A report card issued Monday on education innovation found most states earn C’s, D’s, or F’s in key areas as technology, high school quality, and removal of ineffective teachers. We find some of the grades to be on the mark, and some to be awry.

The report, “Leaders and Laggards,” assigns letter grades to states based on several indicators. The report card was sponsored by the Chamber of Commerce, which represents business interests, conservative think tank American Enterprise Institute, and the progressive Center for American Progress.

Each state was listed individually.

Minnesota earned:

A “D” in school management. Ninety four percent of teachers report that routine duties and paperwork interfere with their teaching.

We find this grade to be accurate. Teachers need to teach, not be bogged down by paperwork.

A “B” in finance. The report cites online accessibility of financial data and a performance pay program for teachers as pluses.

We find this grade to inaccurate because much public financial data is either unavailable or difficult to find on the Minnesota Department of Education’s web site, and the state’s performance pay plan is tied to unrealistic and damaging changes to the pay structure.

A “C” in hiring and evaluation. Six percent of teachers enter the profession through an alternative certification program, compared with the national average of 13 percent. But Minnesota requires incoming teachers to pass basic skills and subject-knowledge tests.

We find this grade to be correct. Qualified, well-trained teachers are who we want in our classrooms. If we hire fewer people through alternative certification programs and still hold every teacher to strong basic skills and subject tests, then we are doing well.

A “B” in removing ineffective teachers. Eighteen percent of principals report a lack of support for termination decisions teacher unions or associations is a barrier to removing poor-performing teachers, 2 percent below the national average of 20 percent.

We believe this grade is inaccurate because the issue shouldn’t be about “terminating” teachers, but finding the right slots where they can contribute to their greatest ability. This is a difficult task, but administrators and unions must work together to make this happen and strengthen our school system.

A “B” in data. The state has the ability to match individual students’ test records from year to year.

In our opinion, an over reliance on the MCA II test for graduation requirements would lower this grade substantially.

A “C” in “Pipeline to Post-secondary.” Fifty-nine percent of its schools report offering dual-enrollment programs, which allow students to earn high school and college credits simultaneously. That is 6 percent below the national average of 65 percent. However, 73 percent of Minnesota schools report offering work-based internships.

We agree with this grade: Improving Minnesota’s ability to move students from 12^th grade to college is imperative.

A “C” in Technology. While the state offers a computer-based assessment, it has not established a virtual school. Minnesota also needs to significantly improve how it evaluates its return on investments in technology.

We question the practical value of a virtual school, because a student always learns better with direct contact with a teacher. But additional research into the issue is a wise investment.

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