WILL Moves to Intervene in Politically Motivated Attempts to Redraw WI Congressional Maps

Yesterday, WILL filed motions to intervene in two lawsuits seeking to overturn Wisconsin's current congressional maps. This follows after, last week, the Wisconsin Supreme Court allowed those legal challenges to the state's congressional maps to proceed. The Court appointed two separate three–judge panels to hear the cases.


WILL is defending the current lawful maps on behalf of a group of Wisconsin voters, and we argue that the lawsuits are time-barred, the three-judge panels lack authority to overrule the Wisconsin Supreme Court, and any attempt to impose new maps in this manner would violate federal law and the U.S. Constitution.


This is the fourth and fifth time WILL has defended Wisconsin's congressional maps in court. WILL continues to defend the legal process, including the Legislature's sole authority and responsibility to draw legislative and congressional maps, as provided in the U.S. Constitution.


WILL Deputy Counsel, Lucas Vebber, stated, “Revisiting congressional lines this way, less than a year before the election, sows irreparable distrust in our country’s political process. We intervened on behalf of several Wisconsin voters to argue that overturning the current maps in this manner and imposing new ones would violate federal law and the U.S. Constitution.”

WILL Calls Out DPI for Sweeping Literacy Crisis Under the Rug

The Wisconsin Department of Public Instruction (DPI) quietly released the first-year results of Wisconsin's Reading Law (Act 20) on the Sunday after the Thanksgiving holiday. And the results reveal it's not hard to see why.


In an op-ed, WILL Research Director Will Flanders shines light on the newly released data. The findings show widespread early literacy challenges, with over a third of early-grade students falling below the 25th percentile, triggering mandatory intervention.


The data also reveals large differences in school district trajectories from kindergarten to third grade, which raises questions about instructional consistency for students and screener reliability. Despite this, high-performing districts demonstrate that strong evidence-based reading practices effectively overcome the challenges of poverty and disability.


Read Will Flanders' full op-ed HERE.

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