Consider the ease with which you are reading this message. Most likely, you are gliding through the words, decoding without a second thought and comprehending their meaning quickly and accurately.
Now, imagine the next generation of young learners in Milwaukee and our obligation as a community to prepare them for the future. Should the prospect of reading these lines be out of their reach? Data shows that far too many children in our region are not achieving the mastery of language needed for success in the classroom and beyond. Without focused intervention, this debilitating barrier will continue to prevent scores of students and adults from fully thriving. It will ultimately hurt us as a region in the competition for jobs and talent.
While the mission is substantial, and the potential solutions complex, an emerging group of community leaders have coalesced around a promising approach that centers the needs all Milwaukee students share, regardless of the type of school they attend.
I join colleagues across the city as an enthusiastic member of the newly formed Milwaukee Reading Coalition, spearheaded by JoAnne Anton, Dr. Howard Fuller and Mark Sain. I view participation in this effort as an extension of the Greater Milwaukee Foundation’s deep commitment to supporting and advancing the region’s early childhood education sector.
The significance of reading in a person’s development, academic journey and adult life emphasizes the necessity of prioritizing early literacy.
Professional development in the science of reading
The coalition aims to develop a plan, initially focused on investing in teacher professional development, to ensure that all Milwaukee children in 5-year-old kindergarten through third grade obtain the skills they need to read at grade level. Together, we intend to establish a formal Milwaukee Reading Commission to design, implement and oversee a structured, effective and appropriately resourced plan.
There is no time to spare. Urgency and action are a must. Only 9 percent of fourth graders in Milwaukee scored at or above the proficient level in reading, with scores dropping two points in the last two years (from 2022 to 2024), according to the National Assessment of Educational Progress.
We are not the first to identify this troubling trend or to seek change. Dedicated educators, including classroom teachers, work tirelessly to improve student outcomes, but many were not explicitly trained in the science of teaching reading, and their schools are often under-resourced. Tutors and early childhood educators have brought value to the equation, and their efforts must continue. However, the scale of this challenge requires building on that work with a broader approach that extends across the learning continuum. As community leaders, coalition members seek to rally support for those educating all of Milwaukee’s children and complement the existing tools and directives.
Letter of the law
Wisconsin Act 20 became state law in 2023, mandating that all public and choice schools implement science-aligned early reading instruction and perform universal screenings in kindergarten through third grade, with a goal of achieving reading proficiency by fourth grade. While districts and schools have been preparing for this law, it was not accompanied by adequate funding.
The proposed commission could close this gap by securing public and private funding to then administer to schools across the sector to implement professional development in evidence-based reading instruction. By establishing sound funding criteria linked to vetted training programs implemented with fidelity, we can enhance the professional skills of all early-grade teachers in our community, focusing on consistent and effective scientific reading principles to support developing readers and improve outcomes across the board.
Programs such as LETRS (Language Essentials for Teachers of Reading and Spelling) have received strong endorsements from educators who have experienced the training and exemplify the standard we want to uphold, and multiple research studies support its efficacy.1 The state Joint Committee on Finance’s recent decision to release $50 million already earmarked to support science of reading instruction will further support our goal of having all Wisconsin students reading at grade level.
Supporting educators through partnership
It is essential to recognize that no solution exists in isolation. This is but one effort that should work in conjunction with other strategies already making a difference. We will always recognize that learning begins at home and then transitions to school, where early-grade teachers are instrumental.
Our community is not where it should be in terms of reading because proper resources have been too scarce for too long. Let this be the moment where teachers, school leaders and community stakeholders from all sectors chart a common and proven course to radically improve early literacy in Milwaukee.
The Foundation and our donors have a long history of supporting educational innovation. We will explore how our unique philanthropic investments can support a focused approach to tackling this longstanding challenge. This includes sharing opportunities to coinvest in training initiatives and advocating for supportive public policies.
Teachers are doing extraordinary work every day, and we want to ensure they are supported and have the tools they need to achieve the best possible outcomes for our community’s children. Reading is a gateway to a higher quality of life. We need to open that gate as wide as possible for all students in the greater Milwaukee area.
Gregory M. Wesley, JD
President and CEO
Greater Milwaukee Foundation
1 https://www.lexialearning.com/user_area/content_media/processed/LETRSEfficacyResearch.pdf