Early April saw the First Annual Institute for Urban Education (IUE) Research Symposium hosted at UW-Milwaukee. According to Dr. Leanne Evans, the Institute’s Director and an associate professor at the university, the purpose of the event was to create a dynamic space centering research and projects in urban education and communities. The IUE Research Symposium presentations, both in-person and virtual, offered participants and attendees an opportunity to collaborate, dialogue, and advance transformative work.

Over the course of two days, with 140 presenters/co-presenters, a total of 112 poster and roundtable presentations took place. “Over half of the presenters were affiliated with the University of Wisconsin-Milwaukee and colleagues from several other Universities of Wisconsin schools,” said Evans. “We also welcomed presenters from across the country and internationally. In total, participants represented 20 U.S. states, the Virgin Islands, the Philippines, Brazil, Turkey, and Canada.”

The symposium opened its doors to presenters from a wide range of backgrounds, including current and retired faculty, students attaining undergraduate, master’s, or Ph.D. degrees, and various individuals and organizations from the community.

“The two-day event succeeded in bringing urban education researchers, educators, and community members together to advance research and projects, deepen conversations, and expand networks related to urban education and communities,” said Evans.

“We are grateful to the presenters and attendees who engaged in these critical conversations that directly impact youth, families, and communities. Our keynote speaker, panel of individuals in the field of urban education, and array of presenters centered the significance of elevating underrepresented voices, power in relationship-building, and advancing change through action. We are currently planning for the 2026 IUE Research Symposium, aiming to continue facilitating relevant and courageous conversations at the intersections of research and practice in urban education.”

The keynote speaker of the symposium, Dr. Latish Reed, also agreed to sit down for an interview regarding her experience at the event, and to discuss her research. The interview is as follows and has been edited for length and clarity.

What was the main topic you focused on for your keynote address, or the issue you wanted to highlight/solve?

Since this was a research symposium, I situated the talk with the title, “Relevant Research in Real-Time.” My goal was to encourage attendees to consider how they will continue to speak truth in a time when voices are being muted. Using frameworks from my new book, The Complexities of Equity: Navigating Shades of Gray in Schools and Organizations, I encouraged the audience to reflect on the current times and what that means for their work. I used some personal and historical anecdotes and current events to reinforce the audience’s reflections. I closed with a call to action for undergraduates, graduates, and practitioners to make sure their research matters during this critical time.

Give us a little more background about your professional roles, including your roles as an equity leader at MPS, professor at 51���� and UNC-Chapel Hill, and as an independent consultant. How did these roles lead into each other, or is there any overlap within them as well?

My first professional role after graduating from Marquette University with a B.A. in sociology was being an admissions counselor for the University. During that time, I applied to be a fellow in an alternative certification program that recruited teachers of color to work in MPS. After a few years of teaching, I moved into school administration to have a broader impact throughout the school.

After obtaining my master’s degree in Education from Alverno College and working as an assistant principal, I pursued a Ph.D. in Educational Leadership and Policy Analysis from University of Wisconsin-Madison. After graduating in 2007, I became an assistant professor of Educational Leadership at UNC-Chapel Hill. After a couple of years, I joined the 51���� School of Education as an assistant professor.

In 2016, I began working for MPS as the district’s first equity specialist. In that role, I was responsible for creating a district-wide equity policy and revising the non-discrimination policy to become more gender-inclusive. I supported staff at all levels in understanding what equity is. Throughout my career, I have consistently consulted with schools, districts, non-profits, businesses, government agencies, and health organizations on ways to lead in a just and fair way.

What are your thoughts on the work the IUE is doing? How important is it to share findings in a symposium-like format?

Colleges and universities are spaces for intellectual exchange. Being able to share your research and findings are a vital part of engaging in higher-order thinking and analysis of complex issues. The IUE is providing an opportunity for scholars and practitioners to be thought-partners with others to refine their findings and communicate them with more clarity.

What did you learn at the symposium, if you were able to attend?

Following the keynote, I participated in the roundtable discussions where I sat with Fidel Verdin and Shalina S. AliIt of TRUE Skool. Their research was “Exploring Hip Hop Culture as an Experiential Education Model at TRUE Skool.” I was already familiar with TRUE Skool from the work I did in MPS. It was exciting to hear about their impact up close and personal. This organization has been a conduit for many students who have found traditional education inaccessible. We discussed how their findings could be perhaps developed into a process to help traditional teachers better engage students. Outstanding work! As an urban school of education, this is the kind of idea exchange that can make a difference in Milwaukee-area school districts.

Could you also discuss your upcoming book, The Complexities of Equity: Navigating Shades of Gray in Schools and Organizations?

