FYI from BSF, 10.23.20
Some things we have read through recently…
“Systemic barriers to quality education are dismantled. Every child in Boston has access to a school environment that is safe, supportive, and thriving.” (from BSF’s “What We Believe”)
Controversy
At Wednesday’s night 8+ hour School Committee meeting, the Chair described the unanimous vote to suspend exam school policies for one year as “the most controversial” issue the current Committee had ever considered.
Ironic, given that his racist comments two hours before led to his resignation. This was so controversial that Boston education leaders needed additional time to respond and to stand against those racist statements. The resignation was not called for, but accepted by the Mayor. Dr. Cassellius did not describe it explicitly as racist (it was) in a wide-ranging interview yesterday. The Boston Teachers Union made a statement three hours after the resignation was already public.
So, what does make something “controversial” in education?
It is a specific and evocative term, from Latin, to “turn against.” By this strict definition, the term seems apt. Hundreds of public comments and thousands of written submissions and social media posts were lobbed promoting the merits or demerits of the temporary exam school policy for 2021-2022. The temporary suspension of policy was put forward by the Superintendent two weeks ago (following a prior announcement in July that NWEA would be used after COVID-19 began). As a result, Boston’s parents and policymakers literally have turned against each other for the past two weeks.
The conflict brings attention and a policy change that potentially benefits a few hundred historically marginalized children.
If something does not center on race and power (or the powerful), apparently it is not controversial in Boston. That may explain why some of the following items have not risen to the same level of attention:
At Wednesday’s School Committee meeting, there was no report or data on reopening schools. Remarks and questions, but no information. 7+ hours discussing where ~1,100 kids may go to school next year, but no data on how 51,000 kids are doing right now and will for the imminent future. Children are losing an unimaginable amount of learning time and access to basic care. Apparently, that is not controversial.
The last public comment from Roxann Harvey, head of SPEDPAC, lamented the loss of in-person support for high needs students at BPS. During the reopening remarks, despite multiple questions, there were no actual resources or plans to continue supporting these students. 7,100 students need adult attention and can’t access it. Other cities are investing millions of dollars in testing to ensure at least some kids can go to school. Apparently, that is not controversial.
2,000 students are waiting for special education screens or services. Apparently, that is not controversial.
A report from BPS, quietly released during the summer, showed that a mere 6% of high school students regularly logged on in the spring (page 14). Apparently, that is not controversial.
In March, 2020, the days Boston schools were closed, the state released a blistering audit of the district highlighting, among many other things, the failure to support diverse learners and close racial and opportunity gaps throughout the entire district. The audit report and its findings were never fully discussed at School Committee for any follow-up or action. Apparently, that is not controversial.
In February, 2020, right before the pandemic, BPS high school graduation rates were shown to be in decline, including a graduation rate of 54% for special education students. Apparently, that is not controversial.
The last time the School Committee reviewed Boston MCAS results, it was the fall of 2019. 3rd grade literacy is a major milestone in academic development - 2,073 Boston high needs students were not on grade-level. 8th grade math proficiency is a strong predictor of future academic success - not a single English Language learner achieved “advanced.” On the 10th grade MCAS, despite being a much smaller percentage of enrollment, more white students achieved “advanced” than Black and Latinx students combined. Apparently, that is not controversial.
Boston Public Schools first delayed hybrid instruction, and then went back to remote learning for the foreseeable future (with no shade from Governor Baker, but a question from last night’s presidential debate).
Remote learning is challenging, particularly those who have been historically marginalized and presently endangered by the pandemic.
Children and families are owed real plans and real resources to make this next phase of schooling.
Even if it’s not controversial.
School Reopening MA, and Beyond
Perhaps buoyed by data coming out of New York City, other large districts, or around the country, Commissioner Riley has continued to push for “yellow” or “green” school districts to provide in-person learning. That push escalated into action this week, as two Massachusetts districts are being audited. Interesting timing given the surge in cases in Massachusetts, but without a big change in cases in schools.
Not to be lost in a busy update and Board meeting: snow days may be numbered (regrets, children and Snow Day Boston).
More data coming in on enrollment declines in higher education.
Other Matters
Selective admission was a theme in the state Board meeting, too. Vocational schools are under scrutiny for not enrolling a representative student population, and a coalition has formed to keep the matter around.
This week, the Massachusetts teacher of the year was also selected.