Recently, assertions of the efficacy of early childhood education; an announcement of new emphasis on ethnic studies courses; along with a literacy initiative focused at present on the very early grades; together indicate just how forlorn are the prospects under the leadership of academic-decision-makers at the Minneapolis Public Schools (MPS) for advancing the needed knowledge-intensive, skill-replete curriculum and the training of teachers capable of imparting such a curriculum.
As a leftist, I advocate publicly funded daycare with a strong educational component; but getting an early start on arithmetic and verbal skills will not promote excellence in education or equitable treatment of students across all demographic descriptors if curriculum across grades preK-12 continues to be so weak.
A knowledge-intensive curriculum across world and ethnic domains should be part of the education of MPS students all through their grade-by-grade experience; without the proper contextualizing information, any value of ethnic studies courses will be undermined: Better than ethnic studies courses would be advanced high school courses such as the history of Africa, Mexico, Laos, Somalia, African America, and Latina/Latina America, after the impartation of abundant knowledge sets in world and United States history in elementary and middle school.
And the gravest need at the Minneapolis Public Schools is not in the early grades, but rather beyond grade 2, at which the lack of reading in a multiplicity of nonfiction and fiction works for the building of vocabulary and subject area knowledge; and the weakness of instruction at all levels in mathematics; shortchanges all students and falls hardest on those from families seeking to break the cycle of poverty.
In my book, Understanding the Minneapolis Public Schools: Current Condition, Future Prospect, I detail the paltry credentials of academic decision-makers at the Minneapolis Public Schools, indicative of why they have no hope of being the authors of the needed curriculum and teacher training and must therefore bring in university-based or independent field specific scholars to provide that training.
Here is an update for new members of the MPS Department of Teaching and Learning and the Office of Black Student Achievement, microcosmically demonstrating the prevailing lack of scholars among those who are or should be involved in academic decision-making or implementation at the Minneapolis Public Schools.
Academic Credentials
Department of Teaching and Learning
Degrees Conferred Field in Institution at Licensures
Which Degree Which Degree
Was Conferred Was Conferred
Jennifer Hanzak
B.A. Child Psychology University of Elementary Education
Minnesota
M.A. Education University of Elementary Education
Minnesota
Lori Ledoux
B.A. Dance University of Dance K-12
Minnesota Principal K-12
M.A. Education University of
Minnesota
Mankato
Education Education University of
Specialist Minnesota
Meghan Gasdick
B.A. Elementary Florida State
Education University
M.A. Educational University of
Leadership Minnesota
Office of Black Student Achievement
Degrees Conferred Field in Institution at Licensures
Which Degree Which Degree
Was Conferred Was Conferred
Ndeke Abdulla
B.A. Psychology Metro State
University
M.A. Human Services Concordia
Quiana Sorel
B. A. Child Psychology University of Minnesota
M.A. Public Affairs Tufts University
Umar Rashid
B.A. Metro State University
M.A. Public Affairs University of
Minnesota
Take not, too, of this information from autumn 2019:
Degrees Held by Teachers in the Minneapolis Public Schools
Number of Teachers Who Hold Each of the Following as Their Most Advanced Degree
Grade Bachelor’s Master’s Ed. D. Ph. D.
Level
Taught
K-5 515 872 22 6
6-8 172 235 3 5
9-12 289 388 5 11
Number of Teachers Who Hold a Master’s Degree or Ph. D. in a Field Other Than Education
Grade Master’s Ph. D.
Level
Taught
K-5 56 -----
6-8 23 -----
9-12 48 3
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