Article #2 >>>>> Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota, Volume VIII, Number 9, March 2022 

Article #2

The Consequences of the Anti-Knowledge Ideology of Education

Professors Are Witnessed in the Achievement Rates of Students   

in Locally Centralized Schools Districts Such as the Minneapolis

Public Schools, Perpetuated by Central Office Acolytes

The United States citizenry has suffered catastrophically from the anti-knowledge ideology of education professors that became embedded in our systems of public education from the 1970s forward.   

The consequences of the anti-knowledge ideology of these campus embarrassments are witnessed in the skill levels of students in locally centralized systems of public education such as the Minneapolis Public Schools. 

Such skill levels persist with these students right on through graduation, giving these nominal graduates (those students who do manage to shuffle through the system for thirteen years, then across a stage to claim a piece of paper that is a diploma in name only) little chance of ending familial cycles of poverty at the urban core, but many opportunities to wander desperately on mean streets leading to early death or incarceration.

Below I give grade level proficiency rates for students enrolled in the Minneapolis Public Schools (MPS), followed by the culpable staff members in the Department of Teaching and Learning, all of whom have been intellectually corrupted by the anti-knowledge ideology of education professors whose classes they endured  >>>>>

>>>>> 

Academic Proficiency as Indicated Minnesota Comprehensive Assessments (MCAs)

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

African American            

2014    2015   2016   2017   2018   2019   2021

 22%     21%   21%   21%   22%   23%  19%

 

 

 

American Indian

2014   2015   2016   2017   2018   2019   2021

 21%   20%   21%   23%   24%    25%   20%

Asian/Pacific Islander    

2014   2015   2016   2017   2018   2019   2021          

 41%    40%   45%   41%   48%   50%   54%

Hispanic        

2014   2015   2016   2017   2018   2019   2021

  23%   25%   26%   26%   27%   27%  20%

All Students      

2014   2015   2016   2017   2018   2019   2021

 42%    42%   43%   43%   45%   47%   46%

Mathematics

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

African American             

2014   2015   2016   2017   2018   2019   2021

 22%    23%   21%   18%   18%   18%    9%

American Indian         

2014   2015   2016   2017   2018    2019   2021 

23%    19%   19%   17%    17%    18%   9%

 

 

 

Asian/Islander                

2014   2015   2016   2017    2018   2019   2021 

  48%   50%   50%   47%    50%   47%  46%

Hispanic            

2014   2015   2016   2017   2018   2019  2021 

  31%   32%   31%   29%   26%   25%  12%

All Students      

2014   2015   2016   2017   2018   2019   2021 

 44%   44%   44%   42%    42%   42%   35%

Science

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

African American

2014   2015   2016   2017   2018   2019   2021 

  11%   15%   13%   12%   11%   11%   11% 

American Indian          

2014   2015   2016   2017   2018   2019   2021 

  14%   16%   13%   17%   14%   17%    9%

Asian/Pacific Islander                

2014   2015   2016   2017   2018    2019   2021 

  31%   35%   42%   35%    37%   40%   43%

 

Hispanic            

2014  2015  2016   2017    2018    2019    2021 

 17%  18%   21%   19%    17%    16%   10%

All Students      

2014  2015   2016   2017    2018  2019  2021 

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

Department of Teaching and Learning Staff, Minneapolis Public Schools

Abdi Ogle, Cultural Facilitator

Brandy Siddiqui, K-12 Social Studies District Program Facilitator

Christen Lish, AVID Coordinator

Christina Ramsey, K-8 TD  AA

Christopher Wernimont, 6-12 Mathematics District Program Facilitator

Erick Hensel, Comprehensive District Design/Magnets

Jenn Rose, K-12 Science District Program Facilitator

Jennifer Hansak, K-5 Mathematics District Program Facilitator

Julie Tangemann, K-5 Literature District Program Facilitator

                                K-5 Mathematics District Program Facilitator

Kelly McQuillan, 9-12 AA and K-12 International Baccalaureate Program Manager

Kristin Bauck, 6-12 English/Language Arts (ELA)/ Reading District Program Facilitator

Lori Ledoux, K-12 Arts Specialist/ Teacher on Special Assignment

Marium Toure, K-5 Mathematics District Program Facilitator

Meghan Gasdick, K-5 Literature District Program Facilitator

Melissa Damon, K-88 TD AA

Melody Lockwood, Multi-Tiered System of Support (MTSS) Coordinator

Molly Siebert, K-5 Social Studies District Program Facilitator

Molly Vasich, 6-12 English/Language Arts/ Reading District Program Facilitator

Muhammad Tayyeb, Cultural Facilitator

Natalie Tourtelette, K-8 PYP and MYP District Program Facilitator

Nora Schull, K-12 Arts District Program Facilitator

Paula Killian, AVID Middle School Coordinator

Paulina Jacobsson, Cultural Facilitator

Tara Finne, Fine Arts Teacher on Special Assignment (TOSA)

Tommy Casey, AVID Program Manager