“Less than 50% of Minneapolis students read at grade level.”
Later that evening, Minneapolis superintendent Ed Graff nearly lost his job. Four school board directors voted not to extend his contract. The only named concerns related to literacy, a weak spot in his performance review and a source of community concern (cut to 1:52:15 of the meeting for more). Graff held onto his job by only one vote.
The story is both unique and all-too-familiar to literacy advocates. It deserves national attention – especially by superintendents in balanced literacy districts (which is most school districts in America).
The concerns in Minneapolis aren’t new. Parents with concerns about literacy outcomes in MPS have been organizing for more than a year now, and held their first protest back in June.
These concerns also aren’t unique to MPS. Minneapolis teaches kids to read via an approach described as balanced literacy. It’s the dominant model in K–12 schools, having risen to popularity over the last two decades – a period marked by flat reading outcomes in US schools. And while the nuances of implementation vary, common issues persist in balanced literacy curricula and classrooms.
Parents are catching on to these issues, as evidenced by a growing chorus of voices in social media and a growing number of districts whose parents have organized to advocate for better approaches. The issues in Minneapolis are absolutely reflected in districts across America.
