I recently hosted a student teacher who provided an invaluable perspective on our educational practices. Each day, he shared observations that highlighted our students’ curiosity and our teachers’ dedication.

However, he questioned our system’s reliance on test retakes, suggesting it might undermine the depth of learning. Implying that the focus should be on lifelong learning rather than short-term achievements.

Our experiences underline the importance of accountability — a value we cherish yet find challenging to implement. Recent data from the Minnesota report card indicates a distressing decline in students meeting educational standards, with a nearly 10% drop over five years; attendance went from almost 90% to less than 60% of students missing less than three weeks a year. This is not just a number; it reflects fundamental deficiencies in supporting our students, especially as we phase out crucial reading intervention programs beyond fifth grade.

Moreover, while funds are allocated for non-essential projects, essential educational resources are dwindling. We must question where our priorities lie and whether we genuinely uphold our commitment to accountability.

Transparent budgeting is necessary, and the Minnesota Department of Education’s website, where I can find MCA test results and attendance, should also detail spending per student, covering all facets, including food service, instruction, capital expenses, and debt, support, administration, operation and transportation costs.

Accountability starts at the top. The district cabinet and superintendent should be located in school buildings rather than government offices, where they can experience the effects of their policy changes daily. We need to foster a culture of accountability.

Elizabeth Hanke