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

Volume XII, No. 5                                        

November 2025

  

Journal of the K-12 Revolution:

Essays and Research from Minneapolis, Minnesota

 

Those Most Responsible for the Academic Failure of the Minneapolis Public Schools

 

A Five-Article Series

 

A Publication of the New Salem Educational Initiative

Gary Marvin Davison, Editor    

 

 

Those Most Responsible for the Academic Failure

of the Minneapolis Public Schools

 

 

A Five-Article Series        

          

Gary Marvin Davison

New Salem Educational Initiative

Copyright © 2025

 

Contents

 

Introductory Comments

 

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

 

Article #1     

Department of Academic Core & Instruction

 

Article #2

Office of Black Student Achievement

 

Article #3

Office of Latine Student Achievement

 

Article #4

Department of Indian Education

 

Article #5

Superintendent Lisa Sayles-Adams and Her Cabinet

 

Concluding Comments

Insufficient Academic Credentials of Those Responsible for Curriculum and Teacher Quality at the Minneapolis Public Schools

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.

 

………………………………………………………………………

 

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.

Article #1 >>>>> >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:

 

Academic Core and Instruction Staff, October 2025

 

The Minneapolis Public Schools (MPS) Academic Core and Instruction Department staff is responsible for all matters pertinent to student academic progress and therefore must take responsibility for the wretched academic proficiency rates for the student population as a whole and for each demographic group in particular.

 

With that observation in view, first peruse the abysmal proficiency rates of students in the Minneapolis Public Schools, then consider the particular MPS Academic Core and Instruction staff who must take responsibility for these results.

 

 

Minneapolis Public Schools 

Academic Proficiency Rates

Years Ending in 2014 through 2024

 

             2014 2015 2016 2017 2018 2019 2021 2022 2023 2024 

All

Students

 

Math     44%  44%  44%  42%   42%  42%  35%   33%  35%  35%  

 

Reading  42%  42%  43%  43%  45%  47% 40%   42%  41%  40% 

 

Science   33%  36%  35%  34%  34%  36% 36%  33%  31%   32% 

 

 

Academic Core and Instruction Staff, October 2025

 

Maria Rollinger, Executive Director, Academic Core & Instruction

Brandon Button, Director, Literacy and Humanities

Sizi Goya, Director Math and Sciences

 

………………………………………………………………………

 

Anna Baumann Smith, Social Studies Content Lead

Casey Strecker, College Programs Content Lead

Chas Thomsen, Science Content Lead

Jennifer Hanzak, Math K-5 Content LeadK-45

Jessica Rose, K-5 Literacy Content Lead

Jordan Coliman, 6-12 Literacy Intervention Content Lead

Julie Ripplinger, Literacy K-5 Content Lead

Kelsie Leonard, 6-12 Math Content Lead

Kristin Caquelin, STEM District Program Facilitator

Lori Ledoux, Arts Content Lead

Mandy Belim, K-12 Library/Media Content Lead

Marie Olson, K-5 Literacy Intervention Content Lead

Rachel Grayson, 6-12 English/Language Arts Content Lead

Rodert Kohnert, Concurrent Enrollment

Stephen Montgomery, Ethnic Studies Content Lead

Tery Emery, Advanced Learners Content Lead

 

 

Article #2 >>>>> >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: 

 

Office of Black Student Achievement

 

 

The Minneapolis Public Schools (MPS) Office of Black Student Achievement staff is responsible for the  academic progress of African American Students and therefore must take responsibility for the wretched academic proficiency rates for this MPS demographic student group.

 

With that observation in view, first peruse the abysmal proficiency rates of African American students in the Minneapolis Public Schools, then consider the particular MPS Office of Black Student Achievement staff who must take responsibility for these results.

 

 

Minnesota Comprehensive Assessments (MCAs)

Student Proficiency Rates

Academic Years Ending in 2014 through 2024

 

                    2014 2015 2016 2017 2018 2019 2021 2022  2023  2024

 

African                      

American

 

Math          22%   23%   21%  15%  18%   18%   9%   10%   8%     8%      

 

Reading     22%   21%   21%  21%  22%   23%  19%  18% 16%  15%      

 

Science      11%   15%   13%  12%  11%   11%   11%   8%   6%    6%    

 

 

Office of Black Student Achievement Staff, October 2025

 

Dena Luna, Director

Qiana Sorrell, Educational Equity Coordinator

Nneka N. Abdullah, K-12 Content Lead

 

Note:  No other Office of Black Student Achievement staff members are presently listed on the website but within the last year have included the following:

 

Umar Rashid, M.P.A., Kings Program Director

Brandon Royce-Diop, M.Ed., B.L,A.C.K. Curriculum Manager

Qiana Sorrell, M.A., Educational Equity Coordinator

Richard Magembe, M.F.T., Educational Equity Coordinator

Nadrea Favors, Family and Community Liaison

 

Article #3 >>>>> >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:

 

Office of Latine Student Achievement

                                    

The Minneapolis Public Schools (MPS) Office of Latine Student Achievement staff is responsible for the  academic progress of African American Students and therefore must take responsibility for the wretched academic proficiency rates for this MPS demographic student group.

