I am resubmitting my earlier message on School Board issues in a more
readable format--with apologies for headaches & eyestrain caused. Thanks to
David Brauer for technical assistance on this.kk
_______________________
I thank David Brauer for articulating and putting forward one primary set of
difficult and complex questions facing the Minneapolis School Board in the
near and far future�and I appreciate the additional issues raised and
thoughtful responses that have come in even ahead of candidate replies. I
asked for this kind of discussion on this Forum weeks ago and I welcome
it�even now in these frenetic last days before the election. The problems
have been well described. Rather than just react in choppy "you said/I
reply" pieces, I will outline my analysis of problems related to earlier
messages, what I thinkis needed, some ways to address those needs and
(later) how my life�s work has prepared me to work effectively on the range
of issues facing the Minneapolis Board of Education in coming years. I may
not be able to do it all in one posting, because these are not simple,
separate issues�but I have a lot to say and you�ll read it here as these
exchanges continue.
I. The "(NOT) Measuring Up" Report:
As DB describes, the figures reported are dismal and disheartening at
best�and this is the District reporting on itself, not even the product of
an outside agency or other objective assessment. Improvements in most areas
the District claimed to target, in areas of "priority," were pathetically
small�parent involvement increased slightly, with no support from the
District. Attendance and other matters are problems left to individual
school sites to address. Up slightly, we still graduate less than half of
our students in four years. The rate of suspension for African-American
children continues to rise (75% of all suspensions in 2000-01), while
District discipline policy continued to allow the kind of vague bases for
suspension (E.g. "persistent lack of cooperation") that feed this situation
and provide a remedy for bad behavior that just rewards it with a couple
days off of school. They further chose not to even report 3- 7 reading/math
scores in order to make the report "user friendly." Like we couldn�t "get
it"?? Or we might not be as friendly if we did.
Read the District�s "12-Point Plan" and wonder loudly how the District�s
policies and allocation of resources match up with the goals stated in the
plan. Then read the Report and ask how they "Measure Up." They don�t. My
point here is that the District needs to be held accountable for negligible
effort and resulting failure in many areas that have a direct and
significant impact on student learning, attendance, test scores & grad
rates. I mean an outside, detailed analysis of just how District dollars and
resources a re being applied to purported District goals.
A simplistic but illustrative example is my daughter�s Minneapolis school
where parents raise outside money through plant sales, raffles,
contributions, etc. We use some of that money for a fund to provide cabfare
for any parent who needs transportation to participate in anything at the
school. But not every school site has the same resources�If parent
participation is directly linked to test scores and the District values
both, why isn�t there tangible, real District support for parent involvement
at every school site? The objectives and values of the District should be
reflected in district-wide allocation of resources.
II. Community Schools, Performance & Poverty:
I think we need to maintain the combination of community & magnet schools.
This is not dividing the political baby down the middle. Magnet schools are
voluntarily integrated schools. We (I) place value on our children spending
the bulk of their time in settings that both teach and add to their social &
developmental growth through their interaction with the children who will be
their world. In my value system, that equals integrated schools. I have two
daughters, one white, one African-American, and I have made that school
experience for each of them a priority in my 16 years as a Mpls school
parent. (10 of those years were pre-Community School years)
At the same time, community matters in multiple ways and parents of all
colors and persuasions in Minneapolis want Community Schools. I have
listened to parents all around this city. Parents in "open areas," from
Southwest to Nordeast, want community schools. Those who have children in
community schools that are labeled "failing" schools do not believe that
their children have to sit next to white kids or middle-class kids in
another part of town in order to learn. I don�t believe so either.
What I do believe is that all of the questions swirling around this set of
issues are really about poverty�the impediments to achievement are not about
race or innate ability, they are more about class and about ameliorating the
destructive effects of poverty on the ability of all children to succeed in
school to the best of their individual ability. This is obviously not an
idea original to me, but it re-raises the points made above. What IS the
district doing about the issues that most impede learning for the majority
of our MPS children?
The point I�ve made in my literature and to acknowledging nods in community
meetings all over the city is "Equitable support for all Minneapolis
schools�funding for critical services in all schools." I discussed this
above and it applies here. If any service is deemed by the community as
critical (to student success) in any school, it has to be met�be it mental
health services, pregnancy prevention, tutoring or housing assistance.
No�what I suggest is NOT necessarily adding to District budget woes. It is
about
individual planning for every student and about integrating and coordinating
the resources that exist in the community, in families, in other agencies of
government�to address the package of needs our students present. It is about
a meaningful role that the District can and must play in making all of our
schools Community Resource Centers.
More on this and the many related questions presented later. I�ve taken up
enough space and attention for one posting. More later. Thanks for
listening. If you have not received my literature & would like to, please
e-mail in response or call 926-2175.
size=2>Kathy Kosnoff
size=2>Candidate for Minneapolis School Board
size=2>KOSNOFF FOR KIDS
<html><DIV><FONT face="Lucida Handwriting, Cursive" size=2>Kathy Kosnoff
</FONT></DIV>
<DIV><FONT face="Lucida Handwriting, Cursive" size=2>Candidate for
Minneapolis School Board</FONT></DIV>
<DIV><FONT face="Lucida Handwriting" size=4><STRONG><EM>KOSNOFF FOR
KIDS</EM></STRONG></FONT></DIV>
<P> </P></html>
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