Jun 30, 2025

Front Matter and Contents >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume XI, Number Twelve, June 2025

Volume XI, No. 12                                              

June 2025

 

Journal of the K-12 Revolution:

Essays and Research from Minneapolis, Minnesota

 

Officials at the Minneapolis Public Schools Most Responsible for Low Academic Quality

 

A Five-Article Series

 

A Publication of the New Salem Educational Initiative

 

Gary Marvin Davison, Editor       

 

 

Officials at the Minneapolis Public Schools Most

Responsible for Low Academic Quality

 

A Five-Article Series        

          

Gary Marvin Davison

New Salem Educational Initiative

Copyright © 2025

 

Contents

 

Introductory Comments 

Officials at the Minneapolis Public Schools Most

Responsible for Low Academic Quality

 

Article #1

Minneapolis Public Schools Board of Directors

 

Article #2

Superintendent Lisa Sayles-Adams

 

Article #3

Superintendent’s Cabinet

 

Article #4

Department of Academic Core and Instruction

 

Article #5

Other Departments within the Academic Division: 

Office of Black Student Achievement

Office of Latine Student Achievement

Department of Indian Education

 

Introductory Comments >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume XI, Number Twelve, June 2025

Officials at the Minneapolis Public Schools Most

Responsible for Low Academic Quality

 

The Minneapolis Public Schools (MPS) constitute a district in disarray, reeling from declining student populations in the course of the last decade and with grim prospects for maintaining the current enrollment of less than 29,000 students.  Many Northside African American parents have given up on the district, perceiving the schools of their public district to be disorderly, dangerous, and academically inadequate.

 

During her eighteen month (July 2022-December 2023), visionary Interim Superintendent Rochelle Cox oversaw innovative programming:  online ACT tutoring, online high-dosage tutoring, in-person and Basic Skill Intervention Triads.  Cox also presented information on demographic realities and underused buildings that argued for closing or repurposing several schools.

 

At this point the district was on the throes of a declared ”Transformation” that would continue to implement promising academic initiatives while rationally utilizing building space.

 

But on 1 December 2023, after a corrupt task force maneuvered to put forth two external candidates members of consideration of members of the MPS Board of Education, those members made the disastrous decision, in an 8-1 vote, to appoint Lisa Sayles-Adams, then the undistinguished superintendent of East Carver County Schools, as superintendent.

 

The mean-spirited, jealous Sayles-Adams dismissed Rochelle Cox and Senior Academic Officer Aimee Fearing, the duo most responsible for the litany of innovative academic programs;  oversaw sham “Listening Sessions”;  failed to push forward Transformation in either academic or building usage components;  and misled the public by claiming that under the exigencies of gaping budget deficit she had reduced Davis Center (central office) staff by some figure between 11.74% and 14.22%;  but upon my investigation, the figure of 13.8% to which the administration seemed to have settled as Fiscal Year 2026 Budget was finalized was based not on actual staff reductions, but upon reduction in potential FTE (Full-Time Equivalencies) assigned (not actually occupied by staff members, but maximum number allowed central office hires to a lower FTE figure of potential hires.

 

As this fiscal deceit was being perpetrated, Sayles-Adams’s dissertation was made public in November 2023 after having been under the unusual “embargoed” status for one and one-half years.  I downloaded and analyzed this this miniscule (123 pages of textual content), wretchedly written doctoral thesis, which became so embarrassing for this unfortunate selection of a superintendent that she took the even more unusual step of removing her dissertation from public access.

 

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But as inept and deceitful as Sayles-Adams is, she is not the only guilty central office administrator that is the morass known as the Minneapolis Public Schools.

 

This edition of Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota examines the staff members most culpable for the disastrous academic performance of the Minneapolis Public Schools.

 

Article #1 focuses upon the members of the MPS Board of Education;  Article #2 on the superintendent;  Article #3 on the cabinet of senior leaders;  Article #4 on the Core Academics and Instruction Department;  and Article #5 on the Office of Black Student Achievement, Office of Latine Achievement, and the Department of Indian Education.

 

All of these central office bureaucrats with responsibility for the academic program are deeply culpable for a level of academic failure that sends students across the stage at graduation to claim a piece of paper that is a diploma in name only, and many of those young people on to mean streets where academically abused community members die early or live out their one earthly sojourn locked behind bars in one our institutions of incarceration. 

