By james art 
By D -R Lakishya N. Myers
D -Lachashia N. Myers
As a teacher and advocate for educational capital, I have witnessed first -hand the reality of Wisconsin’s educational landscape. Our country maintains one of the largest gaps in the achievements between black -white students in the country -a crisis that requires immediate attention and actions.
The recently published national assessment of educational progress (NAEP) appreciates an alarming picture. Wisconsin black students are consistently presented below the national average, with the percentages of reading reading that every citizen of our country should alert. In Milwaukee, where the bigger part of the black students of our country reside, these differences are even more pronounced. This is not just an educational question – it is an emergency of civil rights.
Acceptance of Act 20, the new Wisconsin reading legislation is a step in the right direction, imposing an instruction instruction based on science and early screening for reading difficulties. This alone legislation will only not close the difference in the achievements that has been struck by our country for decades. We need a complete reform that deals with the systemic inequalities embedded in our education system.
When we approach the Wisconsin state supervision election, voters need to understand what is set. Our next state chief will control the implementation of Act 20 and will form an educational policy during a critical recovery and reform period. These elections are not just about choosing an administrator – but for the choice of a leader who understands the urgency of our situation and has the vision to make a meaningful change.
The consequences of these educational differences extend far beyond the classroom. The development of Wisconsin’s workforce is directly related to our educational results. When we fail to train our children properly, we limit their future employment opportunities and suffocate the economic growth of our country. The main employers of Wisconsin consistently report difficulties in finding qualified workers, especially in high -qualification positions. This difference in skills is a direct result that we have not been able to provide quality education to all students, regardless of their postal code or racial origin.
Consider this: according to workforce development, workplaces requiring after secondary education continue to grow in Wisconsin. However, only 31.5% of adults in Wisconsin, aged 25 and over, have a bachelor’s degree or higher. This is below the national average of about 33.7% (US Census Bureau, 2025). Only 45% of Wisconsinitis has some college or associate professor education. On the contrary, 94% of Wisconsinitis has a high school diploma. Our country is stagnant because we have a difference in education and skills. We must face reality and understand that after secondary education it is essential for the future of Wisconsin’s economy. After secondary education, it does not mean an extremely bachelor’s degree, but includes qualified transactions and technical education in college. We cannot survive the status quo.
This is even more clear to the black community of Wisconsin. Only 17.5% of black adults in Wisconsin aged 25 and more years have a bachelor’s degree or higher. While achieving black whisconsinitis has increased over the last decade, this has happened at a slower rate than other demographic groups. However, our black and brown students are less inclined to continue higher education, to a large extent because of insufficient academic preparation during their K-12 years. This creates a cycle of economic mismatch that affects not only individual families but also the economic health of our entire country. Passive surveillance time has long passed. We need active engagement from any community member who believes in the promise of public education. Here’s what you can do:
First, attend the local school council meetings. These decisions directly affect the education of our children and your voice matters. Know what is happening in your area and keep board members responsible for dealing with achievement gaps.
Second, participate in community listening sessions about the state budget. Follow the Committee on Joint Finance and register to receive a notification of their activities in education financing decisions affect everything from the size of the classroom to the support services. Make sure your representatives understand that education capital should be a priority for funding.
Third, ask for more of your chosen employees both local and state level. Ask hard questions about their plans to deal with educational differences. Ask for specific strategies for the effective implementation of law 20 and guarantee that all schools have the necessary resources for success. To find out who represents you and contact your state legislator dialing 1-800-362-9472.
Fourth, be informed of the upcoming state supervision elections. Study the candidates’ positions on dealing with gaps in achievements and their plans for implementing law 20. Your vote will help you determine the future of Wisconsin education.
The civil rights movement from the 60s is striving to provide legal equality, but true educational capital remains elusive. As D -R King said, “The function of education is to teach a person to think intensively and to think critically.” Too many of our children have been denied this fundamental right.
Wisconsin stands at a crossroads. We can either continue to accept these devastating differences, or we can unite to ask for better for all our children. The choice is ours, but the consequences of inaction will affect next generations. Let’s make education a civil rights priority of our time and ensure that every Wisconsin child has the opportunity to reach their full potential.