Lack of progress on learning gaps

Though the Minnesota Department of Education (MDE) has several programs that are supposed to help address the state's student achievement gaps, they are largely ineffective.

A recent report from the state Office of the Legislative Auditor (OLA) recommended that the Legislature more clearly define the MDE's role in closing the gaps. And the study rightly concluded that the department should improve administration, monitoring and reporting frequency for the three programs in question. Lawmakers and the MDE should follow those recommendations.

The achievement gap is widely known as the difference in education between different groups of students — most often noted between white students and students of color on tests, grades and graduation rates. Those disparities in Minnesota are among the largest in the nation.

White students made up 82% of state public school enrollment 20 years ago, but during 2020-21 school year that rate had dropped to 64%. In 2019, the "gap'' between white fourth-graders who tested proficient in reading was 26 percentage points, with 46% of white students proficient compared with 20% of Black, Latino and Native students.

Using programs and resources effectively to narrow those gaps is important for individual students. It also matters, as the auditor noted, because as Minnesota's student population has become increasingly diverse the disparities have persisted. And that means increasing numbers of state students are poorly prepared to become productive, contributing adults.

The auditors evaluated four separate MDE programs. They found that three — World's Best Workforce, Achievement and Integration for Minnesota, and American Indian Education initiatives — have closing the achievement gap in their mission statements. But the report said that they failed to specifically state how they'll do it or monitor progress.

"What the strategic plan lacks, however, are sufficiently observable quantitative measures (beyond the size of the achievement gap itself) to show the effect of those strategies in addressing the achievement gap," the auditors wrote.

Though the auditors were critical of three programs, they noted that a fourth effort they evaluated is doing a good job. They found that the Regional Centers of Excellence provide useful support for schools with demonstrated success in narrowing achievement disparities. Staff members in the centers work directly with educators to improve learning and instruction. The centers are not part of the MDE; however, the department supports them in various ways. They are largely funded by regional service organizations and staffed by nonstate employees.

In response to the report, MDE Commissioner Heather Mueller noted that the centers have enough funding for 57 full-time positions, but that the other three programs have a combined seven full-time employees. In testimony before lawmakers, she noted that if they want more from the MDE in closing achievement gaps, they should allocate more funding. She also said that factors outside the classroom and the control of educators have an impact on student achievement.

The auditors agreed, writing that those factors could contribute to academic struggles because "if a student's basic needs are not being met, it can be difficult to focus on instruction."

The smart takeaway from the report is that the vague definition of the MDE's role in addressing Minnesota's academic achievement gap should be clarified. And several programs that are supposed to address those gaps need better evaluation, monitoring and oversight. If they fail to deliver, the department should devote its resources to efforts like the Regional Centers of Excellence that are showing progress.