Journal of a Black Teacher

By Don Allen - Journal of A Black Teacher (Editorial Opinion) Charter schools have been a beacon of hope for education reform for over a decade, particularly in urban areas like the Twin Cities. They promised innovation, higher achievement, and an alternative to the failing traditional public school system. However, a hard look at the data, especially for those schools underperforming for over three years, reveals a starkly different reality. These institutions, particularly those serving predominantly students of color who are at risk, have not only failed to deliver on their promises but have also exacerbated educational inequities. It is time to acknowledge these failures and take decisive action: close the chronically underperforming charter schools. The Alarming Statistics In the Twin Cities, many charter schools have students who consistently perform in the bottom deciles of academic achievement. Particularly troubling is the performance of third and fourth graders, who primarily

By Don Allen, Ed. S., M.A. Ed., MAT (Editorial Opinion via AllenEd) Minnesota's persistent efforts to increase the number of Black male teachers have commendable intentions. However, the limited success of these initiatives suggests a fundamental flaw: the overemphasis on creating new Black male teachers without addressing the broader systemic barriers that hinder their success and retention. To effect meaningful change, we need a comprehensive, research-driven approach that reimagines the entire educational ecosystem. The Problem with Singular Focus The strategy of simply recruiting more Black male teachers overlooks the complex challenges they face within the educational system. These teachers often find themselves in environments that are not conducive to their professional growth or personal well-being. This can include: - Cultural Isolation: Black male teachers frequently work in schools where they are one of the few, if not the only, Black staff members. This isolation can l

I've learned you cannot fix everything, and some things do not want to be fixed because they make money for mediocre results (there can never be rich people without poor people). By Don Allen, Senior Columnist for the Postmodernist Practicum, rejecting the search for broad generalizations when we know we need to look into the blindspots.    I’ve read insightful articles this week from some of Minnesota’s premier thinkers and nuanced leaders about education this week. The article by Dr. David Schultz, “Minnesota is an educational leader in racial inequality” (2024) https://www.startribune.com/minnesota-is-an.../600373971/ - and Brother Khalique Rogers & Dr. Joe Nathan’s piece, “ Counterpoint: A nuanced view of what will reduce educational inequities ” (2024) https://www.startribune.com/counterpoint-a.../600374190/ bring to light from two point-of-views what many of us are concerned with, Black learning organizational excellence in a time of unprecedented mediocrity. Both artic

"A charter school must prioritize the education and growth of its students, ensuring every decision made serves their learning journey, not the convenience or comfort of the adults." -Don Allen, Ed.S., M.A. Ed., MAT (Doctoral Candidate)      On June 4, 2024, the LoveWorks board of directors voted not to renew my contract.       This vote was not based on performance. My experiences at LoveWorks Academy were invaluable. I confirmed (again) that there was nothing wrong with our African-American children in grades K-8 in the Twin Cities; they can construct knowledge if given the opportunity. I worked diligently against a culture within a learning organization workgroup with family ties between board members and staff where mediocrity concerning teaching and learning was acceptable. The school is a half-million in debt and shortly will be in statutory operating debt. In one calendar year, the LoveWorks board of directors has not renewed any of their three school directors' c