The Consequences
of Ignorance Produced in
the Corrupt
Context in Which the Superintendent Ed Graff;
Interim Minneapolis Public Schools (MPS) Senior Academic Officer Aimee
Fearing; Associate Superintendents Shawn Harris-Berry, LaShawn Ray, Ron Wagner,
Brian Zambreno; the 22 Staff Members of
the Department of Teaching and Learning; Michael Walker and the Office of Black
Student Achievement, and Jennifer Simon and the Department of Academically
Abuse MPS Students
Ed Graff, Aimee Fearing, Shawn
Harris-Berry, LaShawn Ray, Ron Wagner, Brian Zambreno, the 22 staff members of
the Department of Teaching and Learning, Office of Black Male Student Director
Michael Walker, and Department of Indian Education Director Jennifer Simon
abuse the students of the Minneapolis Public Schools (MPS) every day their feet
hit the ground.
Fully grasp the magnitude of the
ineptitude of these officials in remembering proficiency rates fo academic
years ending in 2014, 2015, 2016, 2017, 2018, and 2019 >>>>>
MPS Academic Proficiency Rates for 2014, 2015,
2016, 2017, 2018, and 2019
>>>>>
Math
2014
2015 2016
2017 2018
2019
African 23%
19%
19% 16% 17%
18%
American
American
23%
19%
19% 16%
17%
18%
Indian
Hispanic
31% 32%
31% 29%
26%
25%
Asian
48% 50%
50% 44%
46%
47%
White
77% 78%
78% 77%
77%
75%
Free/
26% 26%
25% 24%
22%
20%
Reduced
All
44% 44%
44% 42%
42%
42%
Reading
2014 2015
2016 2017 2018 2019
African 22%
21%
21% 21% 21% 23%
American
American
21% 20%
21% 22%
23% 25%
Indian
Hispanic
23% 25%
26% 26%
27%
29%
Asian
41% 40%
45% 38%
44%
50%
107
White
78% 77%
77% 78%
80%
78%
Free/
23% 23%
23% 25%
25%
25%
Reduced
All
42% 42%
43% 43%
45%
47%
Science 2014
2015
2016 2017 2018 2019
African 11%
15%
13% 11% 10%
11%
American
American
14% 16%
13% 16%
13% 17%
Indian
Hispanic
17% 18%
21% 19% 17% 16%
Asian
31% 35%
42% 31% 34% 40%
White
71% 75%
71% 70%
71% 70%
Free/
14% 15%
17% 16% 15% 14%
Reduced
All
33% 36%
35%
34% 34% 36%
Percentage of Students Graduating
2013 2014
2015 2016 2017
2018
Student
Category
African 44.8% 47.8%
52.8% 59.5% 56.9%
61.7%
American
American 38.1%
25.6% 36.3% 37.4%
29.8% 37.8.%
Indian
Asian 69.7% 78.8%
83.3% 85.6% 82.5%
87.1%
Hispanic 42.8% 44.5%
57.6% 50.6% 56.7%
57.1%
White 75.8% 77.4%
82.5% 85.1% 86.0%
86.7%
Free/ 47.4% 49.7%
56.8% 56.9% 56.7%
61.4%
Reduced
Lunch
Homeless 26.1%
26.1% 37.3% 35.7%
40.1% 37.8%
Highly
Mobile
Advanced 85.6%
86.7% 90.4% 89.3%
83.3% 90.8%
Learner
Female 60.3% 62.1%
69.0% 71.7% 69.3%
71.8%
Male 51.9% 55.6%
61.3% 63.0% 63.1%
66.6%
All 56.1% 58.8%
65.1% 67.3% 66.0%
69.2%
Students
But beyond basic skills, understand that
students at the Minneapolis Public Schools and other locally centralized school
districts get very little of an education of any kind, and that even if stumbling
on to the post-secondary level they will not typically emerge with a knowledge
base broad or deep enough to live as informed citizens:
Americans are poorly educated:
Even those who hold undergraduate and
graduate degrees lack firm knowledge bases in mathematics, natural science,
history, government, economics, world and American literature, world languages,
visual art, and music; most are inept at
manual skills that leave them ever needing to call upon the services of auto
mechanics, plumbers, and carpenters.
Those who have attended colleges and universities emerge at best as
well-trained specialists, devoid of knowledge bases in the liberal,
technological, and vocational arts.
Ignorance is especially cultivated by
wretched systems of K-12 education, of which the district of the Minneapolis
Pubic Schools is just a subset. The same
fundamentally abysmal level of education typifies even those suburban systems
of undeserved reputation for excellence.
Students at grade levels preK-5 learn nothing substantive about the
natural sciences, history, government, or economics. They gain little introduction to quality
American ethnic or world literature.
Instruction in the fine arts is poor.
Mathematics is poorly taught, yielding students unable to perform basic
calculations or to apply these to the realms of economics, finance, and
consumer purchase.
Middle school (typically grades 6-8)
instruction is just as bad. Students
take courses that bear labels denoting science, socials studies (a problematic
mishmash of subjects), and English, and they get low-level introduction in
world languages. But instruction is so
poor and approach to curriculum so debased that the woeful ignorance that
defined them at grade 5 abides still for students graduating from grade eight.
Anything of value at the high school
(grades 9-12) level depends on availability of Advanced Placement (AP) courses,
preparation to succeed at that level, and having one of those few teachers with
the ability to teach challenging AP courses;
those conditions are rare, and otherwise the same deficiencies that
define the elementary and middle school experiences remain still even for those
students who manage to graduate, strolling across the stage to claim a piece of
paper that is a diploma in name only.
