I have
three major lines of inquiry to conduct before I present the full book to the
public in November 2018; but for many
moons now, accelerating recently, and in presentations that will continue to
appear in great volume and force, readers of this blog have major heads-up as
to content and themes of Understanding
the Minneapolis Public Schools: Current
Condition, Future Prospect.
As you scroll
on down to the next twenty or so articles, and then on to the 750 others on
this blog, you will view a bevy of information pertinent to Minneapolis Public
Schools student academic performance levels;
major departments and staff members responsible for the wretched quality
of education in the district; the dim
prospects for the new Minnesota state North Star Accountability System; the key questions of concern implied by the
MPS Comprehensive Survey; the failure of
MPS decision-makers and teachers to impart Minnesota State Academic Standards
for mathematics, reading, science, history and related fields, and the
arts; the culpability and degradation of
the MPS Board of Education; and
indications as to how the abysmal state of affairs defined by the circumstances
of K-12 education in Minnesota must be addressed at the level of the locally
centralized school district, including the election of new members to the MPS
Board of Education in November.
Responsibility
for the essential state of affairs in K-12 education in Minnesota resides in
numerous culpable parties, given in order as education professors and teacher
training programs; collegiate and university
systems that profit from these wretched programs; the teachers and administrators produced by
these programs; the lassitude and incompetence
that results in the locally centralized school system as a result; the shoddy reporting of K-12 education by
feature and editorial staff at the Star
Tribune; the cluelessness and
vacuous reporting of K-12 issues by television and radio outlets; reformers who have little grasp of
educational excellence or appreciation of the importance of the locally
centralized school district as the focus for efforts to impel fundamental
change; well-to-do parents who send
their children to private schools or who angle to put their children in schools
at which education is least wretched;
and a general public that professes concern about education but does
little walking of the talking.
All of this
will be covered in Understanding the
Minneapolis Public Schools: Current Condition,
Future Prospect, which will proceed in three parts: Facts (objective presentation of the brutal
data), Analysis (my interpretation of the data), and Philosophy (indication of
bright future possibilities via overhauled curriculum and teacher training).
Scroll on,
read attentively, stay abreast, be informed.
A hurricane
of undeniable facts is about to roar down the halls of the Davis Center and on
to the classrooms at the sites of the Minneapolis Public Schools. Only those capable of frank admission of
culpability and sincere expression to commit to rectification in behalf of the
students who are their only reason for professional sustenance will remain
standing once this Force-Level Six Storm hits.
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