In my nearly completed book, Understanding the Minneapolis
Public Schools: Current Condition, Future
Prospect, I will include a copy of this plan in full and in Part Two of the book I will analyze the
philosophy undergirding the plan, action taken to make the plan a reality, and the
results of efforts to implement the plan
as reflected in student outcomes, resource usage, teacher effectiveness, and
family and community partnerships established.
As an indicator of the analysis that I will offer in
the book, I will make two brief comments:
1) Two and
one-half years into this six-year plan, as we near therefore the midpoint of
the term for which the plan is to be in effect, none of the goals of Strategic
Plan: Acceleration 2020 have been achieved. Graduation rates have
improved a bit, but across many indicators student performance has actually
worsened, as indicated in summaries of MCA results and other indicators that I
have posted at many junctures on this blog.
2) At the beginning of this academic year
2016-2017, consultant Michael Casserly of the Council of Great City Schools told
Minneapolis Public Schools Board of Education members and MPS administrators that
he has never observed favorable results for a strategic plan offering the notion
of schools as the unit of change (as opposed to the entire school system as a
unit of change); he offered similar
comments regarding the notion of school autonomy according to which district
officials have proffered the community partnership school concept and approved
four such schools.
The evidence strongly suggests a poverty of educational
philosophy as associated with MPS officials and school board members, and that
what philosophy exists is errant.
But now please just think your own thoughts and make your
own judgments as you read this summary of Strategic Plan: Acceleration 2020 extracted
from website information posted on the MPS website:
Strategic
Plan: Acceleration 2020 Our Theory of Action: Schools as the Unit of Change
Acceleration 2020 is an ambitious plan to accelerate
student outcomes and close the achievement gap by 2020. MPS will increase
school autonomy so schools can tailor programs to meet community needs and values;
deliver funding so schools will receive resources based on the needs of their
unique student populations; and focus on academic support efforts.
All students graduate
ready for college and career with global competencies for the 21st century
Learning for students and
student groups is accelerated to transcend disparities and ensure positive
educational outcomes
MPS engages families and
the community to support student success
MPS is a learning
organization committed to the growth, development and engagement of all staff
MPS is a well-managed
organization committed to strong stewardship of resources
Resources and services are
allocated transparently and equitable to best meet the diverse needs of all
students
To close the achievement gap by 2020, every year for
the next five years, we must have:
➤ 5% annual increase in students
overall meeting or exceeding state standards in reading and math
➤ 8% annual increase in students
meeting or exceeding standards in reading and math for MPS’
lowest-performing students
➤ 10% annual increase in the
four-year graduation rate
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