By Dr. Sammis White, University of Wisconsin - Milwaukee Center for Urban Initiatives and Research

The independent and religious schools in the city of Milwaukee have come under greater scrutiny with the full implementation of the Milwaukee Parental Choice Program, following the Wisconsin Supreme Court's decision in June of 1998. This program now allows up to 15,000 low-income children in the City to attend, at public expense, independent and religious schools that elect to participate in the program. No longer laboring in relative obscurity, these independent and religious schools are now in the midst of a contentious battle with ideological opponents that seek to undermine the Parental Choice Program. On the one hand, many negative statements have been made about conditions in private schools. On the other, supporters of the independent and religious schools want to strengthen them, regardless of their current conditions. This study was commissioned to help fill in gaps in knowledge about the independent and religious schools in Milwaukee.

To learn more about the specifics of these schools, we enlisted the assistance of the teachers and principals of these schools. We were able to entice survey responses or focus group participation from 92 of the 114 independent and religious schools that existed in Milwaukee in the spring of 1999. Some 59% of all teachers and 68% of all principals completed and returned very lengthy questionnaires that took over 40 minutes to complete. From the surveys and focus groups we learned a great deal. Some highlights appear below:

• Teachers in the independent and religious schools are quite similar to those in the Milwaukee Public Schools. Teachers in both average 14 years of teaching experience, consist almost exclusively of college graduates, have an average age in the 40s, and have high levels of state certification (especially when one includes just the more established independent and religious schools).

• Principals in the independent and religious schools are, on average, older, even better educated, more experienced, and are more likely to be certified than teachers in these schools.
  
• Some 51 % of independent- and religious-school teachers have held full time jobs other than as teachers.
  
• The most common reasons these individuals are teaching are that teaching is a mission in life, a calling, and that the teachers enjoy educating youth.
  
• Teachers are quite satisfied with most aspects of their school lives and school conditions. Only one aspect, low salaries, is disturbing to many teachers. Some 48% are "somewhat" or "very dissatisfied" with their salary and 10% say it may cause them to quit. Just under two-fifths of the teachers say that the current salary is not enough to keep them as private-school teachers.
  
• Average salaries for independent- and religious-school teachers are about half what they are in MPS: $21,600 compared to $42,638. A contributing, but only partial, factor in the low salaries is the use of some part-time teachers. Regardless, independent- and religious-school teachers desire, on average, a salary increase of $8,215 per year.
  
• Despite low salaries, 88% of the current teachers prefer to teach in private, as opposed to public, schools.
  
• About 90% of the teachers think that the curriculum offered at their school is
  appropriate for their student body.
  
• About 2/3 of the principals think that their school has made distinct gains in student achievement in the last two years.
  
• Teachers rate the climate at their schools as quite supportive, giving it a 4.1 on a 5-point scale.
  
• Teachers rate themselves as relatively highly skilled on 15 different teaching skills, yet many want to learn more about these skills.
  
• Teachers and principals both cite the high need for continuing education, but they do not agree on the most appropriate mechanism for this to occur.
  
• Principals are quite positive about their respective schools, yet a significant number of principals are plagued by the long hours and energy level required by their job and by the problems created by the low salaries available to their staffs.

Despite the general satisfaction with schools, curricula, conditions, in-service education opportunities, their own skills, and other aspects of their professional lives, teachers and principals did identify many areas in which they would appreciate improvements. The priorities for the independent and religious schools in Milwaukee are:

• Higher teacher salaries: resounding support from both teachers and principals
  
• Parental involvement instruction: over 75% of the teachers and principals request it
  
• Technology for the schools and instruction for the teachers: 40% cite as priority
  
• Time for the teachers to talk to one another and plan: over 25% request time Education to help teachers better handle students with special needs: teachers and schools are not well enough prepared to handle a variety of student needs
  
• Continuing education to improve teacher skills in a variety of areas: both availability and quality of offerings must be enhanced
  

These topics are the ones on which there is greater agreement among teachers and principals. But there are individual schools, teachers, and principals with individual needs that are not on these lists. Efforts should be made to help address these other needs as well, when such needs are more pressing. Some schools, for example, have space needs or building repair needs. Others may benefit more from specific services, such as budgeting, planning, or even clerical, being made available to the principals. The schools and their needs vary. Those individuals intending to assist them should be aware that assistance in the six priority areas is likely to help but that specific assistance created for specific needs is likely to yield even greater returns.

The independent and religious schools in Milwaukee have a number of strengths. Their principals and teachers see much in themselves and their schools that is good. But improvement is sought. Assistance would be greatly appreciated. This report identifies a great many areas that teachers and principals would like to see addressed.