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District presents final ESSER III report; independent evaluation finds tutoring and mental-health services increased attendance but mixed academic effects
Summary
Milwaukee Public Schools presented its final ESSER III expenditure report and an independent evaluation by the American Institutes for Research that found increased participation in tutoring and mental-health services and measurable attendance benefits for participating students, with mixed evidence of academic gains in the study period.
Milwaukee Public Schools staff and evaluators from the American Institutes for Research (AIR) presented the district's final ESSER III report and a multi-component evaluation of tutoring, contracted mental-health services and the new social studies curriculum.
Shelby Perkins, director of state and federal programs, told the committee ESSER III investments totaled about $56 million and supported programs ranging from dual enrollment and virtual learning to facilities upgrades and a new health clinic at South Division High School. "ESSER III has been a cornerstone in advancing Milwaukee Public Schools' strategic priorities," Perkins said, describing outcomes such as college credits earned by participating students and expanded tutoring, summer and afterschool programs.
AIR researchers Rachel Chamberlain and Elizabeth Adams summarized evaluation findings. Tutoring participation grew from about 3,500 students in 2022-23 to about 5,000 in 2023-24; average sessions per participating student declined modestly (about 25 sessions on average in 2022-23 vs. 21 sessions in 2023-24). Using a comparison-group research design, evaluators reported tutoring participation was associated with fewer unexcused absences (about one fewer unexcused absence for participating students versus comparable nonparticipants). The evaluators did not find statistically significant effects of tutoring on STAR reading and math scores during the evaluation period.
For contracted mental-health services, the evaluation showed most students received school-based therapy provided by community clinicians; the share of referred students who received consultations and at least one therapy session was stable or increased slightly across the two years studied. Students who completed the strengths and difficulties questionnaire and participated in school-based mental-health services showed statistically significant improvements (lower, better scores) after participation. Evaluators found that students who received 20 or more therapy sessions had statistically significant reductions in unexcused absences (about two fewer unexcused absences) relative to comparable nonparticipating students.
The social studies curriculum evaluation found teachers' perceptions of preparedness, implementation, usability and feasibility improved from the first to second year of implementation while acceptability declined slightly. Evaluators did not detect a relationship between teacher self-reported implementation and student achievement in social studies during the first year of rollout, a result the presenters said could reflect small sample sizes and the early stage of implementation.
AIR also described a geographic information system (GIS) dashboard the evaluators developed with district staff to visualize participation in tutoring and mental-health supports and to track attendance and absenteeism. The district said MPS staff will maintain the dashboard for ongoing program monitoring.
Committee members welcomed the report and were urged to share it with the public; President Herndon commended staff for publishing the detailed ESSER III accounting and outcomes.
No formal committee action was required on the ESSER report; evaluators said detailed written reports would be shared with the district following the presentation.
