Wisconsin has some of the nation’s widest academic achievement gaps between Black students and white students, organizers said. This year, the summit shifted from its traditional emphasis on achievement data and education-leader panels to breakout sessions where attendees could speak directly with specialists in literacy and education policy.

“Our children’s future is non-negotiable,” BPSADC President Rev. David Hart told attendees, stressing that educational progress also needs to account for students’ social and emotional well-being.

A session led by Kaylee Jackson, the Wisconsin Department of Public Instruction’s director of literacy, examined Act 20, the state law setting expectations for how children in kindergarten through third grade are taught to read. Jackson said the law moves schools away from a “balanced literacy” approach toward instruction grounded in phonics and research, but warned that staffing shortages make it difficult to ensure consistent implementation.

Jackson said DPI is working on a statewide literacy plan and helping districts understand the law, but does not currently have enough staff to provide robust oversight. Dr. Gloria Ladson-Billings, an education scholar who attended the session, questioned how the state would hold schools accountable. She also cautioned that book bans can undermine reading efforts if students cannot find books that reflect their lives and interests.

Parents at the summit raised concerns beyond reading instruction. Madison mayoral candidate April Kigeya said her high-school-aged children do not face the same academic expectations from teachers that she and their father set at home. She also called for more mental-health support in schools, including staff students feel comfortable approaching and who reflect their backgrounds.

Makia Price, whose child has attended schools in Madison and Verona, said her daughter’s confidence suffered when she was one of the only Black girls in her classroom. Since returning to school in Madison, Price said, her daughter is thriving. Price also called for broader cultural representation in school music programs, saying students are more likely to connect with music when they can see themselves in it.

Both parents said families need more opportunities to connect with one another than a single annual summit provides. Kigeya noted that parents may miss events because of work or other obligations, not because they lack interest. She suggested holding discussions at schools and community spaces, at varied times, and asking families directly what they need.

Organizers said they could not identify anyone at the summit who had heard about it through their child’s school, underscoring the challenge of reaching families. Hart and other speakers framed parent involvement as essential to improving outcomes for Black students, while attendees emphasized that stronger schools also require adequate staffing, meaningful accountability and a sense of belonging for students.