• Surveys may have limitations; in-person engagement fosters trust and encourages open feedback from students and teachers

• Communication needs to be clear and consistent, addressing issues with unclear, inconsistent, or inaccessible information

• Clearly define and measure what student success means to ensure transparency in advocacy

• Share updates through trusted school-based representatives, such as principals, assistant principals, or VFZ (Violence-Free Zone) staff

• Actively engage students throughout the decision-making process to ensure their voices are consistently heard and valued

• Engage younger students to prepare them for future participation in MPS initiatives over the next decade.

• Improve the MPS website to make it more user-friendly and easier to navigate

• Provide comprehensive school information on the website to help students and families make informed decisions (e.g., extracurricular activities, sports programs, specialized programs)

• Ensure students are aware of their options when entering high school (e.g., college preparatory pathways, specialized high schools, technical education programs)

• Many students have felt the impacts of the teacher shortage, including attending in-person classes taught online by teachers from other locations

• Reduce the post-pandemic reliance on self-guided learning, which doesn’t work for all learners and leaves behind those without adequate technology at home

• Stable and strong leadership in schools is crucial to student success

• Support teachers better with increased pay, more supplies, and additional resources

• Expand student support programs, such as VFZ (Violence-Free Zone), to improve the overall student experience

• Prioritize rightsizing classrooms to reduce the number of students per class to below 30

• Engage parents as key partners in addressing under-enrollment, recognizing their role in deciding where their children attend school

• Address the challenges of over-enrollment, including:

  • Teachers being less accessible due to the lack of dedicated spaces

  • Overcrowded classes where some students lack proper seating

  • Students unable to join certain classes because they are full

• Address the challenges of under-enrollment, including:

  • Mixed-grade classrooms, such as combining 7th and 8th graders in the same math class

  • Limited course offerings, with fewer options for electives or advanced placement courses

  • Reduced access to resources, such as extracurricular activities and specialized programs

• Expand and invest in successful and impactful programs, such as Violence-Free Zones (VFZ), the Community Assessment and Training Program (CATP), art programs, sports programs, and student organizations like student council

• Reevaluate underperforming or unpopular programs and investigate why similar programs succeed at some schools but not others (e.g., IB programs)

• Ensure every school offers a variety of programs and prioritize equitable distribution across Milwaukee, particularly in underserved areas like Northside schools

• Balance the focus on college preparatory programs with support for alternative pathways, recognizing that college is not the right fit for everyone

• Reactivate or invest in specialty programs at underutilized schools

• School environments impact student outcomes and better buildings support academic success and well-being

• Prioritize investments in under-resourced, non-accessible, aging buildings that are in poor condition and lack air conditioning

• Expand and invest in over-enrolled schools to address capacity challenges

• Ensure building investments distribute resources equitably and focus on schools with the greatest needs

• Plan construction projects carefully to minimize disruptions while school is in session

• Prioritize high-quality education and strong teachers as key outcomes of any school closures or mergers, recognizing that teacher quality often drives school choice

• Constructing a new building for school mergers is preferred over merging into an existing facility

• Consolidating school buildings can enable greater investment in the remaining schools

• Mergers may diminish school culture and identity, potentially undermining the uniqueness of each school

• Consider the full range of challenges associated with closures or mergers, including disruptions to learning, jeopardized programs, and weakened student-teacher relationships

• Explore opportunities to repurpose closed school buildings to serve the community in new ways

• Academic performance should be a consideration in decisions about potential closures or mergers

• Plan for the long term, accounting for potential population shifts back to the Midwest over the next 50 years due to climate change

• Concerns and apprehension about the LRFMP decision-making process, stemming from a broader and longstanding perception of transparency issues within the district

• Desire for clear communication about resource allocation and decision-making process, along with greater overall accountability

• Concerns that proposed closures could disproportionately impact underserved, predominantly Black and Latinx communities

• Emphasis on the need for equitable distribution of resources and investments, with particular attention to schools in Northside neighborhoods

• Mergers and closures sparked potential concerns about overcrowding, reduced teacher support, and the ability of schools to maintain small and personalized learning environments

• Highlighted the importance of investing in high-quality teachers and ensuring schools are equipped with adequate resources to support diverse learning needs

• Strong support for expanding specialty programs, such as International Baccalaureate (IB) and vocational training, particularly in underserved areas

• Emphasis on enhancing the quality of educational offerings as a priority before proceeding with any school closures

• Concerns about poor building conditions and lack of maintenance emphasized the need for upgrades and greater investment in infrastructure

• Repurposing closed school buildings for community use, such as recreation centers or career training hubs, to maintain their value as community resources

• Wellness classes: Appreciation for wellness classes that empower students to learn about their bodies

• Zen dens/sensory rooms: Value in having at least one calm, cozy space in schools, such as the school psychologist’s office or an art classroom