 

 

Article #1 >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume XI, Number Twelve, June 2025

Minneapolis Public Schools Board of Education

 

The current composition of the Minneapolis Public Schools (MPS) Board of Education is the worst that I have witnessed, of many terrible iterations, in the course of my eleven years of intensive investigation into the inner workings of the district.

 

Below, I provide the descriptions that each Board member has provided at the MPS Board of Education portal of the district website, followed by my own brief description of each as a Board participant.

 

…………………………………………………………………………………………………..

 

Collin Beachy, Chair

At-Large Member

612-668-0447

Collin.Beachy@mpls.k12.mn.us

Term:  2023-2027

 

Collin has been a public school educator and coach for twenty of the past 25 years. Born into a family of educators, Collin is passionate about public education. Collin became a special education teacher to change lives. His most recent position was as a special education teacher and equity lead at Transition Plus in Minneapolis Public Schools. 
 
Collin grew up Staples, Minnesota and graduated with a Bachelor of Arts in Elementary Education & Coaching from Concordia College in Moorhead, Minnesota. He has a Master of Arts in Autism Spectrum Disorder from Concordia University in St. Paul. He lives with his partner Mark and their dog Hijinx. 

 

……………………………

 

Kim Ellison, Vice-Chair

At-Large Member

612-668-0445

Kim.Ellison@mpls.k12.mn.us

Term:  2025-2029


Kim Ellison brings a wealth of experience to the school board working for organizations that serve students and families and a background informed by 12 years of teaching. She has served on the LearningWorks at Blake advisory board and the Parents United for Public Schools Board for nine years.

 

Kim is passionate about addressing the achievement gap and is a firm believer that building relationships with students is key to their success. She asserts that it is necessary to take a well-rounded approach to educating students. Nutrition, health care, after-school programs, and enrichment opportunities all support academic achievement. 

She was first appointed to the Minneapolis Board of Education in January 2012 to fill a vacancy after Lydia Lee resigned and began her first elected term in January 2013, representing the northwest side of Minneapolis in District 2. Kim was re-elected in 2016 to serve as a citywide board member.

In her free time, Kim enjoys spending time with her four children, reading, swimming and bike riding.

 

……………………………

 

Lori Norvell, Clerk

District 5 Member

612-919-8136

Lori.Norvell@mpls.k12.mn.us

Term:  2023-2027


Lori Norvell represents District 5, which is southeast Minneapolis. Lori is a former Minneapolis Public Schools educator, and has had experience as a substitute teacher, Special Education Assistant, and the majority of her time as a middle school math teacher. She has taught at Nellie Stone Johnson Community School and Anthony Middle School. With other 20 years of teaching experience (8 years in MPS) in 6 different states, Lori brings to the school board knowledge of the day-to-day work by educators in schools and classrooms. 

 

Lori has 3 children: two graduates of Washburn and a current Washburn student. In her free time, Lori enjoys biking, walking/running, cooking, and hanging out with her family. 

 

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Abdul Abdi, Treasurer

District 1  Member

612-668-0447

Abdul.Abdi@mpls.k12.mn.us

Term:  2023-2027

 

Abdul Abdi is the Minneapolis School Board's District 1 representative for the northeast and southeast Minneapolis communities. He received his bachelor's degree in computer science from Metropolitan State University in 2002. He also has a range of business, IT, and leadership certifications. Abdul has over 20 years of professional experience in various roles. He has a track record of successfully leading diverse technical teams to address complex business and process challenges. 

 

In addition to his professional achievements, Abdul is also a community organizer and skilled problem-solver. He and his family have lived in Northeast Minneapolis for the past 16 years, and his children have attended several schools in the area, including Waite Park Elementary, Pillsbury Elementary, Northeast Middle, and Edison High School. 

 

Abdul is passionate about children's education. He firmly believes that all students deserve to receive a high-quality education. In the past, he actively participated in the District Parent Advisory Council, where he worked collaboratively with parents, teachers, school administrators, and the district to build trust and strengthen relationships within the school community. 

 

In his free time, Abdul enjoys spending quality time with his family, engaging in activities such as reading, watching documentaries, and going for walks in parks. 

 

……………………………

 

Sharon El-Amin

District 2 Member

612-986-3281

Sharon.El-Amin@mpls.k12.mn.us

Term:  2025-2029


Sharon El-Amin represents District 2-Northside Minneapolis area. Sharon has lived, worked and worshipped in North Mpls for over two decades. She brings over 15 years of business experience managing budget, making tough decisions, hiring and working with staff to service the needs of the community. Sharon is the founder of P.A.R.O.S (Parents Alliance Reclaiming Our Schools) founded in 2019. PAROS was started and continues to work with parents to elevate the voices, inform the parents and increase community connectedness within North Mpls and MPS.

