Meet the candidates for State Superintendent & make a plan to #VotePublic on February 18!

In the statewide Spring Primary on Tuesday, Feb. 18, Wisconsin voters will send two of the three primary candidates for Superintendent of Public Instruction to the April 1 Spring Election ballot. We asked the candidates to reflect on their priorities, why they want this critically important job, and what they see as the biggest challenges facing Wisconsin students. Our thanks to Jill Underly and Jeff Wright for their very thoughtful answers. Brittany Kinser has not responded.

THE CANDIDATES
Top two will advance to the April 1 Spring Election.

Brittany Kinser

https://kinserforwikids.com
Facebook: https://www.facebook.com/kinserforwikids

Brittney Kinser’s endorsements include CFC Action, the action arm of her former employer, City Forward Collective; and Moms for Liberty activist Scarlett Johnson. CFC Action is “a 501(c)(4) organization whose mission is to secure Milwaukee’s future by electing champions and advancing policies to ensure that every Milwaukee child receives an excellent education at a high-quality school of their choice.”

Ms. Kinser has not responded to our survey.

Dr. Jill Underly

www.underlyforwi.com
Facebook: https://www.facebook.com/underlyforwi/

Dr. Underly’s endorsements include  American Federation of Teachers-WI, the Wisconsin AFL-CIO, the Democratic Party of Wisconsin, Congresswoman Gwen Moore, Congressman Mark Pocan, and Assembly Democratic Leader Greta Neubauer.

Jeff Wright

www.jeffwrightforwisconsin.com
Facebook: wrightforwisconsin
Instagram: jeffwrightforwi

Jeff Wright’s endorsements include the Association of Wisconsin School Administrators (AWSA), former state Sen. Dale Schultz, Blue Sky Waukesha, Middleton Education Association, and Milwaukee District 9 Councilwoman Larresa Taylor.

Background, leadership style and qualifications:
What makes you uniquely qualified to serve as Wisconsin’s State Superintendent?

Brittany Kinser: did not respond

Dr. Jill Underly: I am uniquely qualified to serve as Wisconsin’s State Superintendent because I have dedicated my entire career to public education, working in every facet of the system—from K-12 classrooms to higher education. As a lifelong public school advocate, I understand firsthand the transformative power of education. I was raised in a hardworking union household and benefited directly from a strong public education system, which shaped my values and commitment to ensuring that every student, regardless of background, has access to the same opportunities I did.

My leadership is rooted in empathy, a quality that has made me an effective advocate for students, educators, and families across Wisconsin. I have served students in rural, suburban, and urban districts, witnessing both the challenges they face and the incredible potential within our schools. My focus has always been on expanding opportunities—ensuring that students are prepared for college and careers, promoting innovative instructional strategies, and making curriculum both rigorous and engaging.
As a mother of two, including a child on the autism spectrum, my commitment to public education is also deeply personal. I have seen the power of specialized instruction and the life-changing impact of dedicated educators. My son’s teachers have been nothing short of incredible, and I want every child in Wisconsin to have that same level of support and opportunity.

I bring not only experience but a vision for the future—one that strengthens our schools, supports our educators, and ensures that every student, no matter their abilities or circumstances, has the chance to succeed.

Now is not the time to change course. We need a proven leader who has stood up for all children, educators, and families—from immigrant students to LGBTQ+—against the forces that want to destroy public education. We are in a very trying time in our national history, where the federal government seems bent on dismantling public schools, universities, and libraries. Wisconsin needs a leader who shows up, stands up, and speaks up for public schools and for all of our kids, teachers, and families. I am that leader.

Jeff Wright: I grew up on School Street in Stevens Point. My parents were both public school teachers. My upbringing gave me a deep respect for public service and education. This drove me to become a Social Studies teacher. After earning a degree from Harvard, I served as a high school principal on Chicago’s south side. In 2012, I returned home to Wisconsin to be a district leader in Sauk Prairie. I’ve served as the district’s superintendent since 2019.

My wife Emily and I live on a small farm in Sauk County with our two children. Our family is deeply connected to the community and we treasure the role that strong public schools play in creating opportunity. I was recently named “2024 Administrator of the Year” by the Wisconsin Rural Schools Alliance.

Growing up in Stevens Point, serving as a principal in Chicago, and leading as a superintendent in Sauk Prairie together provided me with a diversity of life experiences that will help me support districts and across Wisconsin and earned me the endorsement of the state’s school leaders and educators. This background uniquely qualifies me to serve as Wisconsin’s next State Superintendent.