 

With that observation in view, first peruse the abysmal proficiency rates of Latine students students in the Minneapolis Public Schools, then consider the particular MPS Office of Latine Student Achievement staff who must take responsibility for these results.

 

Minneapolis Public Schools 

Academic Proficiency Rates

Years Ending in 2014 through 2024

 

                    2014 2015 2016 2017 2018 2019 2021 2022  2023  2024

 

 

Hispanic/

Latine

 

Math            31%  32%  31%   29%  26%  25%  12%  12%  12%  11%   

 

Reading       22%  21%  21%   21%  22%  23%  19%  18%  16%  12%    

 

Science         17%  18%  21%   19%  17%  16%  10%  11%    9%   8%             

 

 

Office of Latine Student Achievement Staff, June 2024

 

Marlon Tizon, Director

Astrid Martinez, Educational Equity Coordinator

Mayde Vega, Academic Coach

Vanessa Pesantez, Academic Coach

Camila Pedroz-Garcia, Academic Coach

Michelle Montoya, Academic Coach

Natalia Powers, Academic Coach

Jesus Matrinez, Academic Coach

Article #4 >>>>> >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

 

Department of Indian Education

                                    

The Minneapolis Public Schools (MPS) Department of Indian Education is responsible for the  academic progress of American Indian students and therefore must take responsibility for the wretched academic proficiency rates for this MPS demographic student group.

 

With that observation in view, first peruse the abysmal proficiency rates of American Indian students in the Minneapolis Public Schools, then consider the particular MPS Department of Indian Education staff who must take responsibility for these results.

 

Minneapolis Public Schools 

Academic Proficiency Rates

Years Ending in 2014 through 2024

 

American

Indian

 

Math            23%  19%  19%   17%  17%  18%   9%    9%  10%  12%     

 

Reading       21%  20%  21%   23%  24%  25% 20%  22%  19% 18%    

 

Science        14%  16%  13%  12%  14%  17%     9%   9%    7%  12%  

 

Department of American Indian Education Staff, June 2024

 

Jennifer Simon (Cheyenne River Lakota), Director

Diana Leaskas, Account Specialist

Chirstina Wilson (White Earth), Program Coordinator

Alexis Dauenhauer (Standing Rock), School Success Program Assistant/Elementary Schools (North)

Patric Engrav (Boise Forte), School Success Program Assistant/Middle & K-8 Schools (Districtwide)

Gary Smith (Mille Lacs, Red Lake), School Success Program Assistant/Elementary Schools (South)

Madison Smith (Oneida), School Success Program Assistant/High Schools (Districtwide)

Justin Brokenrope (Sicangu Lakota), School Success Program Assistant/High Schools (Districtwide)

Amanda Turbett (White Earth), School Success Program Assistant/Elementary Schools

Alyssa Parkhurst (Red Lake), School Success Program Assistant/Elementary Schools

Alejandra (Ally) Moreno (White Earth/Red Lake), ), School Success Program Assistant/Elementary Schools

Dennis Gilbert, Jr. (Lac Du Flambeau, Leech Lake, Paiute), School Success Program Assistant/Middle Schools

Kris Winkelman (Lower Sioux), School Success Program Assistant/Contract Alternative Schools

Kayelynn Younkin, Language Intervention Support/School Success Program Assistant

Aquila Tapio (Oglala Lakota), District Program Facilitator/Special Education/Dream Catcher Project

Matthew LaFave (Fond du Lac), Ojibwe Language Teacher

Shiela Zephier (Oglala Sioux, Turtle Mountain), Dakota Language Teacher

 

Article #5 >>>>> >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:

 

Superintendent Lisa-Sayles-Adams and Her Cabinet

 

Early each week, Minneapolis Public Schools Superintendent Lisa Sayles-Adams meets with the highly paid assemblage of advisers who constitute what may be called her cabinet. 

 

Inasmuch as the key issues facing the district are discussed at these meetings of the cabinet, each member should have an opportunity to speak up on the district’s most vexing issues;  hence the members of the cabinet are responsible for the academic failure of the Minneapolis Public Schools, with responsibility for curriculum and teacher quality falling most heavily on the superintendent, deputy superintendent, senior academic officer, and the associate superintendents.

 

Below I list the superintendent and the staff members constituting her cabinet:  

 

 

Lisa Sayles-Adams, Superintendent of the Minneapolis Public Schools

 

………………………………………………………………………………………

 

Ty Thompson, Deputy Superintendent of the Minneapolis Public Schools

Melissa Sonnek, Senior Academic Officer

Ibrahima Diop, Senior Finance Officer

Alicia Miller, Senior Human Resources Officer

Tom Parent, Senior Operations Officer

Jamie Jonassen, General Counsel

Ryan Strack, Senior Executive Officer

 

………………………………………………………………………………………

 

Yusuf, Abdullah, Associate Superintendent

Shawn Harris-Berry, Associate Superintendent

Lameria Eaddy, Associate Superintendent

Liz Keenan, Associate Superintendent for Special Education & Student Support Services