Oct 29, 2026

Article #5 in a Series >>>>> Another Example of Ignominy in the Minneapolis Public Schools (MPS) Superintendent Lisa Sayles-Adams Administration: The Perfidy of MPS Data Requests Under General Council Jamie Jonassen

I replied to Minneapolis Public Schools General Council Jamie Jonassen;s message late in the day of Wednesday, 28 October 2026, as follows:

 

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October 29, 2026

 

Jamie---

 

I again appreciate your taking the time to send me a note regarding my communications pertinent to Data Request #26-511.

 

I shall respond to the matter of my wishes as to disposition of that request in two ways, the first the simple and fundamental reply, the second longer and contextualized.

 

First, then, as to disposition of Data Request #26-511, my fundamental response is  

 

>>>>>    Provide the information immediately, without cost, giving a complete Davis Center staff list by position and salary. 

 

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Second, I find notable that only in the deceptive and lackluster Sayles-Adams administration has policy changed so as to charge for all data requests.   

 

I have been aware that charges apply to some requests, but my own requests have generally been those for which highly specific, readily information pertains;  or that the district should be eager to provide for the public.  I have never paid for a data request and as a matter or principle (though the cost is clearly not prohibitive) would never issue such a payment.

 

Here I make two observations >>>>>

 

>>>>>   As a serious scholar, I have conducted abundant research over the years using government documents at no cost.  For example, for my 500-page dissertation, Agricultural Development and the Fate of Farmers in Taiwan:  1945-1990, I requested reams of documents from the central and local governments in Taiwan, with replies that were courteous and honored for my interest and providing information requested---  and often additional documents not requested.

 

Very similarly, my two books written for the Minneapolis Urban League (the 2004 and 2008 editions of The State of African Americans in Minnesota), i requested and received many hefty documents from a bevy of Minnesota municipal and state agencies (e.g., Education, Health, Human Rights, Human Services, Corrections, Employment and Economic Development) without cost and, as in the case of Taiwan, with appreciation for my interest and alacrity in response.

 

Conscientious government officials serve the public gratis and graciously.

 

>>>>>   The City of Minneapolis waives fees for data requests for which costs would be under $30;  Hennepin County does so for requests for which costs would be under $50.

 

I strongly suggest that the Minneapolis Public Schools refine the policy that you mention as begun in June 2026 to follow a similar approach as to those pertaining at the given municipal and county levels.

 

This would resolve the current issue regarding my MPS Data Request #26-511.

 

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Given the courtesy of your communication that induces this reply of mine, I will wait and observe during the day of Thursday, 29 October 2026, if Data Requests provides the information without cost pertinent to my Request #26-511.  If not, I will then go forth to discuss the issue on my many platforms mentioned in earlier communication.

 

Henceforth you should address me preferably as "Gary" or, if you do use a formal title, that title should be "Dr." rather than "Mr."

 

With best regards-----

 

Gary

 

Gary Marvin Davison, Ph.D.

Director, New Salem Educational Initiative

2507 Bryant Ave North

Minneapolis    MN     55411

http://www.newsalemeducation.blogspot.com

 

Author,

 

Understanding the Minneapolis Public Schools:  Current Condition, Future Prospect (New Salem Educational Initiative, second edition, 2024

Foundations of an Excellent Liberal Arts Education (New Salem Educational Initiative, 2022

A Concise History of African America (Seaburn, 2004)

The State of African Americans in Minnesota 2004 (Minneapolis Urban League, 2008)

The State of African Americans in Minnesota 2008 (Minneapolis Urban League, 2004) 

Tales from the Taiwanese (Libraries Unlimited, 2004)

A Short History of Taiwan:  The Case for Independence (Praeger, 2003)

Culture and Customs of Taiwan ([with Barbara E. Reed] (Greenwood, 1998)

Agricultural Development and the Fate of Farmers in Taiwan, 1945-1990 (Minneapolis, Minnesota:  Ph. D. Dissertation, University of Minnesota, 1993)

A World History:  Links Across Time and Place ([with six other authors] (McDougal Littell, 1988)

 

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Jamie Jonassen’s reply was as follows:


Good morning, Dr. Davison -  

Thank you for sharing your experiences and perspective.  The District's current practice is to charge the actual costs to fulfill any data request that will require more than five minutes of staff time, to the extent permitted by statute.