 

Sharon has 3 children, two which have graduated from MPS and has been married for 28 years. Sharon has one grandson that currently attends MPS middle school and continues to be actively involved in the fight for quality education for all children. Sharon brings ACTION and urgency for students, parents, educators and the community to rebuild trust and working relationships with families and education by working together!

 

……………………………

 

Lucie Skjefte

District 3 Member

612-814-7761

Lucie.Skjefte@mpls.k12.mn.us

Term:  November 2024-2027

 

Lucie Skjefte brings over a decade of experience in impactful design and community advocacy, deeply informed by her Anishinaabe heritage and commitment to empowering American Indian voices. As an appointed member of the Minneapolis School Board representing District 3, Lucie takes a community-centered approach to leadership, prioritizing active listening and inclusive decision-making to create an educational environment where every student feels seen, valued, and equipped to succeed.

 

Lucie is an accomplished Indigenous designer with over 12 years of experience in design, marketing, and storytelling, all dedicated to raising awareness and supporting the American Indian community. As Director of Operations at Mni Sota Fund, she blends her design expertise with a commitment to community empowerment. Her role emphasizes collaboration, education, and inclusivity—qualities she brings to her work on the Minneapolis School Board. Mni Sota Fund is a Native CDFI dedicated to advancing the economic empowerment of American Indian communities.

 

Her community engagement, strategic planning, and resource management background enables her to make informed decisions that serve students effectively. Lucie's dedication to empowering Indigenous communities aligns with her commitment to ensuring equity and inclusivity in education. Her leadership skills, rooted in collaboration and advocacy, strengthen her mission to enhance educational experiences for all Minneapolis students.

 

Lucie holds a Bachelor of Arts in Advertising from the Minneapolis College of Art and Design and dual honors degrees in Graphic and Web Media from Minneapolis College.

 

……………………………

 

Adriana Cerrillo

District 4 Member

612-986-1613

Adriana.Cerrillo@mpls.k12.mn.us

Term:  2025-2029

 

For the past 13 years, she has been a community activist and organizer advocating for policies to protect and include marginalized communities. In 2007, she entered the world of community organizing while in college, after learning that authorities were threatening to deport a young, undocumented mother in urgent need of medical attention. Adriana fundraised enough money for the woman’s care and founded the Juliana Mateo Foundation for Disabled Farmworkers.

 

As a Florida resident, she taught at UnidosNow.org and established the Future Leaders Academy for Youth. Adriana stood alongside Manatee County teachers as they rallied for better pay and she worked collaboratively with non-profits statewide to successfully stop Florida from passing its own version of SB-1070. Three years later, Adriana received the NAACP’s 2013 Unsung Heroine Award for her community activism. 

 

Since moving to Minneapolis in 2013, Adriana’s efforts include successfully working to fire a cop guilty of racial profiling in Chaska, collaboratively giving Know Your Rights presentations to communities and teaching an American Basic Civics Program to involve youth in political processes. In 2017, she introduced the Sanctuary Now platform before Minneapolis City Council to protect immigrant and refugee rights. For the last two and a half years, Adriana has actively organized alongside parents at Emerson and other district schools, while working as a family advocate.

 

Aside from her passionate career in activism and advocacy, Adriana is a mother, grandmother, guardian and business owner.

 

……………………………

Greta Callahan

District 6 Member

612-668-0049

Greta.Callahan@mpls.k12.mn.us

Term:  2025-2029


Greta Callahan is a lifelong resident of District 6, grew up attending Minneapolis Public Schools, and her son graduated from Southwest High School in 2024. Greta taught kindergarten in North Minneapolis from 2011-2020 and was a finalist for Minnesota Teacher of the Year in 2017. She is a graduate of the Midwest Labor Leadership Initiative, has a bachelor’s and master’s degree from Augsburg University, was the Executive Vice President of the Minneapolis Regional Labor Federation, and sat on the Governing Board of Education Minnesota and the General Board of the Minnesota AFLCIO. Greta was the President of the Minneapolis Federation of Teachers, Local 59 from 2020-2024.

 

Greta began her career in a charter school, which is why she has dedicated her life to fighting for strong public schools. 