• Cleanliness: Concerns about pests and a general lack of cleanliness in schools

• Behavioral issues: Feelings of being unsafe at school due to regular fighting

• Air conditioning: Thermal comfort has been an issue due to a lack of air conditioning and cases of excessive heating during winter months

• Security presence: Concerns about insufficient security measures in schools

• Bathroom conditions: Desire for clean, functioning bathrooms where students feel safe

• Transportation: Avoidance of walking to school due to road and public safety concerns, even when living nearby

• Before- and after-school programming: Interest in more activities and clubs available before and after school

• Classroom staff: A preference for two teaching staff per classroom to provide more individualized academic support and attention

• Classroom size: Classrooms are commonly overcrowded and not big enough to accommodate all students

• Tutoring: A need for more tutoring opportunities, particularly for high school students

• Course variety: A preference for shorter class periods and more classes per day in middle and high school

• Gyms: High value is placed on appropriately sized and well-equipped gyms that support multiple sports, such as basketball and volleyball

• Locker rooms: A strong preference for locker rooms that provide suitable spaces for changing before and after athletics

• Outdoor athletic spaces: A desire for a variety of outdoor athletic facilities, including soccer and football fields, a running track, and basketball courts

• Dedicated spaces: A preference for separate areas for the cafeteria, gym, and auditorium to better serve their specific purposes

• Cafeterias: A need for cafeterias large enough to accommodate all students and eliminate the need for staggered lunch times

• Classroom adjacencies: Importance placed on having classrooms arranged to allow quick and seamless transitions between classes

• Bathroom proximity: A concern about access to bathrooms, with a desire for closer facilities to avoid traveling between floors

• Family tradition: A preference for schools attended by parents as children

• Family attendance: A tendency to choose schools where siblings or cousins are currently enrolled

• Family proximity: Value placed on schools close to home or family members’ residences

• Specialty programming: A strong draw to schools with specialty academic programs like arts, science, or bilingual options

• Sports programs: Schools with strong sports programming or team reputations influence school choice

• School reputation: Perception of a school’s reputation plays a significant role in student preferences

• School clubs and activities: Extracurricular programs and clubs are influential in school selection

The survey showed that different groups in the MPS community have unique priorities:

• Students highly value programs such as before- and after-school activities, specialty academic programs, and access to modern technology

• Staff emphasized the importance of manageable class sizes, qualified and dedicated educators, well-maintained buildings, and support services for students with special needs

• Community members, including families, prioritized qualified staff, appropriate class sizes, specialty programs, and support for both students and the broader community

Respondents shared what they feel are the most important physical features of school buildings: 

• Everyone prioritized clean, functional restrooms and comfortably sized classrooms

• Students valued modern athletic facilities and dedicated spaces for programs like music, art, and science

• Staff emphasized the importance of safety and spaces that feel welcoming and inviting

• Community members, including families, also highly valued safety and dedicated spaces for programs like music, art, and science

Community members and families identified several reasons for choosing MPS and specific schools within the district. Common factors included specialty programs (e.g., arts, bilingual, college prep, STEM), a positive school culture, proximity to home, and the opportunity to attend school with friends and/or family members.

There is strong support across all groups for expanding specialty programs, particularly in arts and career and technical education. Students expressed a desire for more college preparatory programs, while staff and community members prioritized the expansion of STEM programs.

Respondents were asked to rate the quality of MPS’s buildings and overall maintenance on a scale of 1 to 10, with 1 being “needs improvement” and 10 being “excellent.”

Overall, respondents shared a mid-range rating for MPS buildings, with average scores of:

• Students: 5.5

• Staff: 4.3

• Community Members & Families: 4.9

When asked about areas for improvement, all groups emphasized that MPS buildings need better maintenance. Other common priorities included reducing overcrowding, expanding specialty programs, and increasing extracurricular activities.

Continue to prioritize safety

What we heard: “Safety is a huge concern. How do you protect the children and the community?”

Provide clear, complete, and easily accessible information for school selection

What we heard: “There is little information for incoming parents. I relied on asking for information in Facebook groups. Everything just seemed overly complicated.”

Improve financial transparency

What we heard: “What has MPS done with the funds to improve?”

Highlight goals and positive developments within MPS

What we heard: “Help us see what all MPS is focused on and achieving.”

Facilitate greater community engagement by opening doors to the broader community

What we heard: “If parents and families are more involved, schools are better.”

Serve as a hub for community services through partnerships

What we heard: “MPS cannot do everything by themselves. They can provide better services by partnering with the community.”

Expand Early Childhood Education programming

What we heard: “Childcare is the top issue across the city that is important to improve.”

Expand before- and after-school programming and childcare

What we heard: “Kids need structure to keep them from getting into trouble outside of school… there are a real lack of opportunities.”

Introduce new green spaces and improve existing ones

What we heard: “Add more green space, which will be more inviting for the community.”

Prioritize mental health support services

What we heard: “Mental health and social emotional learning supports are important in selecting a school.”