anything.”

Dan Froneberger, transportation director for Sulphur Springs ISD, said Crook’s decades as an educator continue to shape his approach behind the wheel.

“He approaches every route with the same patience, care and sense of responsibility that characterized his many years as an educator, always prioritizing student safety and treating every child and staff member with respect, consideration and kindness,” Froneberger said in a statement.

As part of the award, Sulphur Springs ISD will receive a donation of up to 300 Samsung Galaxy Tab Active 3 tablets to support its special education and connection programs, which help graduates continue developing life and vocational skills through hands-on learning experiences at home and on the farm. Crook also will receive a $500 gift package.

Crook said he hopes other school bus drivers remember the influence they have on students every day.

“We’re often the first people students see from a school standpoint each morning, and we have an opportunity to start their day in a positive way,” he said. “You have to love what you do and remember that it’s about the kids, not about yourself.”

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When 15-year-old Amelia Culotta stepped into the Hartsfield-Jackson Atlanta International Airport, her whole world transformed. 

Walking through the airport’s 400-foot display of Atlanta’s role in the civil rights movement and African American culture, she saw her history reflected back at her for the first time.

“There was more history on one wall than I’ve ever had in school,” Amelia said. “Like, ever.”

Growing up in Green Bay, she was used to being one of the only Black girls in her grade and had never visited a city like Atlanta. Seeing the racial diversity among people living there was a culture shock in the best way.

“Before then, I just felt like, ‘Oh, this is how everything goes, my small world is how all the rest of the world is,’” Amelia said. “It didn’t feel real when I was walking off the airplane because I didn’t realize how much life I haven’t seen, and I was missing.” 

Moments like these are why Rhonda Chandler created Lovin’ the Skin I’m In, a nonprofit dedicated to supporting and empowering girls of color in northeast Wisconsin by giving them experiences like Amelia’s.

Small group meetings grow into nonprofit 

When Chandler moved to De Pere with her husband more than a decade ago, they were the first Black family in their neighborhood. For her three kids, transitioning from Charlotte, North Carolina, to a school district with less than 2% Black enrollment wasn’t easy.

“When we sent our children off to school, that’s when they started having a lot of challenges … It started with name calling, all of the things, microaggressions, etc.,” Chandler said. “My oldest daughter … really had a hard time struggling to fit in, finding her people, being accepted.” 

Chandler knew something had to change a few years later when her youngest daughter started experiencing the same bullying and microaggressions.

“I vowed I was going to do something different,” Chandler said. “I was not going to have the same pattern repeated that my older daughter had, so I kind of went into action mode.” 

At first, she started inviting other Black families who shared her daughter’s experiences to her home for monthly meetings in her basement. In 2020, Lovin’ the Skin I’m In was officially established as a nonprofit, motivated by nationwide protests against police brutality and racial injustice. 

“During George Floyd and Breonna Taylor’s murder is when it was kind of like an ‘aha’ moment for me, and I was like, this is bigger than just my girls, or just keeping it in my basement,” Chandler said. 

A 2014 report by the Annie E. Casey Foundation ranked Wisconsin as the worst state in which to raise African American children based on test scores, employment and poverty rates. Not much has since changed. In 2026, Wisconsin ranked 8th overall for child well-being, but had the worst racial disparities for Black and white children in the country for metrics like children living in high-poverty areas or not graduating on time.

And the school district Chandler lives in – De Pere – still enrolls less than 2% Black students a decade later, according to data from the state Department of Public Instruction. 

Having been a social worker for about 30 years, Chandler strives to provide a welcoming environment that girls may not feel at school. 

Lovin’ the Skin I’m In now runs regular meetings during the school year at local elementary, middle and high schools, providing peer support and cultural education. Guest speakers have taught students about hair care, career development and mental health, and field trips include going to see DRUMLine Live, based on the marching band tradition at historically Black colleges and universities.

The Women’s Fund of the Greater Green Bay Community Foundation awarded Chandler the 2026 Nancy Armbrust Impact Award for her service to over 700 community members in northeast Wisconsin, and her organization continues to grow. Last month, Lovin’ the Skin I’m In launched a weeklong summer camp for elementary and middle school students called the Summer of She. Students learned sailing with Green Bay Sail & Paddle or entrepreneurship at a local Black-owned business, developing new skills and building community.

Having outgrown Chandler’s basement, families meet monthly at Life Church in De Pere. She said the group doesn’t shy away from hard topics in their discussions. 

“We have hard conversations, so sometimes that can be challenging … We talk about how the issues with immigration may affect our families, or what’s happening at school, or the political climate, and the mistreatment in our community and in our world,” Chandler said. “We talk about those things because it’s life and it’s going to affect our family.” 

‘They don’t have to limit themselves’

Prior to her trip to Atlanta, Amelia had been participating in these support groups since elementary school. Now a rising sophomore at De Pere High School and a member of the school’s Black Student Union, she’s seen the program grow up with her in the years since Chandler started it. 

“What we were talking about was just learning about self-confidence and being a part of a (predominantly white institution) … I’ve learned that being an African American girl in Wisconsin isn’t easy,” she said, “but it also gives me the voice to teach and to also learn.” 

Her trip to Georgia in March was part of Lovin’ the Skin I’m In’s second annual cohort introducing a group of a dozen high schoolers to HBCUs such as Clark Atlanta University, Fort Valley State University and Spelman College.

“It was so shocking, just stepping into the airport, the difference in the community … I was like, oh my gosh, I’m in a whole different world,” Amelia said. “And I feel safe for the first time in a long time.” 

As a graduate of Clark Atlanta herself, Chandler facilitated visits with Black sororities and plans to continue working with seniors on college applications, letters of recommendation and scholarships. 

“Some of our girls had never been on an airplane before, haven’t been out of state, any of that,” Chandler said. “So giving them that opportunity and … them being able to go and see those universities where there’s representation and know that they don’t have to limit themselves – they can go to school out of state.” 

The trip was an eye-opening moment that empowered Amelia to keep speaking out against institutional racism. Seeing historical exhibits like the one in Atlanta made her even more aware of the flaws in the education system.

“I think people struggle understanding things because they aren’t taught things, and the problem isn’t because of them, the problem is because of what they’ve been taught … I sit with the remarks and the hate every single day,” Amelia said, “and being a part of Lovin’ the Skin was good because it taught me how to deal with that.” 

Amelia also hopes to continue the legacy of Chandler’s daughter, who was the president of De Pere’s Black Student Union. She wants to help organize an assembly with guest speakers that would teach students about the impact of racism. 

“Do people know what racism is? Not really,” Amelia said. “They know the word. It just sticks out – it’s like a big bad word – but no one really knows what it’s associated to, where it came from, how it impacts people of color. That was never taught.”

This story is part of Community at Work, an ongoing feature series focused on community organizations that make a difference in northeast Wisconsin. Who should we feature next? Email jzvandenhouten@wisconsinwatch.org.

‘I feel safe for the first time’: Brown County nonprofit uplifts girls of color 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.

The Sadie Ann — a 65-foot vessel described as a floating classroom — will be used for both research and instruction. 

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