 

……………………………

 

Joyner Emerick

At-Large Member

612-472-6074

Joyner.Emerick@mpls.k12.mn.us

Term:  2023-2027

 

Joyner Emerick (any pronouns) is a Minneapolis Public Schools graduate, a lifelong Minneapolis resident, and a parent of an MPS student with complex disabilities. Joyner’s educational advocacy is rooted in their experience navigating Special Education—a system meant to ensure that every child has equal access to education but which fails to address systemic barriers and gaps in opportunity for many students. Joyner uses these personal experiences as a framework to stand up for all underserved kids in our district. As a disabled person, Joyner brings needed lived experience subject matter expertise in the areas of disability justice and equity in MPS.

 

Joyner believes fiercely that all students are engaged, motivated and skilled learners, and that it is the job of educational leadership to remove barriers. Joyner is passionate about frameworks and practices that honor all student strengths, needs, and identities as valuable and enriching characteristics of our learning communities. Joyner is committed to elevating student voice and developing our future leaders by giving our children opportunities to successfully lead today. 

 

“The first step to building power in a community is building trust. Nobody should trust you when the first words out of your mouth layer on more shame and criticism. Nobody should trust you if you operate like you're only here for the ‘good ones.’ Nobody should trust you if you operate like you fundamentally don't need them in the work of transformation.” —Aaron Scott

 

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Student Representatives

 

Lyn Ampey

Student.Representative@mpsedu.org

Term:  February 2025-December 2025


Lyn Ampey is a junior at Southwest High School where she is dedicated to increasing opportunities for marginalized students both inside and outside of school. When Lyn started school at Southwest, she had a passion for medicine but noticed there were no clubs focused on this topic. That did not last for long as, during her sophomore year, Lyn started a club dedicated to teaching students about the medical field and post-high school careers paths in medicine. In addition to being a member of NHS and the Black Student Union, Lyn is also a member of Southwest’s Site Council in which Dr. Bennett describes her as a tremendous student that is “wise beyond her years.”

 

Peers and adults alike describe her as a respected, caring, and dedicated advocate for voices that often go unheard. Lyn’s mindset of the Student Board Representative role is well-suited as she states, “No single person can 100% authentically represent a group that they are not a part of because they haven’t lived and experienced the millions of ways that someone’s identity impacts them. But what people can do is be dedicated and faith allies to those communities by listening to their voices and internalizing what you learn from them.

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The Student Representatives provide an important perspective and give voice to those at the heart of the district’s work: MPS students. The Board of Education has appointed a student representative since 2015, and beginning in 2022, the addition of a second student representative was made with the goal of expanding student view and opinion. 

 

Ampey, along with the other 2024 student representative, Isiah Martin, will take turns being the primary speaker at Board meetings but will still be responsible for keeping up on what's happening by reviewing materials and watching meeting videos when not in attendance. Additionally, the two will meet regularly together with board staff to prepare for meetings and coordinate other duties.

 

 

Isaiah Martin

Student.Representative@mpsedu.org

Term:  February 2025-December 2025


Isiah Martin is a junior at Camden High School and active student leader in his school community. Being a part of the Camden Beacons Leadership Team (BLT), Good Trouble, and Student Council, Isiah consistently advocates for his peers and has a significant presence, not only within the Camden school community, but also across the northside in general. He has been a part of the final conversations and transition of the “Change the Name” movement and looks forward to being a part of developing the new mascot for future Camden generations. Through his work as a Teen Tech agent at a Hennepin County Library and giving testimony at our Capitol, Isiah continues to demonstrate a commitment to not only being informed about the fuller MPS student experience, but also advocating for those marginalized voices at a higher level. His peers describe him as a fantastic listener, a thoughtful critical thinker, and strong advocate for authentic youth voice and perspective on topics and issues facing our young people today. An adult supporter wrote that Isiah is “extremely kind in a world that often lacks kindness”.

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The Student Representatives provide an important perspective and give voice to those at the heart of the district’s work: MPS students. The Board of Education has appointed a student representative since 2015, and beginning in 2022, the addition of a second student representative was made with the goal of expanding student view and opinion. 

 

Martin, along with the other 2025 student representative, Lyn Ampey, will take turns being the primary speaker at Board meetings but will still be responsible for keeping up on what's happening by reviewing materials and watching meeting videos when not in attendance. Additionally, the two will meet regularly together with board staff to prepare for meetings and coordinate other duties.

 

 

Gary Marvin Davison Comment on Each Member of the Minneapolis Public Schools Board of Education

 

Collin Beachy, Chair

 

Beachy grasps Robert’s Rules of Order better than did Sharon El-Amin during her year as chair of the Board, but he still occasionally needs Administrator to the Board Ryan Strack to assist him in moving an evening’s agenda forward.

