It would be easier for me to celebrate Shorewood schools and acknowledge them as 'world class' if they would put more emphasis on education in the STEM fields.

Let's compare ourselves to the quality school district in WFB. Did Shorewood participate in the Rube Goldberg competition? Does Shorewood participate in Project Lead the Way? Why not?

@CD There is a lot of good in the Shorewood School System, but you have pointed out its greatness weakness --- a lack of diversification in curricula offered.

Indeed the opinion writers keep stressing that Shorewood is a Liberal Arts Education --- and yet they say that "a legitimate platform to make a positive difference in a complex world" --- well that complex world involves much more than the Liberal Arts --- as you say STEM fields ( science, technology, engineering, and mathematics) are playing an ever increasing importance in this complex world.

The shortsightedness of the Shorewood School System is that it opts for one curriculum -- LIberal Arts -- Only ... to be viable in today's and tomorrow's world, we need to educate our children across the board --- Liberal Arts AND STEM fields education can exist together and not exclude the other, and make our students all the more prepared to not only enjoy more employment opportunities, but to better understand themselves and the world around them --- giving them the opportunity to see the whole forest, and not just the pretty flowering trees.

The opinion writers also subscribe to the myth of Shorewood being a " multi-cultural" community --- just not true!

Our system is a fixed and unflexible system, that caters to Liberal Arts and does indeed "teach to the test" -- the ACT and SAT. It is very, very good at what it does --- now we just need for it to do more to keep in sync with that ever complex world.

Three cheers for Shorewood schools! We have much to be proud of, including our willingness to look at ourselves critically and do even better.
I would like to add that Shorewood schools are also great because we truly believe that bullying is not "just how kids are" and are making progress at eradicating it. I've been very impressed by what Principal Anthony Strancke is doing at SIS in the last couple of years--just one example. I also love that our schools encourage biking and walking to school, which is both healthy and environmentally friendly.
I do agree with CowDung that we need to do better with STEM field education, particularly in making the school environment and curricula more appropriate for students who typically go into STEM fields and tend to be visual/kinesthetic learners and may have LDs or even be twice exceptional (gifted and learning disabled). Bring back A/V club and shop! I find that when I talk about this topic to parents, teachers, and administrators, people may not be aware of these issues, but they always seem eager to learn and improve. Civil, productive, creative collaboration and communication will help us to help our kids!
I'm also proud to be in a community where parents are dedicated to helping their kids succeed and volunteering so other kids, including those with less parental support, can succeed as well.

As one of the authors, I'll clarify. If you consider college acceptance data as a measure, it's easy to conclude that we don't lack in STEM subjects, but that the combination of math, science and arts is what differentiates us. (Many Shorewood kids enter top engineering universities.) National STEM thinkers are already retooling/rebranding, calling it STEAM, to add an A for Art. Perhaps they're on to us.

I think we also need to look at what I call "life skills" that are critical to the success of our kids in everyday life.

Not in priority order:

1) Dress --- not only do many of our students not "dress for success" -- our teachers do not set a good example for them. Teachers are Professionals and they should Dress as Professionals --- if not a jacket and tie --- at least a dress shirt and tie !! Business suits for females ....I cannot count all the young job applicants I have interviewed for employment, many with college degrees -- who don't have a clue that they way they dress conveys their attitude towards the job they are applying for.

2) Legible Writing --- forget the cursive, teach them to print legibly --- I throw out applications I can;t read.

3) Demeanor -- Yes Sir, No Sir, Excuse Me, May I, Please ----

4) Typing --- every student should be very proficient at typing, especially with computers, if you can't type, forget the most menial office job

5) Drivers License --- If you can't drive and don't live somewhere that has decent public transportation (not here) you cannot get to work -- also if you have a license, you can always get a job,even temporarily, that involves driving.

6) Cooking - Sewing - Household Sanitation -- lite homer repairs--- Our police chief Bano alum of SHS boasts that he can sew his own buttons (I think it may also have been something to do with girls in the class :-)

7) Etc, etc

Read Ripples to learn where kids go; they land in great schools and often have their pick. I recall a report about the time my kids entered SHS that said grads have a, 88% probability of graduating from the college that they enter. I'll dig it up and share it with you at SEED.

See you at SEED. I'll buy beers, share my copy of Ripples, and outbid you on some great art.

I hesitated to cite the 88% number, because while it seared into my brain at decision time, its source is vague in my memory. But I promise a deep search of files and will be happy to share what I have at SEED. And I agree that we should teach useful things, but find STEM to be presumptive, supply-side and faddy. If the mathematically skilled didn't fear outsourcing, would more kids pursue engineering? More importantly, knowing how to do math matters little without knowing why or where it might lead. Martha Nussbaum has done some good thinking here. http://www.amazon.com/Not-Profit-Democracy-Humanities-Public/dp/0691154481

...who employs engineers.

