Journal of a Black Teacher

By Don Allen, JOABT Every Fall, Minnesota parents, teachers, and policymakers await the release of the MCA (Minnesota Comprehensive Assessments) results. And every year, the story remains depressingly consistent: public and charter schools in the Twin Cities have campuses that have never once broken the 70% proficiency barrier in reading, math, or science. Disclaimer : In some schools that sit on the fringes of districts where the dominant culture is the majority, those schools have seen good numbers. The further you move into the Twin Cities, the lower the numbers dip. Let’s be blunt, this is not the fault of the children. This is a direct indictment of site leadership, district leadership, and charter management organizations that continue to run schools without accountability, vision, or urgency. For too long, we’ve accepted the easy narrative that blames “the kids” or “their families”  for not being 'academic.' We hear the same tired talking points: poverty, trauma, abse...

Fanon (Franz) would argue that the struggle extends beyond mere access to another's system of meaning; it encompasses the pursuit of entirely new systems. In this light, the absence of Black bodies at No Kings Day is not merely a void; it serves as a silent manifesto. By Don Allen for Journal of A Black Teacher (2025) When we explore these photos from the so-called "No Kings Day" festival, lit with parades, costume wear, and street festivals, what becomes noteworthy is not only the massive number of white participants, but also that this spectacle contrives to reinforce a sense of monarchy and nobility aesthetic that was historically denied to black people. It is therefore no surprise that to many black people on these shores, this festival feels peripheral, even alienating. Fanon declares that "the colonial world is a world cut in two" - an exclusion that moves well beyond the material, to the structural and psychic levels. In other words, African people in Ame...

In the Twin Cities and across the nation, public education has been plagued by what can only be described as passionate incompetence. This phrase captures the disconnect between good intentions and ineffective outcomes. Over the past five years, administrators have rolled out initiative after initiative, promising transformation: new literacy models, equity frameworks, technology rollouts, social-emotional curricula, and testing reforms. Each was championed with passion, urgency, and rhetoric about “student-centered change.” Yet, despite the energy and resources poured into these programs, the results are precise: proficiency rates remain stagnant, achievement gaps persist, and families, teachers, and communities continue to feel the weight of systems that do not deliver. Passion without competence is no solution, and the failures of these past half-decade reforms demonstrate that schools cannot afford more recycled promises dressed up as innovation. What is required now is competence,...