 

Beachy is fair in his treatment of his fellow Board members, acknowledging each according to the order in which they have hit a button indicating desire to speak and for the most part allowing each to take ample time to ask questions to those who make presentations before the Board.

 

But, led by Beachy, this is the most authoritarian Board that I have witnessed as to limiting the type of comments that the public is allowed to make, both during the official time for making Public Comments prior to proceeding with each business meeting.  Beach and the Board have also established a physical barrier that keeps the audience at Board meetings at a distance.

 

In terms of initiatives that should have taken place in the academic program and defining and moving the Transformation process forward, very much including the clear need to close or repurpose many MPS buildings, Beachy has chaired a Board with a stark lack of accomplishments.

 

Beachy has strong ties to the Minneapolis Federation of Teachers and demonstrates a reluctance to oversee any programmatic changes opposed by the union.

 

Kim Ellison, Vice-Chair

 

Ellison has been on the Board since 2012, gaining appointment after the death of a Board member;  she has won three elections, largely on the strength of high name recognition as the ex-wife of Minnesota Attorney General Keith Ellison.

 

In terms of academic progress for the Minneapolis Public Schools, Ellison has no significant accomplishments to show for her thirteen years on the Board.  She is wedded to formalistic processes followed by school boards throughout Minnesota and the USA, with no creative ideas as to how to achieve the needed overhaul of this iteration of the locally centralized school board.

 

Lori Norvell, Clerk

Norvell is strongly backed by the Minneapolis Federation of Teachers.  She demonstrated considerable resistance to the unprecedented initiatives during the July 2022 though January 2024 tenure of Interim Superintendent Rochelle Cox and has not offered any leadership as to the matters of academic progress and the long-looming but ever delayed Transformation process.

 

 

Abdul Abdi, Treasurer

 

Abdi has moments of thoughtfulness and shows an interest in improving the academic program, but he has not been anymore in practical terms than the other Board members.  With a great deal of help from Collin Beachy and, especially, Assistant to the Superintendent to the Board Ryan Strack, Abdi oversees efficient Finance Committee meetings.

 

But, as Treasurer and head of the Finance Committee, Abdi undermined the quality of Fiscal Year 2026 Budget by not pushing for the closing and repurposing of schools and ignoring information that I provided as to questionable claims of staff cuts in the central administration at the Davis Center. 

 

 

Sharon El-Amin

 

El-Amin, despite having a weak grasp of Robert’s Rule of Order, served ably as chair from January 2022 though January 2023.  She facilitated an extended contract for Interim Superintendent Rochelle Cox that allowed the latter to move forward the innovative academic initiatives of online ACT tutoring, online high-dosage tutoring, Basic Skill Intervention Triads and, more subtly, a move toward greater knowledge intensity in curriculum.

 

But, disastrously, El-Amin seems to have maneuvered to bring Lisa Sayles-Adams to the district as superintendent and, although expressing the need to improve academics and to evaluate building usage, has been no more effective with regard to those needs than have other Board members. 

 

Lucie Skjefte

 

Skjefte was appointed to her seat on the Board in November 2024, upon the resignation of Fathia Feerayarre.  Of Anishinaabe heritage, Skjefte is an advocate for Native American students, but she has authored no initiatives that would likely improve academic performance for American Indians attending the district schools.  Further, Skjefte has been just as ineffective as to matters of overhaul academic progress, Transformation, and building usage.

 

Adriana Cerrillo

 

Cerrillo came to the Board as a reformer and advocate for Latine/Hispanic students;  only the latter now applies.  She was instrumental in the district establishing an Office of Latine Achievement, an unfortunate bureaucratic response to a definite academic need.  But she has embraced all of the establishment organizations that undergird school boards and connect these ineffective entities to one another.  Cerrillo came to the Board as the head of an unremunerative organization she dubbed Radical Solutions;  one of the reasons that Cerrillo has so readily been coopted by the school board establishment is that the $20,000 paid to members is surely a major supplement to her meager income.  

 

Greta Callahan

 

Callahan is a former head of the Minneapolis Federation of Teachers (MFT) and maintains the resistance to standardized tests, efforts to improve teacher quality, and an overemphasis on small class sizes as booster of academic success that one would expect from an MFT stalwart. 

