Sep 18, 2018

Be Aware of the Flurry of Articles Posted on This Blog Yesterday (Monday, 17 September 2018) and today (Tuesday, 18 September 2018) That Signal Completion of My Book on the Current Condition and Future Prospects of the Minneapolis Public Schools

I note from the interest demonstrated by readers of this blog for the articles posted these last two days that many of you understand that such presentation of material signals that I am putting the finishing flourishes to my book long been near completion and now in highly refined form. 

 

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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