Article #5
The Abysmal Knowledge and Skill Levels of Students in
the Minneapolis Public Schools
Between 2021 and autumn 2021, 4,811 students departed the
Minneapolis Public Schools to seek education elsewhere, the result of a drop in
enrollment from 33,500 to 28,689.
Poignantly, very few of those students found better education in
the near suburbs, charter, or parochial schools; public education is
rarely good and most often terrible >>>>>
Students at the preK-5 level, wherever they matriculate, are
likely in the extreme to master no rigorous, systematically imparted knowledge
sets pertinent to natural science, history, government, geography, quality
literature, or the fine arts. Middle school features more courses in those
areas but those courses are knowledge-deficient. At the high school
level, only Advanced Placement (AP) and International Baccalaureate (IB)
courses have the potential for academic substance but are often taught by
teachers who do not possess the requisite knowledge base.
Administrators and teachers in the Minneapolis Public Schools are
themselves ill-educated and poorly positioned to signal any reason why students
should not seek any other options, as forlorn as are the alternatives.
This is particularly true for nonwhite students, as the following presentation
indicates >>>>>
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%
White
2014 2015
2016 2017 2018 2019 2021
78% 77% 77% 78% 80% 78% 74%
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%
White
2014 2015 2016 2017 2018 2019 2021
71% 75% 71% 70%
71% 70% 61%
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%
White
2014 2015 2016 2017 2018 2019 2021
71%
75% 71% 70%
71% 70% 61%
All
Students
2014 2015 2016 2017 2018 2019 2021
33% 36% 35% 34% 34% 36% 36%
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