Speaking at the Wisconsin Indian Education Association Conference on April 2, 2004, Wisconsin Public School State Superintendent Elizabeth Burmaster asked tribal educators “to come together around shared values to better educate our students.”  A third generation teacher, Burmaster who was elected to her position in 2001, became the first State Superintendent ever to appear at the WIEA Conference.  “I need your help to insure quality education,” she told those attending.

Citing that a learning environment has to be created for all, she challenged everyone to help create that environment.  “There is a need,” she said “to get more parents involved-we need to understand why kids aren’t going to school.”  Among her priorities in

Elizabeth "Libby" Burmaster

The New Wisconsin Promise is strengthening Act 31, a 1989 Wisconsin law that requires the incorporation of Wisconsin Indian history, treaties and tribal sovereignty into the public school curriculum at grades 4, 8 and 10.  She explained that while her department does not have the authority to withhold funding from local school districts that do not comply, it does have the power to put pressure on the districts.  “We need to make them understand,” she said, and promised, “I will use every bit of my power to see Act 31 is carried out.”

Burmaster is aware that the Indian logo and mascot issue still divides some Wisconsin communities and stressed her commitment to work toward their abolishment.  Repeating that her office has no authority to withhold funds from districts not complying, she stressed the need to make administrators understand that “every child should feel safe.”  Though she agrees that a district’s adoption of an Indian logo or mascot is part of the “free speech” allowed all citizens, she is concerned that the example it sets is contrary to what Native people are teaching their children.  “Education combats prejudice,” she said, urging the need to educate and partner with community leaders to get the message home.

When asked if Native language classes could become part of a school district’s daily curriculum, Burmaster stated that that was a local school board decision.  Because many speakers lack the credentials needed to teach in a public school, she supports the idea of giving those willing to teach the languages “alternative certifications.”  Federally funded Title 3 money could be used to provide that opportunity, she said.  If Native language, culture and tradition were regularly exposed to Native children in the public schools, Burmaster believes that the implications would be greater than imagined.  “Think about what we could teach non-Native children.  It could help bring Native communities and schools together,” she said.

Burmaster stated that while the “No Child Left Behind Act” is a recognition that the Federal Government “is finally targeting the lower end of the system,” she fears that identifying the schools that need improvement could put a negative label on those schools.  She explained that if a school does not improve it could lose federal funding.  Ironically, she continued, “when they need it the most, the money will be taken away.”  With many schools already financial difficulties, particularly rural schools that often have a higher percentage of Native students, Burmaster believes that provisions of the Act could impair students on the lower end of the economic order.  “It makes no sense,” she concluded.