Article #1
Department of
Core Academics and Instruction
With regard to fundamental skills of
students at the Minneapolis Public Schools, note that reading and mathematic
skills languish for students in general and that for African American, Native
American, and Hispanic students, proficiency rates to not reach 20% in any
category >>>>>
>>>>>
Minneapolis Public Schools
Academic Proficiency Rates
Years Ending in 2014 through 2025
as measured by Minnesota Comprehensive Assessments
All
Students
2014 2015 2016 2017 2018 2019 2021 2022 2023 2024 2025
Math
44% 44% 44% 42% 42% 42% 35% 33% 35%
35% 35%
Reading
42% 42% 43% 43% 45% 47% 40% 42% 41% 40%
41%
Science
33% 36% 35% 34% 34% 36% 36%
33% 31% 32% 22%
African
American
2014 2015 2016 2017 2018 2019 2021 2022 2023 2024 2025
Math
22% 23% 21% 15% 18% 18% 9% 10% 8% 8% 10%
Reading
22% 21% 21% 21% 22% 23% 19% 18% 16% 15% 16%
Science
11% 15% 13% 12% 11% 11% 11% 8%
6% 6% 3%
American
Indian
2014 2015 2016 2017 2018 2019 2021 2022 2023 2024 2025
Math
23% 19% 19% 17% 17% 18% 9% 9%
10% 12% 13%
Reading
21% 20% 21% 23% 24% 25% 20% 22% 19% 18%
19%
Science
14% 16% 13% 12% 14%
17% 9% 9%
7% 12% 6%
Hispanic/
Latine
2014 2015 2016 2017 2018 2019 2021 2022 2023 2024 2025
Math
31% 32% 31% 29% 26% 25% 12%
12% 12% 11% 11%
Reading
22% 21% 21% 21% 22% 23% 19%
18% 16% 12% 13%
Science
17% 18% 21% 19% 17%
16% 10% 11% 9% 8%
5%
Asian
American
2014 2015 2016 2017 2018 2019 2021 2022 2023 2024 2025
Math
48% 50% 50% 49% 50% 47% 46% 39%
25% 26% 28%
Reading
41% 40% 45% 41% 48% 50% 54% 49% 33%
31% 27%
Science 3
1% 35% 42% 35% 37%
40% 43% 36% 27% 28% 19%
White
2014 2015 2016 2017 2018 2019 2021 2022 2023 2024 2025
Math
77% 78%
78% 77% 77% 75%
62% 61% 65% 68% 68%
Reading
78% 77%
77% 78% 80%
78% 74% 71% 72% 73% 75%
Science
71% 75% 71%
70% 71%
70% 61% 60% 59% 61% 45%
<<<<<
The
Academic Division and Department of Core Academics and Instruction have responsibility
for the overall academic program at the Minneapolis Public Schools and thus
must bear the guilt for the lack of knowledge-intensive, skill-replete
curriculum as actually delivered and low teacher quality.
Those
thus responsible are the following:
Melissa
Sonnek
Senior
Academic Officer
(Sonnek
has overall responsibility for leadership of the Academic Division, including
the Department of Core Academics and Instruction and the Office of Black
Student Achievement, the Office of Latine Achievement, and the Department of
Indian Education [the later three entities are covered in the succeeding
articles)
Department
of Core Academics and Instruction
Maria
Rollinger
Executive Director, Core Academics
Brandon
Button
Director, Literacy & Humanities
Sizi
Goyah
Director, Math & Sciences
Anna
Baumann-Smith
Content
Lead, Social Studies
Casey
Strecker
Content
Lead, College Programs
Chas
Thomsen
Content
Lead, Science
Jenifer
Hanzak
Content
Lead, K-5 Math
Jessica
Rose
Content
Lead, K-5 Literacy
Jourdain
Colliman
Content
Lead, 6-12 Literacy Intervention
Julie
Ripplinger
Content
Lead, K-5 Literacy
Kelsie
Leonard
Content
Lead, 6-12 Math
Kristin
Caquelin
District
Program Facilitator, STEM
Lori
Ledoux
Content
Lead, Arts
Immanda
Bellm
Content
Lead, Library Media
Marie
Olson
Content
Lead, K-5 Literacy Intervention
Rachel
Grayson
Content
Lead, 6-12 EL
Robert
Kohnert
Content
Lead, Concurrent Enrollment
Sizi
Goyah
Director,
Math & Sciences
Steven
Montgomery
Content
Lead, Ethnic Studies
Teresa
Emery
Content
Lead, Advanced Learners
…………………………………………………………………………..
The goal for decision-makers at the
Minneapolis Public Schools must be to secure university-based subject area
specialists (decidedly not education professors) to retrain teachers capable of
delivering a knowledge-intensive, skill-replete curriculum. Once such an action is taken, other support
policies may be instituted to ensure that these sufficiently trained teachers
fulfill their responsibility to impart excellent education to students of all
demographic descriptors.
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