Boston School Committee

November 5, 2025
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Boston School Committee Meeting Minutes

Meeting Date: November 05, 2025 at 06:00 PM Governing Body: Boston School Committee Type of Meeting: Regular Meeting Attendees: Jeri Robinson (Chairperson), Stephen Alkins, Brandon Cardet-Hernandez, Rafaela Polanco Garcia, Rachel Skerritt, Quoc Tran, Michael O'Neill. Absent: None noted. Superintendent: Mary Skipper

Executive Summary: The Boston School Committee convened to address several critical items, including an update on the Boston Public Schools' (BPS) response to the federal SNAP benefit delay, the approval of meeting minutes, and a presentation on the Opportunity and Achievement Gaps (OAG) Task Force membership proposal. The committee also voted on three grants totaling $257,810.76, the highly debated Exam School Admission Policy recommendation, and three secondary school policies related to Career and Technical Education (CTE) and Competency Determination. Public comment periods highlighted concerns regarding exam school admissions, the need for expanded bilingual education, and the importance of community engagement in policy changes.

I. Call to Order and Pledge of Allegiance

  • The meeting was called to order by Chairperson Jeri Robinson.
  • The Pledge of Allegiance was recited.
  • Chairperson Robinson welcomed attendees in person, on Boston City TV, and on Zoom.
  • Attendees were reminded to silence electronic devices.
  • Meeting documents were made available on bostonpublicschools.org/schoolcommittee and via QR code.
  • Live simultaneous interpretation was provided in Spanish, Haitian Creole, Cabo Verdean Creole, Cantonese, Mandarin, Vietnamese, and American Sign Language.

II. Superintendent's Update on SNAP Delay Response

  • Superintendent Mary Skipper provided an update on BPS's efforts to support students and families during the federal government shutdown and SNAP benefit delay.
  • Approximately 70% of BPS families qualify for state or federal aid, including SNAP.
  • Key Actions and Support:
    • All BPS students continue to have access to free breakfast and lunch daily.
    • 64 sites offer afternoon meals (snacks to shelf-stable meals).
    • Student support teams provide food to families participating in the weekend 617 Sunday Wellness Program at Madison Park, Henderson, and Brighton.
    • Food drives are being held at 11 school sites, with a centralized drive in Bowling.
    • Partnerships with local food banks, including the Greater Boston Food Bank, are in place.
  • Resources for Families:
    • Families needing food assistance due to delayed SNAP payments can visit boston.gov/SNAP.
    • Families can contact their school's family liaison.
    • The BPS helpline is available at 617-635-8873.
    • Additional information is on bostonpublicschools.org/SNAP.
  • BPS is communicating updates via social media, website, and the "Beyond the Bell" family newsletter.
  • A BPS Emergency Food Council has been established to brainstorm and pool resources.
  • Superintendent Skipper emphasized ongoing support for food insecurity beyond the immediate SNAP emergency.

III. Approval of Minutes

  • A motion was made to approve the minutes of the October 29 meeting.
  • Motion: To approve the minutes of the October 29 meeting.
  • Moved: [Not specified in transcript]
  • Seconded: [Not specified in transcript]
  • Discussion: Michael O'Neill abstained from voting as he was absent from the October 29 meeting.
  • Outcome: The minutes were approved with the exception of Mr. O'Neill's abstention.