I also lead in a collaborative manner that welcomes everyone to the table to get important work done. In Sauk Prairie, this has resulted in our community reimagining how we provide mental health services to students and to families in times of crisis. We’ve broken ground on a new childcare center established in partnership with the school district, municipal government, and local businesses. We were the only school district to receive a Workforce Innovation Grant in the first round to expand learning opportunities in Advanced Manufacturing, Agricultural Science, and Medical Careers — offering certification for students and for adults in the community.

This innovative, collaborative spirit is what our state needs to address issues that have persisted too long, from how we fund our schools to addressing historic opportunity gaps.

Reasons for running:
What motivated you to run for this office? What change do you seek and what specifically will you do to achieve that change?

Brittany Kinser: did not respond

Dr. Jill Underly: My motivation has always been the kids—both the students I’ve served and will serve in my public education career, as well as my own two children. Throughout my adult life, I have been deeply protective of the democratic institution of public education and have consistently stepped up to defend it against denigration, dismantling, and attack. This commitment has been reinforced by my own experiences as a parent of a child with special needs and by witnessing the transformative impact of public education on countless family members, friends, and former students. Public education is a space that accepts all children unconditionally and provides them with opportunities to thrive.

I am the product of great public schools. I attended public institutions for my undergraduate degree, both of my master’s degrees, and my doctorate. I have seen firsthand the life-changing and economic impact that public education can have on individuals and families. My goal has always been to make things better—to ensure that every child has the same opportunities I was given to reach their fullest potential.

As a district superintendent, I felt I had significant influence on the day-to-day experiences of students in the community I served. Whether a child, family, or teacher needed resources, I was confident I could connect them to the necessary support, even if it meant looking beyond my own school district. I had strong relationships with school board members and community stakeholders, and we worked collaboratively toward a shared goal: a high-quality public school system for our community. Throughout most of my administrative tenure, I was unaware of the experiences of other school districts and what opportunities they could offer, or what their financial struggles might be. But as I became more involved in different groups — WASDA being one, but also the WASBO Legislative Committee through SAA, and then my participation in WPEN and WIRSA, I became more aware of how Wisconsin schools were supported and in many cases, unsupported.

What prompted me to consider running for state superintendent in 2021 was the glaring inequalities within Wisconsin’s public school systems. I could not stand by while policies that expanded vouchers or ignored rural schools were enacted. I believed I could lead the agency with a vision for strong public schools statewide. My decision to run was not about advancing a political agenda or aspiring to higher office. It was about doing the right thing for all kids in Wisconsin: fixing the funding formula, uplifting the teaching profession, and ensuring students had access to mental health resources, special education services, and robust curriculum. As a former rural school superintendent, I remain committed to fighting for opportunities for every child, regardless of their zip code, to access the best public education possible.

Over the past four years, we have achieved incredible milestones despite significant challenges, including navigating the aftermath of the global pandemic, rebuilding and restaffing the agency, and working with a deeply polarized legislature. Together, we passed Act 20, the bipartisan literacy bill, and launched the voucher transparency dashboard. We issued non-regulatory guidance on AI in schools and made critical adjustments to school report cards by aligning cut scores with the Forward Test. Additionally, we initiated the Special Education Teacher Induction Program and secured major Career and Technical Education (CTE) and workforce grants from the U.S. Department of Education to enhance academic and career planning. We also contributed to curriculum development for civics education and Act 31.

My top priorities remain building relationships with the legislature and securing increased, spendable revenue for every school district in Wisconsin to better serve students and support outstanding teaching staff. Over the last four years, we have laid the groundwork to make the next term smoother, including advocating for public school champions in the legislature and implementing systems and structures to support school districts. I am optimistic about our ability to secure more resources for general and special education aids, mental health, nutrition, CTE, and charter school grants.
Looking ahead, my biennial budget request for 2025-27 reflects these priorities. I will continue to advocate tirelessly to ensure every child in Wisconsin has access to the high-quality public education they deserve.

Jeff Wright: I love being an educator. Nothing has more power to change the trajectory of an individual’s life or to transform a community than great schools. Growing up in Wisconsin, I knew we had some of the best schools in the country. While this is still the reality in some communities, it is time for us to innovate and work together to regain the confidence of our residents and give the absolute best to our state’s students.