 

As part of our commitment to continuous improvement, we will carefully consider your recommendations.  At this time, however, we are not making any changes to our current practice.

 

Thank you,  

 

Jamie Jonassen | General Counsel | (she/her/hers) 

Minneapolis Public Schools | Office of the General Counsel

John B. Davis Education Service Center | 1250 W Broadway, Minneapolis, MN 55411 

612-668-0484

jamie.jonassen@mpls.k12.mn.us | mpschools.org

 

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Concluding Comments in a Series >>>>> Another Example of Ignominy in the Minneapolis Public Schools (MPS) Superintendent Lisa Sayles-Adams Administration: The Perfidy of MPS Data Requests Under General Council Jamie Jonassen

Early in the morning of Thursday, 26 October 2026, I replied to Minneapolis Public Schools General Council Jamie Jonassen's message late in the day of Wednesday, 28 October 2026, as follows:

 

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October 29, 2026


Jamie---

 

My thanks to you for your message of this early morning of Thursday, 29 October 2026. 

 

I will eventually obtain information pertinent to MPS Data Request #26-511, providing a list of staff at the Davis Center by position and salary.

 

I strongly suggest that you move to a policy that eliminates charges resulting from requests the cost of which total less than $50.00, in the manner of Hennepin County and that in the meantime that you provide a link on the Minneapolis Public Schools website to a portal that provides that list of staff at the Davis Center by position and salary.

 

I will now proceed to report the change of policy regarding charges for MPS Data Requests that began in June 2026 to the State of Minnesota Data Practices Office and the Court of Administrative Hearings and to discuss the issue on my many platforms.  

 

Articles will soon appear on my blog at  http://www.newsalemeducation.blogspot.com that initially will report the communications that I have had with you and Kimberly Haynes, so that my more than 500,000 monthly readers may first make assessments for themselves before then reading my analysis.

 

This case now becomes part of my investigation into actions on the part of Alicia Miller, Tom Parent, and Ryan Strack as to their likely roles in the deceptions of the MPS Superintendent Lisa Sayles-Adams administration.      

 

Look for my discussion of the Data Request #26-511 matter on those many platforms, including the December 2026 edition of my Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota, which will be issued with the following title >>>>>

 

>>>>> 

Another Example of Ignominy in the Minneapolis Public Schools (MPS) Superintendent Lisa Sayles-Adams Administration: 

The Perfidy of MPS Data Requests Under General Council Jamie Jonassen

<<<<< 

 

With best regards-----

 

Gary

 

 

Gary Marvin Davison, Ph.D.

Director, New Salem Educational Initiative

2507 Bryant Ave North

Minneapolis    MN     55411

http://www.newsalemeducation.blogspot.com

 

Author,

 

Understanding the Minneapolis Public Schools:  Current Condition, Future Prospect (New Salem Educational Initiative, second edition, 2024

Foundations of an Excellent Liberal Arts Education (New Salem Educational Initiative, 2022

A Concise History of African America (Seaburn, 2004)

The State of African Americans in Minnesota 2004 (Minneapolis Urban League, 2008)

The State of African Americans in Minnesota 2008 (Minneapolis Urban League, 2004) 

Tales from the Taiwanese (Libraries Unlimited, 2004)

A Short History of Taiwan:  The Case for Independence (Praeger, 2003)

Culture and Customs of Taiwan ([with Barbara E. Reed] (Greenwood, 1998)

Agricultural Development and the Fate of Farmers in Taiwan, 1945-1990 (Minneapolis, Minnesota:  Ph. D. Dissertation, University of Minnesota, 1993)

A World History:  Links Across Time and Place ([with six other authors] (McDougal Littell, 1988)

 

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Oct 17, 2026

Alternate Universe Minneapolis Public Schools Superintendent Gary Marvin Davison Embraces Plan Closing/Repurposing Seventeen Schools--- Then Proceeds to Implement a Genuine Overhaul of Curriculum and Teacher Quality

Alternate Universe Minneapolis Public Schools (MPS) Superintendent Gary Marvin Davison (Ph. D., Taiwanese History, University of Minnesota/Twin Cities, 1993) has moved forward with the fullest of the plans in the conventional universe to close or repurpose seventeen (17) schools at the district and then proceeded with an actual initiative for systemic overhaul so as to provide knowledge-intensive curriculum and the training of teachers capable of imparting such a curriculum to students of all demographic descriptors.

