Wisconsin’s Costly Drop Out Rate
According to a recent study by the Friedman Foundation for Educational Choice and the MacIver Institute for Public Policy:
- Dropouts cost the state of Wisconsin $121 million in tax revenue each year due to lower wages.
- Approximately 40-percent of high school dropouts receive Medicaid benefits, as opposed to about 15% of high school graduates. The difference, according to the study, is an extra $120 million each year.
- Because dropouts are statistically much more likely to be incarcerated than high school graduates, the study estimates that there would be 5000 fewer inmates (maybe we wouldn’t need that jail expansion if schools would have eagerly done their best to meet the No Child Left Behind accountability standards…) if Wisconsin’s graduation rate was 100 percent. Such a drop in the inmate population would save an additional $154 million in incarceration costs each year.
Check this out in CA: “Children of illegal aliens cost county welfare $44 million in March – Up $1 million dollars from last month”. And that’s BEFORE public school costs!
“The total cost for illegal immigrants to county taxpayers exceeds $1 billion a year – not including the millions of dollars for education.”
So it appears we need better public education with improved graduation rates – not by clinging to illegals to fill empty seats and get more federal funding (causing a public school crisis as reported by Corruption Chronicles), or by declaring a ton of students disabled for the slightest thing – thereby obtaining more federal funding (TAXES), and especially not by lowering standards on graduation requirements, as has been pulled on the taxpayers in the past.
Nor by blaming the “No Child Left Behind Act”, which requires that all state accountability systems evaluate high school performance based on both the results of academic assessments and graduation rates.
The following information is fom “The Real Truth about Graduation Rates”
“States may face a long road towards achieving full compliance with these requirements if they have not collected information on graduation and dropout rates in the past, or at least if they have not done so in a systematic manner.”
Note that in 2001, Wisconsin was one of those who “have not done so”:

”…the federal government has not enforced consistent approaches to accountability over high school graduation rates from state to state. At the very least, a much greater degree of uniformity appears to be required under the law with regard to academic assessments. ”
“Thoughtful accountability must be about more than just sanctions and rewards – it must be about providing students with the opportunities they need to achieve to their fullest potential.”
“If we seize upon the opportunities that lie before us, great things may be accomplished. If not, we run the risk of relegating much of the next generation to a life of mediocrity, at best. And that is not a risk we should be willing to take with the future.”
Now doesn’t that sounds laudable – going back to educational standards that teach and encourage students to reach their full educational potential rather than giving them a complex by badgering them about what they put into their tummies, or how much “Green space” we need, or how to fish and/or golf, or how to practice bias, or how to be “tolerant” (it’s a rough world and no matter how much feel good garbage these poor kids are fed, they’re going to find that out when they get out there in it, if they’re not already aware), by labeling them “disabled” in one sense or another when in reality, they’re perfectly normal – etc. There’s a plethora of information coming out regarding astonishing figures on children labeled “disabled” at very young ages – all for more federal funding. How unconsciounable can a public school system that engages in this practice be?
Oh – wait, there is one more unconsciounable practice; pushing an abnormal sexual lifestyle onto them (ALSO FEDERALLY FUNDED), as normal. (See a Risk Audit in which two WI School districts were targeted; Madison Metropolitan School District and Viroqua Area School District).
3. State funds. As mentioned above, state agencies are often “pass through” mechanisms for federal “safe sex” and HIV education grants, which almost always include details about homosexuality and imply acceptance of and “safe” management of high risk-behaviors. Your state’s Department of Health may be the agency through which health education grants come like this. Sometimes, they come through the state Department of Education. Occasionally, a county health department may be the source of a program on HIV/AIDS education at a local school.
When does the insanity end and reality start to take hold? The best start to a good life is a good education – and our public schools are failing the kids miserably just to rob the taxpayers. Sad thing is, while we taxpayers take a hard hit financially, the kids take the worst hit – a bleak future.
