Introductory Comments >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota<, Volume XII, Number Four, November 2025

Those Most Responsible for Abysmal Student Academic Proficiency Rates at the Minneapolis Public Schools

 

 

The Minneapolis Public Schools constitute a salient public school district in which incompetence at the lower levels induces a layering of even greater incompetence at putatively higher levels in the district bureaucracy:

 

>>>>>   Teacher training in colleges, schools, and departments of education is abominable, so teachers  at the median are mediocre;  many are incompetent.

 

>>>>>   Principals typically train first as teachers and then receive masters and sometimes doctoral degrees in those same wretched colleges, schools, and departments of education;  they officially have responsibility for teacher and programmatic academic quality at school sites---  but they are at least as inept at delivering quality education as are teachers.

 

>>>>>   Because neither principals or teachers are effective in implementing a high-quality academic program, the position of associate superintendent is created for the mentorship of principals;  but these associate superintendent have the same disastrous training as do principals and teachers, so they, too, are incapable of implementing high-quality curriculum or improving principal and teacher quality.

 

>>>>>   The phenomenon of abominable academic training extends also to Minneapolis Public Schools Superintendent Lisa Sayles-Adams and those in her cabinet making the major decisions pertinent to curriculum and teacher quality for the district.

 

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This November 2025 edition of Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota, I focus on the central office (Davis Center, 1250 West Broadway) staff members responsible for the academic failure of the Minneapolis Public Schools.50 West Broadway):

 

Article #1 focuses on staff in the Department of Academic Core and Instruction;  Article #2, the Office of Black Student Achievement;   Article #3, the Office of Latine Student Achievement; Article #4, Department of Indian Education; and Article #5, those in the cabinet of Superintendent Lisa Sayles-Adams.

 

In the Concluding Comments I detail the insubstantial academic credentials of those most responsible for the academic failure of the Minneapolis Public Schools.