A healthy relationship between our school districts and the Department of Public Instruction and the DPI and the legislature is required to make this statewide progress. This is a specific change I intend to achieve and is one of the primary reasons education leaders reached out to me to consider running for this office. These individuals included leaders from WEAC and the state’s administrative associations. After interviews with these groups, the Association of Wisconsin School Administrators gave me their full endorsement and the WEAC Political Action Committee recommended by endorsement to their Board of Directors.

Since launching my campaign, I have heard similar concerns about the leadership at the DPI from those who work at the department. They have concerns about the climate, the fiscal management, and communication from department leaders. Addressing these internal concerns will help the DPI retain talent and better serve our school districts.

One way that I make changes with the relationships between our school districts and the DPI is by being present in our schools. This was not the case with DPI leadership for most of the present term. Communication broke down and shared work became strained. Examples include the fiscal management issues in MPS and the handling of the changes in state standards — both openly criticized by Governor Evers and members of the legislature.

Being present in our schools and keeping my team deeply connected with those doing the most important work in our schools will help rebuild broken trust. It will also help me share the great stories of what is happening in our classrooms. It is essential that the State Superintendent push back on national narratives about failing schools and share the amazing things happening when our educators and students come together to teach, learn, and grow.

What are your the top priorities for the Department of Public Instruction and what is your plan for securing the resources and supports our public schools need to thrive?

Brittany Kinser: did not respond

Dr. Jill Underly: As the State Superintendent, my top priorities for the Department of Public Instruction (DPI) are centered on ensuring equitable access to quality education for all students in Wisconsin. To achieve this, I have proposed a comprehensive budget for the 2025-27 biennium that focuses on several key areas:

Addressing Teacher Retention and Recruitment
To attract and retain high-quality educators, I am proposing a $60 million investment aimed at improving teacher compensation, providing professional development opportunities, and creating supportive working conditions. Our educators are the backbone of our educational system, and supporting them is crucial for student success.

Plan for Securing Resources and Support
Securing the necessary resources requires collaboration with state legislators, educational stakeholders, and the community. I plan to engage in active dialogue with policymakers to advocate for these budget priorities, emphasizing the long-term benefits of investing in education. Additionally, I will work to raise public awareness about the critical needs of our schools, mobilizing community support to influence legislative action.

Increasing Per-Student Funding
I propose raising the per-student revenue limit by $425 in fiscal year 2026 and by $437.75 in fiscal year 2027. This initiative aims to provide districts with the financial flexibility needed to address local priorities and maintain educational excellence.

Enhancing Special Education Support
Currently, the state reimburses only 31.5% of special education costs, placing a significant financial burden on local districts. My budget seeks to increase this reimbursement rate to 90% by 2027, ensuring that all students with special needs receive the support they deserve without straining district resources.

Expanding Mental Health Services
Recognizing the growing mental health challenges among our students, I am advocating for a $304 million investment in school-based mental health services. This funding will facilitate the hiring of qualified professionals and the implementation of programs to support student well-being.

Supporting School Nutrition Programs
Proper nutrition is fundamental to student success. I propose allocating $311 million to enhance school nutrition programs, ensuring that every child has access to healthy meals, which is essential for their academic performance and overall health.

Jeff Wright: My top priority as State Superintendent is rebuilding relationships with key stakeholders— including school district leaders, educators, parents, legislators, and community organizations — to ensure that we secure the resources necessary for our public schools to thrive. Without collaboration and trust, meaningful change is impossible.

A major focus of my leadership will be addressing Wisconsin’s broken school funding system. This includes fully funding Act 20, increasing transparency and accountability for voucher schools, capping the expansion of the voucher program, and holding private schools that receive public dollars to the same standards as public schools. We must also raise the special education reimbursement rate to provide districts with the support they need to serve all students effectively.

Additionally, Wisconsin has a historic budget surplus, and we must use a portion of it to make strategic, long-overdue investments in public education. Schools should not have to rely on constant referendums just to cover essential costs. My plan is to work with legislators on both sides of the aisle to ensure that funding solutions are not just ambitious, but also politically viable and achievable.

We cannot afford to wait for change. Wisconsin’s students and educators need bold leadership and immediate action to strengthen our public education system, and I am committed to delivering results that make a real impact.

What do you see as the biggest challenges and opportunities facing our public schools and what is your plan for addressing them?

