Wauwatosa leaders cite gains in science, reading and AP scores after curriculum overhaul

Chief Academic Officer Nicole Marble told the Wauwatosa School Board that an audit three years ago exposed gaps in curriculum, instruction and assessment and prompted a deliberate redesign of the district’s curriculum systems. "At the heart of a school district is teaching and learning," Marble said, framing the presentation that followed from curriculum staff.

Director of curriculum Jessica Eert summarized the team’s work and results. In middle‑school science, proficiency on the forward exam increased from 59% to nearly 66% in one year, she said. High‑school biology proficiency rose about 11% over the same period, failure rates in high‑school chemistry declined while access to advanced coursework increased, and the district reported a 10% jump in pass rates on the AP human geography exam between spring 2024 and 2025. Eert also noted that 93% of elementary teachers surveyed reported the new ELA curriculum (Benchmark Advance) supported more rigorous instruction and improved student vocabulary and writing.

The presenters said the district’s approach rests on four components: an articulated standards‑aligned curriculum, a review cycle for resources, common assessments and instructional coaching to support teachers. Marble described a phased rollout — pilot development with teacher leaders, followed by broader implementation — to balance urgency and support for classroom practice. "We need to take things slow," she said, adding the aim is to equip teacher leaders before full‑scale implementation.

Board members asked how teachers would be prepared and supported. The district said it uses collaborative planning (co‑planning), professional learning with vendor and district supports, modeling in classrooms and calibration visits by principals and curriculum staff. Brenda Jones, one of the curriculum coordinators, described work with speech and language pathologists and special‑education staff to design tiered strategies that preserve grade‑level rigor while increasing accessibility.

Several board members praised the team and the plan, while acknowledging some teachers feel the loss of prior autonomy as the district moves toward a common curriculum. Marble and others said the change is intended to increase equity — ensuring students at different schools receive comparable opportunities and are taught to the same standards — and that an academic review with outcome data will be brought to the board at a future meeting. "Next board meeting, you will receive our academic review of how we've done," a district leader told the board.