IV. Opportunity and Achievement Gaps (OAG) Task Force Membership Proposal

  • Superintendent Mary Skipper introduced the presentation, highlighting the OAG Task Force's role in guiding the district's work and ensuring all students reach their full potential.
  • Presenters: Ayalisha Kerr (OAG Task Force Co-Chair) and Colin Rose (BPS Senior Advisor for Strategy and Opportunity Gaps).
  • Background:
    • The OAG policy, passed 10 years prior, aims to close opportunity and achievement gaps, monitor district progress, guide decision-making, and provide support and accountability.
    • The task force was largely championed by BEAM (Black Educators Alliance of Massachusetts) and former School Committee Chairman Michael O'Neill, starting in 2015.
    • The task force serves as an external body providing oversight and continuity across leadership changes (e.g., four superintendent changes).
    • Members represent diverse stakeholders: educators, school leaders, funders, university partners, nonprofits, community advocates, and teachers.
  • Role of the Task Force:
    • Guide and support policy implementation with clear goals and benchmarks.
    • Track progress and make recommendations to departments and the School Committee.
    • Review and update the policy every six years; the current revision was delayed due to COVID-19 and leadership transitions.
  • Current Work:
    • Revising the 2016 OAG policy, with a new policy for 2026 to be presented in January.
    • Listening sessions conducted with students (BSAC), Department of Academics, chiefs, and heads of schools.
    • Planning sessions with parents (Citywide Parent Council) for additional feedback.
    • Aligning OAG work with the district's strategic plan.
  • Need for the Task Force: Data (e.g., 4th grade ELA MCAS scores) clearly show persistent opportunity and achievement gaps across demographic groups, particularly for students of color, students with disabilities, multilingual learners, and students from low socioeconomic backgrounds.
  • New Membership Slate:
    • Current members will continue for a two-year term.
    • New members bring expertise across various fields.
    • Three student representatives from BSAC: Amor Reed (11th grade, Boston Latin), Kevin Lewis (11th grade, O'Bryant), and Nyla Hicks (12th grade, Cash).
  • Student Representative Introduction: Mahnoor, a junior at O'Bryant High School, introduced herself, sharing her background as an immigrant from Pakistan and her experience as a BSAC member. She expressed gratitude for the opportunity to represent BPS students.
  • Committee Questions/Comments:
    • Rachel Skerritt expressed gratitude for the expertise and experience of the new members, calling it "much needed critical friendship and pushing and accountability."
    • Quoc Tran echoed appreciation for the impressive new members and returning members, thanking Ms. Shakur for her leadership.
    • Rafaela Polanco Garcia thanked the task force for representing Black and Brown students and for their dedication.
    • Jeri Robinson acknowledged the hard work and enthusiasm of new members, emphasizing that "the work is far from being done."
  • Motion: To approve the OAG Task Force membership proposal.
  • Moved: [Not specified in transcript]
  • Seconded: [Not specified in transcript]
  • Discussion: Stephen Alkins, a nominated member, recused himself from the vote.
  • Roll Call Vote:
    • Stephen Alkins: Recused
    • Rafaela Polanco Garcia: Yes
    • Rachel Skerritt: Yes
    • Quoc Tran: Yes
    • Michael O'Neill: Yes
    • Jeri Robinson: Yes
  • Outcome: The OAG Task Force membership proposal was approved (5 Yes, 1 Recused).

