An Academically Disastrous District
The only reason for a public school
district to exist is to provide a knowledge intensive, skill-replete education
to students of all demographic descriptors.
The provision of meals, after-school programs, and extracurricular
opportunities are expected but are ancillary rather than prime
responsibilities.
Students who graduate from the
Minneapolis Public Schools walk across the stage to collect a piece of paper
that is a diploma in name only. They go
forth into the world deficient in the knowledge that they should have to thrive
as culturally enriched, civically prepared, and professionally satisfied
citizens: They lack sufficient knowledge
of mathematics, biology, chemistry, physics, history, geography, government,
economics, quality English and World literature, the visual and musical arts,
and vocational skills.
Thus, even aside from fundamental
skills in reading and mathematics, the education that students in the
Minneapolis Public Schools receive is abominable.
As to those fundamental skills, 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 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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