Feb 21, 2022

Article #20 >>>>> Origin and Consequences of Wretched Public Education Throughout the United States

Consequences of Education Professor Ideological Corruption Is Witnessed in the Academic Skills of Students in Locally Centralized Public Schools Districts Led by Acolytes Such as Minneapolis Public Schools Superintendent Ed Graff

Minneapolis Public Schools Superintendent Ed Graff is a typically ill-trained education administrator, possessing no substantive academic credentials.  

He has a bachelor's degree in elementary education, standard for grades preK-5 teachers but the least intellectually rigorous degree on any college or university campus;  his only graduate training is in educational administration, received via an online program from low-tier University of Southern Mississippi.

Graff has been superintendent in the Minneapolis district since 1 July 2016, so that his administration is responsible for the following results in the years ending in 2017, 2018, 2019, and 2021--- and for the failure to improve at any acceptable standard, even in literacy, one of the avowed emphases in his four-point programmatic focus (literacy, equity, social and emotional learning, and multi-tiered system of support).

As is the case with most superintendents throughout the nation, Graff is a creature of the ironically anti-knowledge education establishment that assures production of an ignorant populace and cyclical poverty at the urban core.


Perpend  >>>>>


Academic Proficiency Rates as Indicated by Minnesota Comprehensive Assessments (MCA)

Academic Years Ending in 2014, 2015, 2016, 2017, 2018, 2019, and 2021

(Note  >>>>>      The MCAs were not administered for the academic year ending in 2020.)


Reading                  

2014               42%                                             

2015               42%                                        

2016               43%                                            

2017               43%                                            

2018               45%                                             

2019               47%                                             

2021               46%                

                             

Mathematics                                          

2014               44%                                         

2015               44%                                         

2016               44%                                         

2017               42%                                         

2018               42%                                         

2019               42%                                          

2021               35%                                          


Science

2014               33% 

2015               36%

2016               35%

2017               34%

2018               34%

2019               36%

2021               36%

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