MPS Department of Teaching and Leerning Staff Members Erin Clarke, Christen Lish, Jenn Ross, and Julie Tangemann Bear Major Responsibility for the Wretched Levels of Student Science Proficiency in the Minneapolis Public Schools

Year after year, students of the Minneapolis Public Schools record dismal proficiency rates in science.

 

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Minneapolis Public Schools Student Proficiency in Science, Based on Minnesota Comprehensive Assessments (MCAs) for Academic Years Ending in 2014, 2015, 2016, 2017, 2018, and 2019

 

Science               2014       2015       2016      2017      2018        2019

 

African                 11%       15%         13%        12%       11%                14%

American

 

American             14%        16%        13%      17%       14%           17%

Indian

 

Hispanic               17%         18%        21%      19%       17%          16%

 

Asian                     31%         35%       42%       38%       37%          40%

 

White                   71%         75%        71%       70%       71%               70%

 

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

Reduced

 

All                          33%        36%        35%        34%      34%                 36%

Among Davis Center (Minneapolis Public Schools central offices, 1250 West Broadway) decision-makers responsible for design of the academic program, Superintendent Ed Graff and Interim Senior Academic Officer Aimee Fearing have ultimate responsibility;  key roles in implementation are occupied by Associate Superintendents Shawn Harris-Berry, LaShawn Ray, Ron Wagner, and Brian Zambreno.

 

But by specificity of title and function, MPS Department of Teaching and Learning staff members Erin Clarke, Christen Lish, Jenn Ross, and Julie Tangemann are particularly culpable for low science proficiency rates.  

 

Erin Clarke  is a K-8 Science, Technology, Engineering, and Mathematics (STEM) District Program Facilitator (DPF);  she is the only member of the MPS Department of Teaching and Learning who has an advanced degree in a legitimate academic field, but this degree is in geology rather than in the very most key science subject areas of biology, chemistry, and physics.  

Christen Lish is AVID (Advancement Via Individual Determination) Coordinator;  she holds only the very general and lightweight master’s degree in science education, with a bachelor’s degree in education:  Lish has insubstantial credentials as a scientist. 

 

Julie Tangemann is doubly culpable for maintaining DPF roles in both literacy and science, for which in both cases MPS student proficiency rates are abominably low;  she has only degrees in education, with no indication of any academic training in science training whatsoever.

 

Jenn Ross is K-12 Science DPF;  she does have a bachelor’s degree in biology but a master’s degree only in science education.

 

Full credentials for these Davis staff members with explicit responsibility for science are given as follows:

 

Erin Clarke

 

B.A., Geology (College of William & Mary)

M.A., Geology (University of Wisconsin)

M.A. Education (Univeristy of Minnesota)

 

Christen Lish                     

M.A., Science Education  (University of Minnesota – Twin Cities)

B.S., Education  (University of Minnesota – Twin Cities)

Licensures:

Life Sciences

Earth and Space Science

 

Jenn Ross, K-12 Science DPF                      

M.A., Science Education                                               University of Iowa

B.S., Biology                                                                       Drake University

Licensures:

Life Sciences

Science 5-8

Julie Tangemann, K-5 Literacy DPF

    K-5 Science DPF                                                   

 

M.A., Education  (St. Mary’s University of Minnesota)

B.A., Education   (University of St. Thomas)

Licensures:

Elementary Education

………………………………………………………………………………………………

 

Students in grades preK-5 learn very little science at all.  An MCA in science is administered to grade 5 students, who perform predictably poorly.

 

Middle school students do take courses bearing the names Science 6, Science 7, and Science 8;  a science MCA is administered in grade 7, also yielding predictably low proficiency rates.

 

Low proficiency continues at the high school level, indicated by results on the science MCA, low scores on Advanced Placement tests, and poor performance on the science portion of the ACT college preparedness exam.

 

Heretofore, Erin Clarke, Christen Lish, Jenn Ross, and Julie Tangemann have operated below the radar as to their insubstantial credentials and their roles in poorly designing and implementing science curriculum at the Minneapolis Public Schools;  they share responsibility with the highly paid Graff, Fearing, Harris-Berry, Ray, Wagner, and Zambreno.

 

In my book, Understanding the Minneapolis Public Schools:  Current Condition, Future Prospect, I reveal the knowledge-deficiency of the science program at the Minneapolis Public Schools, with elevated specificity as to the culpable staff members.

 

The days of designers and implementers of science curriculum at the Minneapolis Public Schools academically abusing the students for whom they have sacred responsibility are over.