If I have one basic criticism of our K-12 public education in Minnesota, it's its near total focus on inputs, not outputs. It's a too rare exception to see a Suzanne Kelly, interim St. Paul Superintendent, actually commit a program to a significant, measurable result, like knocking 10 points off the minority achievement gap.
No, my own District 281 is more the norm. I have sat through more "Teaching and Learning" presentations the past two years at Board meetings and work sessions than I can remember. And it's always the same: here's what we're going to do, not
here's what we're going to get done.
This not only avoids basic accountability, it also provides excuses for deflecting any accountability at all, for even inputs can never be implemented perfectly, and without any time or resource constraints. "We couldn't implement the full program with the limited funds we have." "Given their demographic mix, these schools cannot be expected to..."
This low accountability, inherent excuse mentality, in my opinion, further engenders what President George W. Bush so aptly called the "soft bigotry of low expectations." The low road of relaxed expectations is easier, and everyone takes pride in seeing those attendance certificates awarded at graduation. Our job is done, even if their college professors are not sure if these new students have a native tongue.
The high road of high expectations, the one usually taken by non-public schools, works. I'll add that their are portions of many public school systems that do challenge their students as well, but these are usually targeted to the above average students.
But consider this news from Florida, via
District 279 United:
Over the past decade, Florida has succeeded in improving student achievement despite its demographic profile. Low-income students (those eligible for free or reduced-price lunch) make up almost half of Florida’s K–12 student body. Florida has a “majority minority” mix of students, with non-Hispanic white students making up 48.3 percent of the total, African Americans about 24 percent, and Hispanics 25 percent. But the educational situation is not as bleak as those statistics might imply: both minority groups have recently made academic strides forward.
Florida has managed to realize such gains although the state’s per-student funding is below the national average. More than making up for its fiscal limitations, the state, led by former governor Jeb Bush, implemented a series of school reforms that together appear to have had dramatic consequences for student performance. Upon taking office in 1999, the governor pursued a multipronged strategy of education reform: an emphasis on reading, standards and accountability for public schools, and new choice options for students. The bulk of the reforms passed in his first year in office. Subsequently, those initial measures were buttressed by additional innovations, including the curtailing of social promotion for students who failed to learn to read in the early elementary grades.
That last sentence really intrigues me. What public school district in Minnesota would have similar courage, to end social promotion?
This would be a great debate question, the first I would ask of our eleven candidates for the Robbinsdale School Board.
"In order to help close the obviously unacceptable achievement gaps in our District, will you actively seek out and eliminate social promotion in 281?"