The core of education has always been to find ways to support students who are not reaching their fullest potential for whatever reason. Currently, our society is highly divided politically. As

new limitations emerge regarding how to facilitate teaching and learning, this book offers a reflective guide. Readers are challenged to assess their current position, acknowledge constraints, clarify their objectives, and take meaningful action, even in the face of growing resistance to the core mission of helping those who need it most. The Complexities of Equity: Navigating Shades of Gray in Schools and Organizations was released by Corwin Press in April 2025. The book can be ordered at (Use the code SAVE20 for 20% off.). It can also be purchased on .

To access additional highlights of the First Annual Research Symposium and to follow the information for the Spring 2026 Institute for Urban Education Research Symposium, see the IUE website at /education/community-engagement/institute-for-urban-education/.

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In collaboration with IUE Director Dr. Leanne Evans, Dr. Turner will engage in equity-oriented research in urban education to advance innovative engagement, leading-edge pedagogy, and transformative research to emphasize partnerships across PK-12 schools, higher education, and surrounding communities. Dr. Turner is committed to scholarship, teaching, and service that builds intentional coalitions, advocates for policy change, and leads community-driven initiatives.

Please join the IUE in welcoming Dr. Turner as we look forward to the transformative work ahead.

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In 2014, the Wisconsin Legislature in State Statute 18.19 (14), mandated all elementary education, early childhood, reading teacher and reading specialist candidates who wish to certify in the state must earn the cut score (passing) on the Foundations of Reading (FoRT) test. The Wisconsin FoRT is the same examination as the Massachusetts Test for Educator Licensure (MTEL) Foundations of Reading Test; this exam was chosen because legislators believed Massachusetts to have a high-quality K-12 education system, according to Kristine Lize director of the School of Education’s EAA English Education program and former coordinator for the FoRT.

Since implementation, concerns and questions about the FoRT and the benefits of the requirement for certification have been raised.

51���� and other Schools of Education in the University of Wisconsin System discovered that many teacher candidates struggled to earn the cut score on the test both in the state and in similar exams across the nation.

As a result, The UW System commissioned a FoRT work team of literacy instructors across the system to collaborate to support teacher candidates as they prepare for the exam.

Through her engagement with them as they prepared, Lize got to know many of the students who struggle with the test. “Some of them have straight As and have met all program expectations, but struggle with demonstrating their knowledge in this high stakes test; they are prepared, knowledgeable, and so desperately want to be teachers, but find the four-hour computer-based test creates a lot of anxiety.”

As a result, Lize and other faculty representing the UW Schools of Education organized a research project to better understand the impact of the FoRT on both teacher candidates and teachers’ self-efficacy and self-identity.

The study results were published in the Wisconsin State Reading Association (WSRA) Journal in August 2021 and shared at both the Literacy Research Association convention in November 2021 and the WSRA convention in February 2022.

Survey results showed that 249 of the 451 respondents (55%) passed the FoRT on the first attempt. In comparison, according to data collected by the Department of Public Instruction, 12,894 of the 19,458 test takers (66%) passed the FoRT on the first attempt since the start of testing in Wisconsin.

As for how the test made them feel about themselves and teaching, those who passed the test on the first or second attempt had positive feelings. Those who had to take the test more times and/or still hadn’t passed it yet had more negative feelings.

These were reflected in the more open-ended questions in the survey.

“I’ve always been good at taking tests, so it didn’t make me feel strongly one way or another,” one wrote. “I have never been a good test taker so I felt that a test shouldn’t determine if I am a good teacher or not,” wrote another.

The study also looked at how teacher candidates prepared for the test and how much time they spent preparing.

All this is happening in the context of teacher shortages in Wisconsin and across the country. A recent EdWeek Research Center national survey found that 15% of district leaders across the nation are facing “very severe” staffing shortages, while 25% said they’re “severe” and 37% classified staffing challenges as moderate.

(In 2019, in the face of a teaching shortage, the statute was amended to allow special education teacher candidates to certify by completing a FoRT alternative. Only special education teacher candidates who studied at an educator preparation program that received approval from the Department of Public Instruction were eligible. These candidates were allowed to demonstrate their understanding of how to teach reading through an alternative measurement including coursework, coaching and feedback, and a portfolio.)

Whether shortages will impact the use of the FoRT remains to be seen, said Lize.

The UW System FoRT team will continue its work to support teacher candidates. Among their projects is an update of free online resources and modules published in August 2021 to include content related to the new version of the test, the FoRT 190, which teacher candidates will start taking in August 2022.  Login information for the modules can be found at uwm.edu/fort under the heading NEW Foundations of Reading Self-Paced Modules.

Annie Marcks, who became FoRT coordinator in June, is teaching FoRT classes and offering small group tutoring for students taking the test. The Women’s Giving Circle, a group of education donors who pool their efforts, is supporting the work by offering scholarships to the students who take part in the tutoring to help offset the cost of the FoRT.

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