 

The conventional universe plan embraced by Superintendent Davison closes the following for the delivery of current educational programming and now puts the buildings under consideration for repurposing, rental, or sale:

 

>>>>>   Anwatin Middle School (most students will now attend Franklin Middle School)

>>>>>   Bethune Arts Elementary School (most students will now attend Hall Elementary School)

>>>>>   Cityview Elementary School (most students will shift to Nellie Stone Johnson Elementary)

>>>>>   FAIR School for Arts (programming will shift to North High School)

>>>>>   Field Elementary School (students will shift to Hale Elementary School)

>>>>>   Heritage High School (Somali student program will shift to Edison High School)

>>>>>   Hiawatha Elementary School (students will shift to Folwell and other elementary schools)              

>>>>>   Hmong International Academy (culture and language magnet programming will shift to Jenny

              Lind Elementary)

>>>>>   Howe Elementary School (students will shift to Folwell and other elementary schools)

>>>>>    Kenny Elementary School (most students will now attend Kenwood Elementary School)

>>>>>   Lake Harriet Lower Elementary Schools will shift to Lake Harriet Upper Elementary School

>>>>>   Lake Nokomis Wenonah Elementary students will now attend Lake Nokomis

               Keewaydin Elementary School

>>>>>    Longfellow Alternative High School (teen parent program will shift to North High School)

>>>>>    Loring Elementary School (most students will now attend Jenny Lind Elementary School)

>>>>>    Pratt Elementary School students will shift to Marcy Academy

>>>>>   Webster Elementary School (most students will shift to Las Estrellas or other elementary

               schools)

>>>>>    Wellstone International High School (program for immigrant students ages 18 to 22

               still working toward English language mastery) will shift to South High School

 

In closing the above schools, Superintendent Davison has directed Minneapolis Public Schools senior operations officer and staff to immediately assess these buildings of sale or rental while realizing immediate savings in costs ranging from $300,000 to $1.5 million in maintenance and cleaning costs per building.

 

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But the most important part of the overhaul of the district will come with the retraining of teachers capable of imparting knowledge-intensive, skill-replete curriculum to students of all demographic descriptors.  

 

Dr. Davison has commissioned college and university scholars to provide subject area instruction to both elementary and secondary teachers, all of whom either majored in education or matriculated in academically weak departments, schools, or colleges of education to gain certification, then in many cases sought insubstantial Master’s Degrees in education.

 

The scholars will give elementary teachers and principals instruction leading to a Masters of Liberal Arts degree, for which they will receive rigorous academic training in mathematics, biology, chemistry, physics, history, government, geography, economics, world and English language literature, and the visual and musical arts;  they will then write an academically substantial master’s thesis in one of these key subject areas.

 

Scholars will also provide instruction to secondary teachers and principals in a field of their certification, leading to a master’s degree in mathematics, biology, chemistry, physics, history, government, geography, economics, world and English language literature, and the visual and musical arts.

 

Given such training, teachers will (as in the case of college and university professors) return to the classroom ready to impart subject area information constituting knowledge-intensive, skill-replete curriculum, and they will be expected to demonstrate the pedagogical ability for transmission of their knowledge to students of all demographic descriptors.

 

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With the prevalence of teachers and principals of requisite knowledge and pedagogical ability, Dr. Davison will eliminate a bevy of offices, departments, divisions, and staff;  these include the Office of Black Student Achievement (approximately nine [9] staff members), the Office of Latine Student Achievement (approximately seven [7] staff members), and the Department Academic Core and Instruction (approximately twenty-three [23] staff members.    

 

None of these offices, departments, divisions, and staff will be any more necessary than they are on college and university campuses:  Teachers and principals will now have academic expertise comparable to their college and university professorial counterparts.  The four associate superintendent positions will also be eliminated, now that principals will not need the mentoring that is the putative function of associate superintendents.   

