Tony Evers vetoes bill to revive old student test score standards

In Wisconsin, Democratic Governor Tony Evers has vetoed a Republican-authored bill that sought to reinstate previous standards for student test scores and school report cards. This decision came on a Friday morning, and the veto was prompted by concerns over changes made to standardized testing benchmarks by State Schools Superintendent Jill Underly. Underly, who is liberal and faces a conservative opponent in the upcoming spring election, modified performance thresholds last year upon the request of teachers. She believed these changes better represented how students were performing, moving away from older standards that critics argue are more stringent and allow for better comparisons with educational performance across the country. Republicans have vigorously opposed Underly's changes, claiming that they have diluted academic standards and inflated performance grades of students, thus undermining the ability to accurately compare Wisconsin's educational outcomes with other states. Evers, although critical of Underly's adjustment process, stated his disagreement over the legislative approach to undermine the authority of the state superintendent. This act raises questions about educational policy and governance in Wisconsin, particularly in the context of political rivalries and differing perspectives on student performance evaluation. The vetoed measure would have mandated the use of performance levels from the National Assessment of Educational Progress (NAEP) when rating Wisconsin's standardized tests, such as the Wisconsin Forward exam and the ACT. Additionally, the legislation required the use of specific performance categories established in the 2021-22 school year for these evaluations. Currently, the Department of Public Instruction employs terms like 'advanced,' 'meeting,' 'approaching,' and 'developing' to categorize student performance, while the proposed bill suggested using the categories 'below basic,' 'basic,' 'proficient,' or 'advanced.' Consequently, reinstating the older scoring systems would have significant implications for how student performance across the state is perceived and reported. The implications of Evers' veto not only signify a clash of philosophies regarding educational standards but also underscore the ongoing debate over local governance in the education system. With an election looming for the state schools superintendent position, the outcome remains uncertain as both parties continue to push for their respective visions for education in Wisconsin. The legislative developments highlight the complexity of educational reform amidst a politically charged atmosphere, reflecting broader educational policy trends seen in other states across the nation as they grapple with aligning educational standards with performance expectations.