Two-thirds of students graduating from the
Minneapolis Public Schools require remedial education once matriculating on
college and university campuses. This is
typical for students graduating from locally centralized public school
districts that ill-serve students from families facing challenges of poverty
and functionality; further, students who
graduate from suburban systems of best reputation are ill-prepared in many
fields to gain abundant knowledge from the collegiate experience.
Students who do manage to struggle on
through to graduation from colleges or universities fulfill a few requirements
in broad categories from key academic disciplines in the natural sciences and
humanities but chasms across the academic terrain of mathematics, biology,
chemistry, physics, history, government, economics, literature, English
literature, world languages, music, and visual art remain. Students ultimately focus on narrow specialties
defined by majors; some go on to even
narrower training in graduate and professional schools.
But this experience in our wretched
primary, secondary, and post-secondary education produces citizens who lack the
knowledge to make informed political decisions or good judgments in matters of
national crisis: Covid-19, climate
change, governmental leadership. Thus
has the United States suffered from irresponsible behavior in the midst of the
pandemic; either denied the reality of
climate change or responded inadequately;
and revealed a high enough level of comfort with a moral degenerate and
governmentally inept president that forty-five percent of the electorate and 28
states will most likely still vote for a person with of that quality of ethical
conduct and corrupt policy formation.
When sensing that something is wrong,
citizens have reactively marched in the streets, pulled down statues, erased
names from buildings, and issued a string of bromides; but they have yet to generate meaningful consensus
for restructuring police departments or identified those policies most likely
to address inequities across ethnicity and class.
We will get nothing of paramount importance
right until we overhaul curriculum at the K-12 level for knowledge-intensity
and train teachers capable of imparting such a curriculum, then provide
students at college and universities broad as well as specialized education.
Until we do that, citizens in the United
States will remain the ignoramuses they are at present, and that creates the
clear and present danger of current American circumstance.
Americans are poorly educated:
Even those who hold undergraduate and
graduate degrees lack firm knowledge bases in mathematics, natural science,
history, government, economics, world and American literature, world languages,
visual art, and music; most are inept at
manual skills that leave them ever needing to call upon the services of auto
mechanics, plumbers, and carpenters.
Those who have attended colleges and universities emerge at best as
well-trained specialists, devoid of knowledge bases in the liberal,
technological, and vocational arts.
Ignorance is especially cultivated by
wretched systems of K-12 education, of which the district of the Minneapolis
Pubic Schools is just a subset. The same
fundamentally abysmal level of education typifies even those suburban systems
of undeserved reputation for excellence.
Students at grade levels preK-5 learn nothing substantive about the
natural sciences, history, government, or economics. They gain little introduction to quality
American ethnic or world literature.
Instruction in the fine arts is poor.
Mathematics is poorly taught, yielding students unable to perform basic
calculations or to apply these to the realms of economics, finance, and
consumer purchase.
Middle school (typically grades 6-8)
instruction is just as bad. Students
take courses that bear labels denoting science, socials studies (a problematic
mishmash of subjects), and English, and they get low-level introduction in
world languages. But instruction is so
poor and approach to curriculum so debased that the woeful ignorance that
defined them at grade 5 abides still for students graduating from grade eight.
Anything of value at the high school
(grades 9-12) level depends on availability of Advanced Placement (AP) courses,
preparation to succeed at that level, and having one of those few teachers with
the ability to teach challenging AP courses;
those conditions are rare, and otherwise the same deficiencies that define
the elementary and middle school experiences remain still even for those
students who manage to graduate, strolling across the stage to claim a piece of
paper that is a diploma in name only.
Two-thirds of students graduating from the
Minneapolis Public Schools require remedial education once matriculating on
college and university campuses. This is
typical for students graduating from locally centralized public school
districts that ill-serve students from families facing challenges of poverty
and functionality; further, students who
graduate from suburban systems of best reputation are ill-prepared in many
fields to gain abundant knowledge from the collegiate experience.
Students who do manage to struggle on
through to graduation from colleges or universities fulfill a few requirements
in broad categories from key academic disciplines in the natural sciences and
humanities but chasms across the academic terrain of mathematics, biology,
chemistry, physics, history, government, economics, literature, English
literature, world languages, music, and visual art remain. Students ultimately focus on narrow
specialties defined by majors; some go
on to even narrower training in graduate and professional schools.
But this experience in our wretched primary,
secondary, and post-secondary education produces citizens who lack the
knowledge to make informed political decisions or good judgments in matters of
national crisis: Covid-19, climate
change, governmental leadership. Thus
has the United States suffered from irresponsible behavior in the midst of the
pandemic; either denied the reality of
climate change or responded inadequately;
and revealed a high enough level of comfort with a moral degenerate and
governmentally inept president that forty-five percent of the electorate and 28
states will most likely still vote for a person with of that quality of ethical
conduct and corrupt policy formation.
When sensing that something is wrong,
citizens have reactively marched in the streets, pulled down statues, erased
names from buildings, and issued a string of bromides; but they have yet to generate meaningful
consensus for restructuring police departments or identified those policies
most likely to address inequities across ethnicity and class.
We will get nothing of paramount importance
right until we overhaul curriculum at the K-12 level for knowledge-intensity
and train teachers capable of imparting such a curriculum, then provide
students at college and universities broad as well as specialized education.
Until we do that, citizens in the United
States will remain the ignoramuses they are at present, and that creates the
clear and present danger of current American circumstance.
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