 

The Minneapolis Public Schools Department of Indian Education is legislatively mandated and thus will have to be retained;  however, this department will be reduced in staff to a contingent of subject area experts positioned to bring greater academic rigor to indigenous students.      

 

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With such an overhaul, Dr. Davison will now deliver to the public and to donors and foundations the message that the Minneapolis Public Schools is positioned to deliver a nonpareil excellence of education to students of all demographic descriptors.  Families will opt to send their students to the Minneapolis Public Schools, rather than to charter and private schools, in part mitigating the demographic trends pertinent to lower birth rates and a declining student age population.  Donors and foundations will be eager to be part of this exciting revolution in public education, so that the additional funds necessary to supplement federal and state sources will be forthcoming.

 

With all of the above actions will Superintendent Davison develop a model of excellence in public education that will in the course of time extend the revolution to districts throughout the United States---  and also induce comparable action worldwide.

 

Oct 13, 2026

Minneapolis Public Schools Academic Proficiency Rates for Year Ending in 2026 (As Measured by Spring 2026 Minnesota Comprehensive Assessments [MCAs])

 All

Students

 

Math                                           

 

37%

 

Reading 

 

42%

 

Science  

 

22%

 

African

American

 

Math

 

10%

 

Reading

 

16%

 

Science      

 

4%

 

American

Indian

 

Math       

 

14%

 

Reading      

 

21%

 

Science      

 

9%

 

 

Hispanic/

Latine

 

Math          

 

13%

 

Reading      

 

15%

 

Science        

 

7%  

   

Asian

American

 

Math           

 

30%

 

Reading      

 

32%

 

Science       

 

18%                  

 

White

 

Math           

 

69%

 

Reading       

 

74%

 

Science        

 

44%

Minneapolis Public Schools Academic Proficiency Rates Years Ending in 2014 through 2026

2014 2015 2016 2017 2018 2019 2021 2022 2023 2024  2025  2026

All

Students 

Math     

44%  44%  44%  42% 42% 42% 35% 33% 35% 35% 36%  37%

Reading  

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

Science   

33%  36%  35%  34%  34%  36% 36% 33% 31% 32% 23% 22%

2014 2015 2016 2017 2018 2019 2021 2022  2023  2024  2025  2026 

African                      

American

Math          

22%   23%   21%  15%  18%   18%   9%  10% 8%  8% 11% 10%

Reading     

22%   21%   21%  21%  22%  23%  19%  18% 16%  5% 17% 16%

Science      

11%   15%   13%  12%  11%   11%   11%   8%   6%   6%  5%   4%

2014 2015 2016 2017 2018 2019 2021 2022  2023  2024  2025  2026 

American

Indian

Math            

23%  19%  19%   17%  17%  18%  9%   9%  10%  12% 14% 14%

Reading      

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

Science        

14%  16%  13%  12%  14%  17%    9%   9%   7%  12%    8%   9%

2014 2015 2016 2017 2018 2019 2021 2022  2023  2024  2025 2026

Hispanic/

Latine

Math            

31%  32%  31%   29%  26%  25%  12%  12% 12% 11% 11% 13%

Reading       

22%  21%  21%   21%  22%  23%  19%  18% 16% 12% 14% 15%

Science         

17%  18%  21%   19%  17%  16%  10%  11%   9%   8%   6%   7%  

2014 2015 2016 2017 2018 2019 2021 2022  2023  2024  2025  2026

 Asian

American

 Math            

48%  50%  50%  49%   50%  47%  46%  39% 25% 26% 28% 30%

 Reading        

41%  40%  45%  41%  48%   50%  54%  49% 33%  31% 28%  32%

 Science         

31%  35%  42%  35%   37%  40%  43% 36% 27%   28% 20%  18%

2014 2015 2016 2017 2018 2019 2021 2022  2023  2024  2025  2026 

White

Math            

77%   78%  78%  77%   77%  75%  62% 61% 65% 68% 68% 69%

Reading       

78%   77%  77%  78%   80%  78%  74%  71% 72% 73% 75% 74%

Science         

71%  75%  71%  70%   71%  70%   61%  60% 59% 61% 45%  44%