U. said the two-thirds funding decision will be made by the legislature. Priorities need to be set to balance funding among all programs, including education. One area "cannot demand all resources," he said.

B. expressed support for two-thirds funding, noting that it means $850 million in property tax relief. It "will ensure the level of quality Wisconsin citizens expect and," she continued, "ease tension between property taxpayers and schools."

Property-tax "freeze"

U. said we need to freeze property taxes in the state and let the legislature’s joint committee on finance determine how much money will go to education. He noted that "the cost of public education is undermining public support."

B: "I will not support any proposal that does not protect education . . . Yes, there must be property-tax relief and the proposal for two-thirds funding is the way to get there." B. indicated support for the governor’s proposal.

School choice

U. supports expanding private school choice where poor school quality leads parents to demand alternatives. Students should not have to attend schools where over 50% of ninth graders do not graduate. Added U: "Anytime schools are so bad in this state, we need to give options." He favors raising the Milwaukee private school cap [on enrollment].

B. said schools in Milwaukee are moving in the right direction—third-grade reading scores are at their highest. She continued, "My job as superintendent is to ensure accountability, equity and quality of all education systems that use taxpayer dollars; until education accountability is in place, I do not support the expansion of private school choice."

Class size

U. backed a local-control approach to class size. Ideal size "is a decision that ought to be made in local school districts," he stated.

B. endorsed the 15-to-1 pupil-teacher ratio of the state’s SAGE program for "closing the gap in achievement." [SAGE reduces K-3 class sizes in needy schools.]

Qualified economic offer (QEO)

U. supports the QEO [which limits teacher compensation growth]. He noted that, although Minnesota’s salaries are higher than Wisconsin’s, total compensation, with benefits, is greater here. U. said our teachers are "compensated at a high level compared to our incomes and ability to pay."

B. sees teacher quality as one of the most important factor in student success. She called the QEO "a roadblock to reform" and said that failure to repeal it will present problems in recruiting and retaining good teachers.

Passion for education

nWhat is your vision for improving education . . . ?

union." U. advocates more technology in schools to promote quality and to control cost. With technology, high-achieving and lagging students succeed, he said.

B: "My passion comes from having dedicated my life to education." Noting that she is a third-generation teacher, B. said she wants every child to have the same opportunity as hers. She add-ed that we must ensure "opportunity, equity and access to quality education."

U: "The teaching of teachers has to be a research-based endeavor. It currently is not." U. said we must put in schools people who understand what educational approaches have worked.

B: "There is no more sound education research than that related to early childhood education." B. said she also implemented reform of teacher certification, education and licensing.

Successful schools

U: "According to reliable analyses, there is no relationship between spending and test results." Noted U., "Quality is not a product of spending. It’s not about how much you spend."

B. observed that schools throughout our state face different fiscal challenges. Costs vary because school districts have different needs. "We need to close the gap in achievement . . . our economy depends on it." If we don’t, we’ll pay later in social and corrections programs.

Bilingual education

U: "The most important thing we can do for kids is make certain they speak English. The more rapidly we get them into English, the more rapidly they will succeed in this society." U. favors moving children out of bilingual education more rapidly.

B. says she supports bilingual education: "My education budget calls for increased bilingual/bicultural categorical aid. In the last decade, our English language learners have doubled, while enrollment has dropped."

Special education

U: "We must serve the needs of special education students." U. said that effective evaluations that avoid overidentification help ensure sufficient funding: If the program works, students leave it, freeing funds for others.

B. stressed the importance of parental involvement in special education, stating, "They are the first and most important teachers." She noted that, as state superintendent, she has directed federal funds to high-needs students with disabilities.

Closing remarks

Proponents contend that lengthening the terms will enable officeholders to concentrate more on performing their duties and less on running for office. Since elections would be every four years instead of every two, campaign costs would be greatly reduced, they say. In addition, for a newly elected official, four years would allow more time to become acquainted with the authority and duties of the office.

Opponents counter that a four-year term will make the officeholders less accountable to the voters. They suggest that more frequent campaigning keeps officials more in touch with citizen concerns. Those opposing extension also maintain that two years is sufficient for a first-time officeholder to learn the responsibilities of a new job.

A vote "yes" would favor the four-year term. A vote "no" would continue the current two-year term arrangement.