Brittany Kinser: did not respond

Dr. Jill Underly: Education in our state is facing a number of significant challenges. Most of these can be solved through getting our public schools the funding that they have been deprived of the past 15 years. That being said, adequate funding remains a major issue. Schools are struggling to provide the resources students need due to insufficient state and local funding. This often leads to larger class sizes, reduced programs, and a lack of access to essential services.

We’re also seeing a rising number of school referendums – not just in quantity, but in cost, which reflect the financial strain on local districts. Many schools are forced to ask voters for more funding just to maintain basic services, a situation that creates disparities between wealthier and less affluent areas. This is due to the legislature/state not providing adequate funding for schools or basic inflationary increases.

Mental health is both a growing concern and a critical opportunity in education. Students today are facing unprecedented levels of anxiety, depression, and other mental health challenges, yet schools often lack the resources to provide the necessary support. This not only affects students’ well-being but also their academic success. Addressing this issue requires a multi-faceted approach: securing funding for school-based mental health services, partnering with higher education institutions and professional organizations to increase the number of licensed counselors, social workers, and school psychologists, and equipping educators with the training to recognize and respond to student needs. By prioritizing mental health, we can create learning environments where every student has the support they need to thrive both emotionally and academically.

Related, school safety and creating a sense of belonging are critical issues as well. Students need to feel safe and supported in their learning environments. This includes addressing both physical safety and the emotional well-being of students, particularly in the wake of violence in schools and the societal pressures students face. This can also be assisted through funding curriculum and programs that aim to help students with mental health and anti-bullying programs. We also need get school districts the funding flexibility to improve school safety in their schools without going to referendum, and we can working with the legislature and the Office of School Safety to do just that.

Teacher recruitment and retention remain significant challenges, but they also present an opportunity to strengthen the profession and improve public education. Our educators are overburdened, underpaid, and often unsupported, leading to high turnover rates. To attract and retain quality teachers, we must ensure that salaries are competitive and that working conditions allow educators to thrive.

Addressing this issue requires a multi-pronged approach. We need to work with WEAC, AFT-WI, and school administrator groups to restructure the school day, reducing teacher burnout and workload. Streamlining and improving the licensing process can help restore professionalism while also making it easier for talented individuals to enter and stay in the profession. Expanding grow-your-own programs can build a sustainable teacher pipeline, especially in hard-to-fill positions.

Most importantly, we must invest in our educators by providing mentorship, professional development, and the respect they deserve. When we recruit, retain, and support great teachers, we strengthen our entire public education system—ensuring that students receive the high-quality instruction they need to succeed.

The expansion of privatization in education is also a significant issue and challenge. As more public dollars are funneled into privatized options—whether through vouchers, charter schools, or for-profit institutions—public schools are left with fewer resources to support the students who remain. Privatization often means less oversight, fewer accountability measures, and the creation of a two-tier system where wealthy families have access to high-quality education while public schools, which serve the majority of students, struggle to meet their needs.

There are significant opportunity gaps between rural, urban, and suburban schools. Students in rural areas often have less access to resources and advanced coursework and enrichment, while urban schools may face overcrowding and higher needs. These disparities create an uneven educational experience for students across the state.

Along with the challenges, there are also other opportunities! One of the biggest opportunities in public education today is making school more relevant for students by aligning learning to the 16 career clusters and working with partners to expand career and technical education (CTE). We have a chance to redesign the high school experience so it better prepares students for the 21st century—connecting them to hands-on learning, real-world experiences, and meaningful career pathways. I have always said we need to prepare kids for their future, not our past. That means ensuring our schools provide the skills and opportunities students need to succeed in an evolving economy.

Another transformative opportunity is leveraging artificial intelligence (AI) to improve teaching, learning, and assessment. We can redesign our assessments to be more responsive to student growth, using AI to personalize learning and challenge students at their own pace. AI can also support educators in developing innovative instructional strategies, freeing up time for more meaningful student interactions.
We must also focus on strengthening early childhood education. Research is clear—high-quality early learning experiences set the foundation for lifelong success. By expanding access to pre-K programs and ensuring all young learners have strong literacy and numeracy skills, we can close achievement gaps before they start and give every child a strong start.