 

And in the aftermath of a studiously well researched report by professional demographer Hazel Reinhardt concerning the decline of the school age population, Callahan argued irrationally that marketing and other nonacademic strategic maneuvers can bring students back to the district in such numbers as to counter the demographic reality. 

 

Joyner Emerick

 

Emerick is an advocate for special education students who has an overly sanguine view as to how thoroughly high-needs students can be mainstreamed.

 

Emerick does, along with Sharon El-Amin, realize that buildings need to be evaluated for closing and repurposing, and they (Emerick accepts all pronouns), correctly questions curriculum and pedagogy in the district (to the great irritation of Lori Norvell) ---   but Emerick has an errant view of curriculum and pedagogy that they apparently do not realize has roots to anti-knowledge ideology that emerged at  Teachers College/Columbia University from the 1920s that eventually gained prominence in the 1970s and has academically haunted our students ever since.

 

Student Representatives

 

Lyn Ampey

Isaiah Martin

 

Student representatives are chronically ineffective, and these representatives are no exception.

 

Lyn Ampey’s attendance in erratic and her comments spare in the extreme.

 

Martin is more voluble, but his comments, while usually pertinent to the topic under consideration do not go to the core vexations of the Minneapolis Public Schools and other iterations of the locally centralized school district as to curriculum and teacher quality.

 

Article #2 >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume XI, Number Twelve, June 2025

Superintendent Lisa Sayles-Adams

 

The Inevitable Academically Non-Substantive Superintendent

 

The appointment of Lisa Sayles-Adams as Superintendent of the Minneapolis Public Schools on 1 December 2023 was a disastrous moment in the history of the Minneapolis Public Schools.

 

Education professors are campus embarrassments.               

 

Throughout the United States, the typical degree for those who served as college and university presidents is the Ph.D. (granted for legitimate scholarly fields such as mathematics, chemistry, history, economics, and literature);  rarely does one whose doctoral degree is an Ed. D. (Education Doctorate, given to those matriculating in departments, schools, and colleges of education) gain a college or university presidency.  And college and university presidents do not waste their time taking non-academic courses of the type taken by those seeking certification as education administrators or those whose goal is to obtain the intellectually flimsy Education Doctorate (Ed.D.);  typically, college and university presidents are scholars who were tapped to serve in various administrative positions who learn on the job at various posts in the hierarchy, often serving as provost before making their way to the top as president.

 

But superintendents in the public schools typically have at most one legitimate academic degree, a bachelor’s degree;  any graduate degrees that a superintendent has received were granted in education programs.  And many superintendents never received even one credible academic degree;  many received degrees in elementary education, the least academically substantive degree on any college or university campus.

 

Lisa Sayles-Adams fits the profile in this regard for a superintendent;  she did receive a degree in the academically substantive field of political science, but otherwise she has received only degrees for education programs  >>>>> 

 

Lisa Sayle-Adams, Academic Credentials

 

Ed, D., Educational Leadership (2022)

Minnesota State University/Mankato

 

M.A., Curriculum and Instruction (2002)

University of Minnesota/Twin Cities 

 

B.A. Political Science        (1992)

University of Minnesota/Twin Cities

 

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The Wretchedly Written Dissertation of Lisa Sayles-Adams

 

Lisa Sayles-Adams wrote a particularly terrible dissertation, African American Women Principals: A Phenomenological Study to Explore Their Experiences in K-12 Leadership, astonishingly passed by a committee comprised of Natalie Rasmussen as dissertation adviser, Candace Raskin, and Efe Agbamu.

 

Sayles-Adams took the highly unusual step of putting the dissertation on “embargoed” (delayed availability to the public) status for almost two years after publication.  The dissertation became available in November 2024.  I ran a hard copy of the dissertation (downloaded copy also attached to this email) and read that document thoroughly, multiple times.  This doctoral thesis is a confoundingly terrible presentation of research, full of misspelled words, word usage errors, run-on sentences, and awkward syntax.  Further, the dissertation is gravely flawed with regard to structure, presentation of findings, and analysis of data. 

 

The dissertation that appeared to the public in November 2024 should have never been approved by the committee.  

 

In my own document, commencing with “Introductory Comments” and continuing in successive chapters, I provide a detailed analysis of the above-mentioned flaws and others.  In doing so, I analyze each of the five chapters in the Sayles-Adams dissertation:   Chapter I (along with “Acknowledgments” and “Abstract”), “Background of the Problem”;  Chapter II, “Review of the Literature”;  Chapter III, “Methodology”;  Chapter IV,  “Findings”;  and Chapter V, “Discussion.” 