That's clearly not what I've suggested. Please don't put words in my mouth.

Again, not what I said. There is no dearth of math and science opportunity in the district. Our kids continually test in the upper 90% percentile in the state and the nation, and have benefited greatly from excellent math, physics, bio, calc, chem and science/math/technical AP studies. The point is that when coupled with creative experiences and frameworks, like Mock Trial and Orchestra, a far more capable and flexible person emerges. I don't advocate only learning a language or an instrument, in the same way that it is wrong to advocate only learning to write formulas or program computers. We have a school known for achievement in all areas. We should stand together and defend it. See you at SEED. What name will be on your badge?

Sounds like an excellent volunteer opportunity.
And I would support your ideas to add to the curriculum.
I will be undoubtedly be hanging with the teachers, wishing I could do what they do.

An anecdote: My son was just an average student at SHS. With Shorewood students as practically my only point-of-reference, I expected he'd be an average college student too. That expectation was dramatically corrected on his first day of college when he forwarded a photograph of him with his 3 new roommates and another student: the familiar face looking back at us was, by magnitudes, the most mature one in the photo. From that day on I deeply understood the value of the Shorewood school system.

My son is not an advanced student in all subject areas, but Shorewood schools sent him off with a toolbox stuffed with the basics, some surprises, and perhaps a bit of magic.

The evidence?: at SHS he took the bare minimum in math and science; now, one of his college majors requires advanced classes in both subjects. I'm convinced his success in these subjects today comes from that toolbox, which includes study skills and habits, confidence, maturity AND a surprisingly solid base in math and science that his---and probably other students'---transcript belies.

And then there's that bit of magic..........

Last night's memorable SEED auction was a shining example of schools and community caring for each other. A hearty thanks to the volunteers for their amazing effort, the donors for continued investment in Shorewood schools, and the talented kids and teachers for showing why and how it returns.

Here is some data regarding the arts in schools. Key facts: kids who attend schools with core skills + arts are 2X as likely to graduate college, have 5X lower drop-out rate, score 100pts better on SATs, and are much more likely to be hired when looking for a job. http://issuu.com/americans4arts/docs/afta_navigator_facts-and-figures

World Class? What is the definition of World Class to the writers of this editorial? If a grade of 77.9 is World Class, then I guess being in the top 25% means you are World Class.

The education at Shorewood is good, but the actual performance numbers reported by the Shorewood School District to the Wisconsin Dept of Public Education for their annual report card doesn't reflect the Editorial Writer's emotional perception of Shorewood's education.
Since I moved to Shorewood, I have constantly been told how incredible our school system is. I have lived in several school districts around the country.
In this August 22, 2012 Patch article, (http://shorewood.patch.com/articles/shorewood-high-one-of-top-schools-in-us-newsweek-says) it says, Shorewood ranked 378th in the U.S. and behind 6 other Wisconsin schools.
As I said, Shorewood is a good school, but World Class? The ability is there, but the numbers and actual performance just do not support the wild and emotional claims of the Editorial Writers.
Maybe they are emotionally attached to being known as a World Class school could be that the School Board President for the last 9 years is now running for the Shorewood Village Board.

I'm sorry you've not had the fine experience that we have. World class is as you measure it. We could've chosen to live nearly anywhere on earth and chose here for these great schools, with both their excellent math and music programs, and were not disappointed. I'm also sorry, and quite sad, that the district's critics seem so lacking in confidence in their ideas that they must hide behind anonymity in a simple, well-meaning public forum.

Of course, I didn't attack you and I agreed with you that math is as important as the humanities. But anonymity is a cop out. This will be my last reply without knowing who you are.

CowDung: well said.
Patch understands the only way to avoid having a one sided conversation on any type of public forum is to support anonymity. When the substance of the discussion is avoided by attacking everything but the substance, it is a clear sign of an inferior or complete lack of substance.

A grade of 77.9 (or C to C+) by Wisconsin School Performance Report (SPR) is considered World Class by this editorial article. A perception that seems to permeate the Village of Shorewood and the leaders of Shorewood's School Board and Village Board. Shorewood has the potential to produce World Class performance results. However, the only way to achieve World Class results is not more of the same leadership. As Bill Cosby so eloquently stated about success and education, “I don't know the key to success, but the key to failure is trying to please everyone.”
It doesn't bother me that the majority in Shorewood disagree with me. Time and the reality of physics are on my side. The current spending, taxing and management of Shorewood is unsustainable. The debt, the pensions, OPEB, and tax revenues are going to create a Cyprus moment. There are only so many referendums and amounts of borrowing without allowing redevelopment to occur in Shorewood by the private sector and without the need for Village planning, Village TIF subsidies, Village height rules, and Village Zoning rules. Village and School Board control has created the reality of Shorewood's future and its fate is sealed at every single election.
I don't need to attack personally, because time is all I need to be proven correct.