Jeff Wright: The biggest opportunities are found within our classrooms. I see this everyday when I visit students early in their education and those within months of graduating. I meet with teachers designing new classes that excite our students. I hear from businesses hosting our registered apprentices who see their businesses changed for the better due to the perspective offered by a new voice. I watch counselors and social workers work with families to find creative ways to support them during times of need. Our coaches, our assistants, our teachers, our principals, our students — they inspire me and their ingenuity and work together are truly the best thing about our schools.

It is my job as State Superintendent to support this work, support the people doing this work, and to rally state leaders to do the same.

To do this, we must address Wisconsin’s broken school funding system. Any solution must not only have input from school leaders but also be politically viable to pass. Second, we need to scale down Wisconsin’s voucher program, which unfairly drains public school resources by funneling taxpayer dollars into unaccountable private schools. Finally, and most importantly, we must rebuild the relationships that have deteriorated over the past four years. MPS, DPI employees, school districts, and the legislature have all struggled under leadership that has failed to provide the necessary support.

We also need to take concrete steps to close our opportunity gaps. Too many state leaders talk about these gaps with nothing to show for it. This is a big challenge for our state that requires deliberate action — it also presents a great opportunity. Just imagine how much better our students would be prepared and how much stronger our communities could be if we finally made progress to close these gaps.

To move forward on a progressive vision for K-12 education in Wisconsin, we must start rebuilding trust and collaboration immediately. Stronger partnerships will ensure we can implement lasting, meaningful change for our students and educators.

What does “accountability” mean to you and how will you ensure we achieve it under your leadership?

Brittany Kinser: did not respond

Dr. Jill Underly: Accountability in education means ensuring that every student in Wisconsin receives a high-quality education, that public funds are used effectively, and that all schools—public, charter, and private choice schools—are held to the same high standards. As State Superintendent, I am committed to increasing transparency, improving student outcomes, and ensuring that every school is serving its students well.

One key step in achieving accountability is implementing and enforcing laws like Act 20, Wisconsin’s reading law, which establishes strong evidence-based literacy instruction. By ensuring our schools follow these guidelines, we can improve literacy rates and give every child the foundational skills needed for lifelong success. I will work to support teachers with the training and resources necessary to implement this law effectively.

We must also increase accountability for choice and charter schools to ensure that taxpayer dollars support high-quality education for all students. Public schools are subject to rigorous oversight, and private schools receiving public funds through the voucher program must be held to the same standards. I will continue advocating for policies that bring greater transparency and accountability to these schools, ensuring they report on student outcomes, adhere to financial accountability measures, and serve all students equitably.

Additionally, our current assessments must be used in meaningful ways to drive student success. Instead of simply using test scores as a measure of compliance, we should analyze assessment data to identify areas where students need additional support and make informed decisions about instructional strategies. I will work with districts to ensure they have the tools and resources to use assessments as a way to enhance learning, not just measure it.

However, accountability does not stop with schools—it must also extend to our state legislators. They have a constitutional obligation to fund public education in Wisconsin, yet we continue to see chronic underfunding that forces districts to rely on referenda just to meet basic needs. We must hold legislators accountable for fully funding our schools, ensuring sustainable and equitable resources for every district. This means:
Advocating for increased state funding for public education, particularly for special education, mental health services, and rural and high-poverty districts.
Ensuring fair funding formulas that do not disadvantage certain districts while funneling money into unaccountable private voucher schools.
Mobilizing communities and educators to demand that lawmakers uphold their responsibility to public education.

Accountability is about making sure every child in Wisconsin receives a high-quality education, regardless of where they live or what school they attend. Under my leadership, we will continue to advocate for strong policies, data-driven decision-making, and increased oversight to ensure that all students, educators, and schools are set up for success.

Jeff Wright: Accountability within DPI means that all entities receiving public funds—whether school districts, charter schools, voucher schools, employees, or partners—are held to consistent and high standards.

To achieve this, we must first build strong relationships with public education’s many stakeholders, including school districts, the state legislature, businesses, labor organizations, and parents. Trust is the foundation of accountability, ensuring that we can engage in difficult but necessary conversations when needed. We also need to be willing to ask the tough questions: How are students served if a voucher program accepts state funds but returns the student to a public school early in the year? How are students served if adults in the Capitol refuse to appropriate funds to help students learn to read? How are we holding ourselves accountable as educators if students in some schools continue to have reading or math scores among the lowest in the country? How are students served if they face poverty, shifting housing, or hunger without community support to meet these needs so they can learn? As a leader, it is my job to ask these questions.