 

As of November 2024, continuing into February 2025, the "embargoed" status of the Sayles-Adams’s dissertation ended and this doctoral thesis was  listed on “Cornerstone:  A Collection of Scholarly and Creative Works for Minnesota State University, Mankato,” at link, https://cornerstone.lib.mnsu.edu/etds/1266/ .   

 

According to librarians at University of Minnesota/Mankato, Sayles-Adams withdrew the dissertation from the Cornerstone listing on 17 February 2025.

 

The current unavailability of the Sayles-Adams dissertation induces grave questions as to why Sayles-Adams is unwilling to submit her dissertation for public review.  This runs counter to the very idea of doctoral dissertations, the purpose of which is to contribute to the intellectual universe of public knowledge.

 

.....................................................................................................

 

I have made Lisa Sayles-Admas’s dissertation,  African American Women Principals: A Phenomenological Study to Explore Their Experiences in K-12 Leadership, available to individuals who have expressed interest.

 

For the dissertation, Lisa Sayles-Adams interviewed five African American women school principals with the objective of determining how these principals coped with the challenges they faced because of their position at the intersection of race and gender, especially with regard to interactions with white men.

 

Sufficiently discerning readers of Lisa Sayles-Adams’s dissertation will readily observe the many flaws of English usage, the structural problems of the dissertation, the poorly executed interviews of the participant principals, the failure to follow up with questions that could have produced material of considerable value in understanding the experiences of these women, and the lack of any meaningful contribution to scholarly literature.

 

As readers now know, the dissertation is replete with misspelled and misused words, including a rendering of the word, tenet, as “tenant” two times;  presentation of the word, “rein,” as reign;  and the most brain-boggling of all:  the four-times misspelled pseudonym (“Marica” rather than “Marcia) assigned to one of the five interviewees participating in this qualitative study;  Sayles-Adams also once renders another pseudonym, Gwendolyn, as “Gwendoly.” 

 

The avowed goal of determining the experience of African American female principals operating at the intersection of race and gender  was a worthy pursuit, making the failed exercise on the part of the maladroit Lisa Sayles-Adams all the more lamentable.

Article #3 >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume XI, Number Twelve, June 2025

Superintendent’s Cabinet

 

The cabinet of advisers to Superintendent Lisa Sayles-Adams theoretically provides counsel on all matters pertinent to the administration of the Minneapolis Public Schools.  Deputy Superintendent Ty Thompson and Senior Academic Officer Melissa Sonnek are most responsible among the cabinet members for providing input pertinent to the academic program.

 

The associate superintendents are not formally part of the cabinet in the Sayles-Adams administration, but they are senior leaders responsible for mentoring site principals and would be instrumental as to implementation of the academic program if they exercised the authority that is formally theirs.

 

Superintendent Lisa Sayles-Adams’s cabinet of key advisers is as follows  >>>>>

 

Senior Leadership Team

 

Ty Thompson, Deputy Superintendent

 

Melissa Sonnek, Senior Academic Officer

 

Ibrahima Diop, Senior Finance Officer

 

Alicia Miller, Senior Human Resources Officer

 

Tom Parent, Senior Operations Officer

 

Jamie Jonassen, General Counsel

             

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The occupants of the associate superintendent position are as follows  >>>>>

 

Associate Superintendents

 

Yusuf Abdullah

 

Schools and Programs Supported  >>>>>

 

North High School

Washburn High School

Andersen

Anwatin Middle School

Franklin Middle School

Justice Page Middle School

Ella Baker

Seward

Sullivan

Anishinabe

Barton

Bethune

Bryn Mawr

Burroughs

Emerson

Field

Green Central

Hale

Hall

Kenwood

Las Estrellas

Lyndale

Marcy

Nellie Stone Johnson

 

……………………………………………………………………………………………..

 

Laura Cavender

 

Schools and Programs Supported  >>>>>

 

Camden

Edison

Southwest

Harrison

Anthony

Northeast Middle School

Olson Middle School

Metro Programs

River Bend

Stadium View

Transitions Plus

Armatage

Cityview

Hmong International Academy

Jenny Lind

Kenny

Loring

Lucy Laney

Pillsbury

Waite Park

Webster

Windom

……………………………………………………………………………………………..

