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Community meetings: Why Can't all public schools be good schools?
Community Meetings
Why can't all public schools  
be good schools?                      
Brief presentation by Doug Mann,
(write-in candidate for Mpls School Board)                 
followed by discussion
Tuesday, October 19                 
7:30 PM                                     
North Commons                            
1801 James Avenue North, Mpls                               
Parking lot entrance on Golden Valley Road

Friday, October 22                     
7:30 PM                                      
Painter Neighborhood Center       
620 W 34th St
Lyndale Avenue South & 34th Street West (NE corner)  

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Prepared & paid for by Mann for School Board.
Treasurer: Evelyn Eubanks
PO Box 8514   Minneapolis MN 55408  
Web site: www.educationright.com


[reverse side]
Problem: Low-income & minority students are overexposed to inexperienced teachers                    
 "Teachers with less than three years of experience are twice as likely to work in schools with high proportions of minority and low income students, yet students learn better under teachers with five or more years of experience." -September 2004 Minnesota Public Radio, idea generator: Closing the gap, teachers
Solution: Stop excessive teacher layoffs, desegregate inexperienced teachers.                                                        
In 2004 the district laid off 608 teachers employed for up to 5 years, including 455 "probationary" teachers (employed less than 3 full years). Fewer than 1,700 teacher positions were "budgeted" for 2003-2004 (some weren't filled). The 2004-2005 budget cut 210 teacher positions, which doesn't justify laying off 608 teachers. Probationary teachers should be spread evenly throught the district, not concentrated in schools with high proportions of low-income and minority students.
Eliminate tracking / Best practices for ALL students:
* Base instruction for the general student population on a college-bound curriculum and individualized assessments, NOT 'ability-grouping' and a watered-down curriculum for a majority of students.
* Students are currently ability-grouped and tracked (put in separate classrooms for fast, medium, and slow learners) on a part-time basis for reading instruction as early as Kindergarten.
* Small schools can be made cost-effective by eliminating tracking. Eliminate tracking, not small schools!

Education is a Right, Not a Privilege!
A quality public education for all on an equal basis!
 All of the district-run schools can be good schools