Knowledge-Deficient Academic Decision-Makers at the Minneapolis Public Schools Have Not for Decades Imparted and Cannot Now Impart Even Basic Skills, Much Less an Excellent Education----- Even Graduates Walk Across the Stage to Claim a Piece of Paper That is a Diploma in Name Only

In the Minneapolis Public Schools (MPS) Comprehensive District Design Update presented at the MPS Board of Education meeting on Tuesday, 10 September 2019, admission is given as to the low rates of achievement for students in certain demographic categories.

 

In reviewing these figures, readers should keep in view that when Superintendent Ed Graff cites good results for other students he tacitly admits that he has no understanding of the meaning of an excellent education:

 

No one in the Minneapolis Public Schools receives an excellent education. 

 

No one.

 

Not one staff member among academic decision-makers at the Davis Center (MPS central offices, 1250 West Broadway) is a scholar or an academician. 

 

Let me repeat that >>>>>

 

Not one staff member among academic decision-makers at the Davis Center (MPS central offices, 1250 West Broadway) is a scholar or an academician. 

 

Academic decision-makers at the Minneapolis Public Schools have very little knowledge themselves and no respect for knowledge at the core of an excellent education:

 

All graduates of the Minneapolis Public Schools walk across the stage to claim a piece of paper that is a diploma in name only.

 

This magnifies the terrible performance in key demographic categories:

 

Decision-makers at the Minneapolis Public Schools cannot now and have not for decades even been able to impart mathematics and reading skills to most students at the district.   

 

What an embarrassment, then, is the prevailing circumstance that we would be turning cartwheels if this incompetent cohort could just superintend a program for the delivery of basic skills.

 

Peruse the summary information conveyed in the document as presented on 10 September.

 

Then note my fuller presentation of data for the last ten years.

 

Then contemplate the broader dilemma of knowledge depravity among MPS academic decision-makers and all students at the Minneapolis Public Schools.

 

Summary Data from Minneapolis Public Schools Comprehensive District Design Update

 

Proficiency and Graduation Rates for Academic Year Ending in 2018

 

                      Mathematics      Reading          Graduation                            

 

White                     77%                      80%              87%

 

Asian                       50%                      48%              87%

 

Hispanic                 26%                      27%              57%

 

African                   18%                      22%              61%

 American          

 

American              17%                      24%              37%

  Indian

 

MPS Academic Proficiency Rates for 2014, 2015, 2016, 2017, & 2018

 

Math                     2014       2015       2016      2017      2018

 

African                  23%       19%         19%      16%       17%

American

 

American             23%        19%           19%       16%        17%

Indian

 

Hispanic               31%         32%          31%       29%        26%

 

Asian                     48%         50%          50%       44%        46%

 

White                   77%         78%          78%       77%        77%

 

Free/                     26%         26%          25%       24%        22%

Reduced

 

All                          44%         44%           44%     42%        42%

 

Reading               2014       2015       2016      2017      2018

 

African                  22%       21%         21%      21%       21%

American

 

American             21%        20%           21%       22%        23%

Indian

 

Hispanic               23%         25%          26%       26%        27%

 

Asian                     41%         40%          45%       38%        44%

 

White                   78%         77%          77%       78%        80%

 

Free/                     23%         23%          23%       25%        25%

Reduced

 

All                          42%         42%           43%     43%        45%

 

Science               2014       2015       2016      2017      2018

 

African                 11%       15%         13%      11%       10%

American

 

American             14%        16%           13%       16%        13%

Indian

 

Hispanic               17%         18%          21%       19%        17%

 

Asian                     31%         35%          42%       31%        34%

 

White                   71%         75%          71%       70%        71%

 

Free/                     14%         15%          17%       16%        15%

Reduced

 

All                          33%         36%           35%     34%        34%