 

Shawn Harris-Berry

 

Schools and Programs Supported  >>>>>

 

FAIR

Heritage

Longfellow

Roosevelt High Schools

Southwest Middle School

Wellstone

MPS Online

Sanford Middle School

Hiawatha

Howe

Keewaydin

Northrop

Wenonah

Bancroft

Dowling

Folwell

Whittier

Athletics

Contract Alternatives

 

 

Article #4 >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota< Volume XI, Number Twelve, June 2025

Department of Academic Core and Instruction

 

The Academic Core and Instruction Department consists of 25 members.

 

The department is responsible for the academic program of the Minneapolis Public Schools that since 2014 has recorded the following dismal performance, as follows  >>>>>

 

>>>>> 

 

Minneapolis Public Schools 

Academic Proficiency Rates

Years Ending in 2014 through 2024

 

             2014 2015 2016 2017 2018 2019 2021 2022 2023 2024 

All

Students

 

Math     44%  44%  44%  42%  42%  42% 35%  33% 35% 35%  

 

Reading  42%  42%  43%  43%  45%  47% 40% 42%  41% 40% 

 

Science   33%  36%  35%  34%  34%  36% 36%  33%  31% 32% 

 

Minnesota Comprehensive Assessments (MCAs)

Student Proficiency Rates

Academic Years Ending in 2014 through 2024

 

Note:    Data given for the academic year ending in 2024 in the category of “All Students” only;  disaggregated data for that year will be forthcoming, as will number of students tested for all categories.

 

                    2014 2015 2016 2017 2018 2019 2021 2022  2023  2024

 

African                      

American

 

Math         22%  23%  21%  15%  18%  18%  9% 10%   8%     8%      

 

Reading     22%  21%  21%  21%  22%  23% 19% 18% 16% 15%      

 

Science      11%  15%  13%  12%  11%  11%  11%   8%   6%   6%    

 

American

Indian

 

Math           23%  19%  19%  17%  17%  18%  9%    9%  10%  12%     

 

Reading       21%  20%  21%  23%  24%  25% 20% 22%  19% 18%    

 

Science        14%  16%  13%  12%  14%  17%    9%  9%    7%  12%  

 

 

Hispanic/

Latine

 

Math            31%  32%  31%  29%  26%  25%  12%  12%  12%  11%   

 

Reading         22%  21%  21%  21%  22%  23% 19%  18%  16%  12%    

 

Science          17%  18%  21%  19%  17%  16%  10%  11%    9%   8%             

 

Asian

American

 

Math            48%  50%  50%  49%  50%  47%   46%    39%  25% 26%   

 

Reading        41%  40%  45%  41%  48%  50%   54%  49%  33%  31%      

 

Science          31%  35%  42%  35%  37%  40%   43%   36% 27%  28%

 

White

 

Math            77%  78%  78%  77%  77%  75%    62%   61% 65%   68%   

 

Reading       78%  77%  77%  78%  80%  78%    74%   71%  72%   73%   

 

Science         71%  75%  71%  70%  71%  70%    61%   60%  59%   61%

 

<<<<< 

 

 

……………………………………………………………………………………………..

 

Academic Core and Instruction Staff, June 2024

 

 

The staff responsible for this wretched academic record is as follows >>>>>

 

>>>>> 

 

Maria Rollinger, Executive Director

Anna Baumann Smith, Social Studies/Ethnic Studies Content Lead

Billy Perkiss, World Languages District Program Facilitator

Casey Strecker, International Baccalaureate (IB) Programming Content Lead

Chas Thomsen, Science Content Lead

Courtney Caldwell, English Language Arts & Literacy Content Lead

Emily Duffy Hanrahan, English Language Arts Content Lead

Jennifer Hanzak, Math K-5 Content Lead

Jessica Rose, Literacy Intervention Lead, 6-12

Julie Ripplinger, Literacy K-5 Content Lead

Kelly Merritt, Literacy K-5 Content Lead

Kelsie Leonard, Math 6-12 Content Lead

Kimberly Bice, Director Literacy

Kristin Caquelin, STEM K-8 TOSA

Kyle Hansen Health/Physical Education Content Lead

Lori Ledoux, Arts District Program Facilitator

Mandy Belim, Library/Media K-12 Content Lead

Marie Olson, Literacy Early Childhood Education

Natalie Tourtelotte, Director K-12 Programs

Rodert Kohnert, College Credit Programming Content Lead

Sarah Minette, Music Programming Content Lead

Sizi Goya, Director, Math

Steven Montgomery, Ethnic Studies Content Lead

Teri Emery, Talent Development Content Lead

Tommie Casey, Director AVID Programming

 

>>>>>