Accountability must be a two-way street. If I am not effectively implementing the policies and strategies that serve our students and educators, stakeholders should have the opportunity to question DPI’s actions and be welcomed to the table to discuss concerns. This includes asking challenging questions about the way I am leading such an important department.

Open dialogue and transparency will be at the core of my leadership to ensure accountability is not just a principle but a practice.

What does “equity” mean to you and how will you ensure all students thrive under your leadership?

Brittany Kinser: did not respond

Dr. Jill Underly: To me, equity means ensuring that every student—regardless of zip code, background, or socioeconomic status—has access to the resources and opportunities they need to succeed. It is not about giving every student the same thing; it is about giving each student what they need to thrive. Equity acknowledges that systemic barriers exist and commits to dismantling them so that all children can reach their full potential.

My approach to ensuring all students thrive is both philosophical and policy-driven. I subscribe to an educational philosophy that a just society must prioritize the well-being of its most disadvantaged members. In education, this means building a system that lifts up historically marginalized students rather than perpetuating disparities. Equity demands proactive intervention—not merely reactive measures—to address educational gaps at their root. I have talked about this philosophy extensively in my professional career and in my first tenure as state superintendent. For example, when we look at the black white achievement gap, or opportunity gap as I call it, we have to address the underlying issues that cause the discrepancy in achievement between the under-resourced schools and communities, compared to the well-resourced schools in Wisconsin.

From a policy perspective, I will advance equity in Wisconsin’s PK-12 system by focusing on early childhood education, teacher recruitment and retention, student mental health, and school finance reform:

Early Childhood Education: Research shows that the earliest years of a child’s education shape their future success. I will advocate for fully funded, high-quality, full-day early childhood programs to ensure that all children—regardless of family income—begin school on strong footing.

Teacher Recruitment and Retention: Great schools require great educators. I will champion policies that incentivize teachers to serve in both rural and urban districts, ensuring that every child, no matter where they live, has access to passionate, well-supported educators. This includes improving compensation, professional development, and working conditions to make teaching a sustainable career.

Student Mental Health Support: The pandemic has deepened existing traumas and widened educational gaps. I will push for increased funding for school counselors, social workers, and mental health resources so that students are emotionally and psychologically supported as they learn.

School Finance Reform: At the heart of education equity is fair and adequate funding. Wisconsin’s current school finance system must be revised to ensure that resources are distributed based on student need rather than local property wealth. My highest priority will be advocating for a finance formula that levels the playing field and supports all public schools equitably.

Jeff Wright: The focus of the team I currently lead is doing all we can to make sure every student grows at least a year, in a year, every year. This requires us to look at every student. Are we providing the right challenges and meaningful supports to make this growth happen? Until we are able to confidently respond that this is happening, we will not reach equity.

As a leader of the team, I analyze growth outcomes for individual students and student groups to ensure that our programs and educators aren’t leaving students behind — either through intentional practice decisions or unintended, but still harmful, actions of our schools. We’ve made changes in response to this review — incorporating best practices for students learning English into all classrooms, adapting our counseling supports to more successfully engage students in transition, making sure our students see themselves in what we are teaching and the resources we are incorporating into our instruction.

We clearly are not reaching this goal as a state. While some of our students receive an exceptional education, we continue to have gaps on nationally-normed assessments that are among the worst in the country. Ensuring we are truly making progress to close these gaps — and to ensure that all students are growing — requires more than talking about equity. We need to move the state to ensure all students thrive. As a principal in Chicago, I was part of a large team that moved a massive district toward better outcomes for students. As a superintendent, I’ve led a team that has accelerated student growth across all student groups. I am excited to bring this experience and commitment to the DPI to be a partner with our districts to do the same.

Learn more:

• League of Women Voters of Wisconsin State Superintendent resources
• PBS Wisconsin: Brittany Kinser, Dr. Jill Underly and Jeff Wright face off in the 2025 primary for Wisconsin state superintendent
• WUWM: Meet the Wisconsin state Superintendent candidates on the Feb. 18 primary ballot
• WisPolitics: Kinser, Wright discuss vouchers, achievement standards at state schools superintendent forum
• WPR: State Superintendent candidate defends lack of education license at forum

Wisconsin Public Education Network is a nonpartisan coalition of public school champions advocating for strong public schools that provide all students equal opportunity to thrive. We do not endorse candidates for elected office but encourage voters to get the facts, make their own informed decisions, and #VotePublic up and down every ballot.