Feb 20, 2025 Story by: Editor
A nonprofit dedicated to closing achievement gaps and reducing racial disparities in Madison schools faces financial uncertainty, with the possibility of running out of funds soon, according to its executive director.
Jeffrey Lewis, who leads Natural Circles of Support, stated that the nonprofit’s contract with the school district ended in August. Since then, the organization has been operating using reserve funds to sustain a program at East High School that assists Black students with disabilities.
Lewis had applied for an external grant to keep the program running, but the request was denied. Without additional funding from the school district or other community partners, he warned that the initiative could end as early as this spring.
Natural Circles focuses on creating support networks for students of color and fostering positive learning environments that encourage academic success. Through mentor circles, students discuss challenges they face in school and explore topics related to their identity and sense of belonging.
Research shows that students who feel a strong sense of belonging are more likely to stay engaged in school and achieve academically.
“I know we can help kids. We’ve had some great successes,” Lewis said. “I think (district leaders) really do value this work. I don’t know why it’s not a priority in terms of funding.”
The Madison Metropolitan School District did not respond to a request for comment last week.
Natural Circles initially partnered with the school district in 2013 under a grant from the Madison Public Schools Foundation. This collaboration led to a three-year pilot program, funded by the Wisconsin Department of Public Instruction, that expanded the initiative to schools across the state.
According to a 2017 Cap Times report, school officials across Wisconsin credited the program with helping students grow both academically and emotionally.
Last school year, Natural Circles operated in three East Side schools: Lowell Elementary School, Hawthorne Elementary School, and East High School.
“It built really positive relationships among kids. We’re not always successful, but where we have success, it’s really satisfying,” Lewis said. “It ripples through the relationships that our kids and our families have, and if we had stronger partnerships, we would be able to do more.”
Lewis had hoped to continue working with students as they progressed to higher grades and to expand into middle schools. However, after the organization’s contract ended, he was forced to discontinue programs at the elementary level.
“A lot of the kids are struggling again with behavior,” Lewis noted about schools where Natural Circles previously operated. “They had so much more support when we were in the building.”
Currently, the program at East High School specifically supports Black students who receive special education services.
Recent data presented to the Madison School Board indicates that Black students in the district are disproportionately classified as needing special education. They are nearly three times as likely as white students to be identified with an intellectual, emotional, or behavioral disability.
“Our job is to come in, and if that disability is legitimate, help the student accomplish their goals, and where possible help them graduate out of the special education identification,” Lewis explained. “Often the emotional and behavioral disability can be reversed if you change the school conditions and relationships.”
Statewide test results highlight stark disparities in academic achievement. Among Madison middle school students with disabilities, approximately 14% were proficient in math, while 16% were proficient in reading. Black middle schoolers fared even worse, with only 8% reaching proficiency in math and 14% in reading.
For comparison, about 41% of all middle school students in Madison demonstrated proficiency in math, while nearly 50% were proficient in reading.
At the high school level, just 4% of students with disabilities were deemed “college-ready” in math—similar to the scores of Black students. In contrast, over 25% of all high school students were considered “college-ready” in math.
“The numbers are just so deeply discouraging. They’re appalling in some ways,” Lewis said. “We have resources that are designated for supporting these students. I believe in the district. I believe we can help them be successful if we work together in partnership.”
In November, Madison voters approved a $100 million tax referendum to support the school district’s daily operations. District officials previously stated that some of this funding would be allocated toward “equity projects.”
However, Superintendent Joe Gothard has cautioned that budget cuts may still be necessary. Despite the tax increase, the district is relying on $22.9 million in one-time funds to balance its budget, according to the district’s financial leadership.
Source: The Cap Times
