FOR IMMEDIATE RELEASE
STATEMENT FROM REP. KRESHA ON MDE REPORT
ST. PAUL, MN—On Thursday the Minnesota Department of Education released a report showing that once again Minnesota has made little progress in closing the achievement gap or improving achievement in key academic areas. Since 2016, math proficiency scores have fallen by nearly five percentage points to 53.85 percent for all students. Reading scores declined nearly a full percentage point since 2016 from 59.25 percent to 58.29 percent. The latest report shows almost no progress has been made in closing the achievement gap between white students and students of color. Rep. Ron Kresha, R-Little Falls, Republican Lead on the House Education Finance Division, issued the following statement regarding the report.
"I know how hard our teachers work each day to provide a great education to Minnesota students. However, this sobering report is further evidence that the policies we have need review and improvement," Kresha said. "Since 2011, Democrats and the teacher's union have blocked nearly every education reform that would improve academic success and close the persistent achievement gaps. We need policies that put students first, empower parents to make the best education choices for their child, and focus our resources on lifting up our most at-risk young learners."
Kresha said he will continue pushing legislation that will increase education opportunities for at-risk students and offer our earliest learners quality preschool options. These initiatives, including the opportunity scholarship legislation, are also a top priority of Senate Majority Leader Paul Gazelka, R-Nisswa but were fiercely opposed by the teacher's union.
"It's time for Governor Walz and Democrats to stand up to the special interests that stand in the way of opportunities for our kids. We need to pass our opportunity scholarship bill next session, and dramatically rethink our education priorities so we can ensure a great education for students in every corner of Minnesota," Kresha concluded.