achievement gap

Recent Articles

Five big steps across the achievement gap

With 10 small, experimental ‘bright spots’ along the way
 
By Khymyle Mims

Contributing Writer

Earlier this year, Generation Next held a kick-off event at the University of Minnesota to unveil what they believe are the five core initiatives to closing the achievement gap here in the Twin Cities. Curious as to how they intend to attack

these five areas, I took a trip over to headquarters to speak with Executive Director R.T. Rybak and the staff to find out who they are and what they are about. “At the broadest level, Generation Next is a powerful table of people who are coming together saying, ‘We want to be responsible for this. We want to do whatever it takes,’” said Victor Cedeño, director of networks and education policy for Gen Next. Rybak says this initiative began back in 2012, during his final term as Minneapolis mayor, when the African American Leadership Forum (AALF) approached him and others about speeding up the process to close the achievement gap. Continue Reading →

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AGH initiative promises to finally close MN Achievement Gap

 

Satire is sometimes the best way for a writer to make a point, especially on topics that are simply so foolish as to invite a little constructive ridicule. Such is the case for the following commentary by MSR’s editor-in-chief. It originates from a conversation we had one day in the editorial department about the bewildering variety of people and programs popping up left and right promising to fix the infamous Achievement Gap between Black and White students. There were literally hundreds of initiatives with nearly as many different approaches to the problem. It seemed absurdly complicated. Continue Reading →

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Over 100,000 Black parents are now homeschooling their children

 

 

 

By Dr. Jawanza Kunjufu
Guest Commentator

We hear so much about the plight of Black children and their low test scores. We have not heard that African American children who are homeschooled are scoring at the 82 percent in reading and 77 percent in math. This is 30-40 percent above their counterparts being taught in school. There is a 30 percent racial gap in schools, but there is no racial gap in reading if taught in the home and only a five percent gap in math. What explains the success of African American students being taught by their parents? Continue Reading →

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U of M takes on Minnesota’s school achievement gap — Community organizations collaborate on Northside research

 
First of a two-part story
 

By Lauretta Dawolo Towns

Contributing Writer

Last spring’s edition of Connect, a quarterly newsletter of the University of Minnesota’s College of Education and Human Development (CEHD), announced a major initiative to reduce the Black-White achievement gap in Minnesota. Since it was not apparent in the story what role African Americans were playing in this effort, we decided to inquire further. Our question: Given that African American children are least proficient in reading and math (grades 3-12), where are African Americans involved in the U of M’s efforts to close one of the worst achievement gaps between Blacks and Whites in the United States? We began our look into the U of M’s response to the achievement gap with a leadership profile. Professors Michael Rodriguez, associate professor of educational psychology, Campbell Leadership Chair in the College of Education and Human Development (CEHD) and Misty Sato, associate professor of curriculum and instruction and Carmen Starkson Campbell Endowed Chair for Innovation in Teacher Development, were featured prominently in the Connect story as initiative leaders. Continue Reading →

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School board member commits to focusing on achievement gap

 

 

 

 

By Charles Hallman 

Staff Writer

 

 
Second priority: effective school leadership

 

After years of being an advocate for her own children as well as the children of others, Kim Ellison took “the next step” earlier this year when she applied and later was named a Minneapolis School Board member to finish up former board member Lydia Lee’s remaining term. “It gave me the opportunity to sit in the position where I could…listen to how are we affecting [parents and children],” recalls Ellison, who ran unopposed and was elected to her first official term in the November general elections. On being a first-time elected official, “I am looking forward to it,” continues Ellison. She doesn’t see herself as an incumbent despite having been a board member since January of this year. As a result, she is eager to participate in the new-member orientation this coming January. Continue Reading →

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Where are all the teachers of color in Mpls and St. Paul schools?

First of a two-part story

By Alleen Brown

Contributing Writer

 

…In St. Paul 15 percent of teachers are not White, compared to 76 percent of students. In Minneapolis, 17 percent of teachers are not White, compared to 65 percent of students. Minneapolis and St. Paul district human resources officials say they want more teachers of color, but race doesn’t trump credentials. Continue Reading →

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