Jul 7, 2024

Article #5 >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota<, Volume XI, Number One, July 2024

Insubstantial Credentials and Failed Performance of Laura Cavender, Another Likely Key Aide to Sub-Mediocre New Superintendent Lisa Sayles Adams

 

With the ouster of Rochelle Cox and Aimee Fearing, the quality of advisers that will remain on staff at the Minneapolis Public Schools (MPS) under sub-mediocre new superintendent Lisa Sayles-Adams will be greatly diminished. 

 

Three cabinet members who are likely to remain as advisers to Sayles-Adams are Shawn-Harris-Berry, Yusuf Abdullah, and Laura Cavender.

 

Cavender will remain as an associate superintendent position.

 

Cavender moved to the Davis Center (MPS central offices, 1250 West Broadway) during the Graff administration (2016-2022) from a position as building principal of Bryn Mawr Elementary School.  She has very humble academic credentials, as do almost all of those having responsibility for academics at the district:  teachers, principals, Davis Center academic division staff, associate superintendents, and superintendent.  And Cavender was a failure as principal at Bryn Mawr, as the academic proficiency rates of students indicate.

Peruse, then, Cavender’s insubstantial academic credentials (which feature no graduate degree in a key subject area field [i.e., mathematics, physics, history, government, economics, English literature]) and review the abysmal academic proficiency rates at Bryn Mawr Elementary School, including those recorded during the years of Abdullahs’s tenure as principal.


Laura Cavender (Associate Superintendent)

Academic Degree/Credential

                            

M. A.  Curriculum & Instruction

(University of Nebraska/Lincoln)

 

B.A. or B.S., Education 

(University of Nebraska-Lincoln)

                                                                  

Licensures:        

 

Pre-Kindergarten

District Superintendent

K-12 Principal

 

 

School Data by Comparison to Districtwide Data

             School  District

Native American                4%        5%

African American             52%      35%

Asian American                18%        5%

Hispanic American            8%      14%

White American               17%     41%

Receive ELL Services        21%     17%

Free/Reduced Lunch        76%     48%

Special Education             20%     15%

 

Reading

 

2014  2015  2016    2017  2018 2019  2021  2022  2023

 

  22%    27%   18%    22%    22%  16%  16%    17%   21%

 

(187)  (196)  (186)  (171)  (163) (147)   (57)  (149) (137)

 

Math

 

2014   2015  2016  2017  2018  2019  2021  2022  2023

 

 35%     28%   33%   25%   20%   14%  22%     11%   17%

 

 (50)    (63)   (52)     (60)   (56)    (51)  (16)    (145)  (131)

 

Science

 

2014  2015  2016  2017   2018 2019  2021  2022  2023

 

  20%    25%   25%   10%   20%    8%    19%   6%     10%

 

(567) (532) (547) (510)  (514)  (492)  (172) (47)   (41)

 

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