V. General Public Comment

  • The public comment period was limited to one hour, with remaining speakers to be heard at the end of the meeting.
  • Each speaker had two minutes.
  • Speakers were asked to direct comments to the Chair and state their name, affiliation, and residence.
  • Travis Marshall (Roslindale, Parent at English High School and Bates Elementary School):
    • Spoke about the "caste-based education system" created by exam schools, which he believes prioritizes exam schools over other BPS high schools.
    • Argued that the focus on exam schools creates a hierarchy of value, leaving many students feeling inadequate.
    • Stated that exam schools serve almost no multilingual learners or students with disabilities, concentrating need in other schools.
    • Advocated for ensuring opportunity is not reserved for the privileged.
  • Roseanne Tung (Exam School Admissions Task Force Member):
    • Stated that the recommended policy changes would make exam schools less representative.
    • Cited simulations showing that eliminating bonus points and including a 20% set-aside would lead to:
      • Decreased invitations for economically disadvantaged youth, Black students, and Latina students.
      • Increased invitations for white students and students from outside BPS.
    • Argued that the 20% citywide round would disproportionately benefit Tier 4 students (52 seats) over Tier 1 students (4 seats) at BLS.
    • Urged the committee to "stop the vote or vote no" to avoid amplifying existing inequities.
  • Krista Magnusson (Jamaica Plain, BPS Parent, Massachusetts Education Justice Alliance):
    • Requested a delay in the vote on exam school admissions policy changes to allow for a full community engagement process.
    • Contrasted the current process (two webinars, Google form) with the 2021 process (months of work, 28 public meetings, 100+ attendees).
    • Highlighted concerns about a 7% decrease in exam school invitations for Black students from 2024-25 to 2025-26.
    • Petition Requests:
      • Extend decision timeline by at least 60 days.
      • Publicize timeline on BPS website, social media, emails, and ParentSquare.
      • Provide clear, accessible information (summaries, visuals, anticipated impact).
      • Hold meaningful community forums in neighborhoods with real feedback opportunities.
      • Ensure all feedback is public and seriously considered.
  • Deirdre Manning (Dorchester, BPS Parent):
    • Argued that the previous task force did not represent all stakeholders, particularly families impacted by the policy.
    • Stated that the current policy favors Tier 1 and 2 applicants and that proposed changes still suppress Tiers 3 and 4.
    • Advocated for a middle ground where every applicant has the same chance of admission regardless of tier.
    • Suggested allocating seats by percent of tier and giving modest points to least-resourced students receiving means-tested public benefits.
  • Anna Baez (Youth Leader, Sociedad Latina, Rosbury) - Spanish Interpreter:
    • Testified on behalf of Sociedad Latina's "Teens and Tech" campaign regarding BPS's AI guidelines.
    • Advocated for responsible and effective integration of AI in education.
    • Expressed disappointment that youth were excluded from the conversation despite advocating for an AI policy for a year.
    • Recommendations:
      • More education on AI for students and teachers.
      • A certification program to ensure responsible AI use in schools.
  • Sharon Hinton (Hyde Park, BPS Grad, Black Teachers Matter Founder):
    • Congratulated newly elected officials and acknowledged the 120,000 voters who supported an elected school committee.
    • Urged the committee to reflect on past exam school admissions policy tweaks that resulted in lower Black and Brown student admissions and increased white and Asian student admissions.
    • Implored the committee to delay the vote and hold more inclusive community meetings (different times, venues, languages, platforms).
    • Called for innovation, renovation, and restorative justice for historically denied communities.
  • Julie Santos (CFJJ, Coalition for Equity in Exam Schools):
    • Opposed the superintendent's recommendations, stating they would worsen opportunity gaps.
    • Highlighted that the current policy increased racial, economic, and geographic diversity.
    • Stated that proposed changes are projected to decrease invitations for low-income, Black, Hispanic, and multilingual students, while increasing invitations for white, high-income, and private school students.
    • Noted that the district's feedback form received only 326 responses (less than 1% of BPS families).
    • Urged the committee to delay the vote, keep the current policy, collect more data, and engage meaningfully with the community.
  • Peggy Wiesenberg (Jamaica Plain, Quest, Citizens for Public Schools):
    • Parent of three BPS graduates, all attended BLS.
    • Urged the committee not to act on the superintendent's proposal and to reconvene the exam school task force.
    • Expressed concern that the proposed changes would make exam schools less diverse.
    • Referenced the work of the Federalist Society and Project 2025, fearing federal court rulings on civil rights.
  • Lonnie Nguyen (Mather School, 3rd/4th Grade Vietnamese Bilingual Teacher):
    • Advocated for citywide assignment for new bilingual programs, including the Vietnamese dual language program.
    • Explained that current zoning restricts access for Vietnamese-speaking families outside Dorchester.
    • Emphasized that the program affirms Vietnamese language and culture and supports English-speaking students.
    • Stated that the program helps students feel proud of their heritage and become truly bilingual.
  • Vivian Dao (Mather Elementary School, 5th Grade Student, Vietnamese Dual Language Program):
    • Spoke about how the Vietnamese program helped her learn about her culture, read, write, and speak Vietnamese, which is important for communicating with family.
    • Requested expansion of the program to include more students living in Boston.
    • Believes it's important for Vietnamese students to communicate with families and for others to learn a second/third language.
  • Alex Nguyen (5th Grade Student, Vietnamese Dual Language Program):
    • Expressed love for the program, which allows him to learn about his culture and think in Vietnamese.
    • Feels lucky to be in the program and wants it expanded so more students can join.
    • Stated that the program has made him proud and truly bilingual.
  • David Tran (Mather Elementary School, 5th Grade Student):
    • Advocated for all bilingual programs to be accessible to all students in Boston.
    • Believes being bilingual is beneficial for him and his family.
    • Wants to be able to talk to his family and friends in Vietnamese.
    • Requested more bilingual language programs.
  • Anit Ngo (5th Grade Student, Bi-Yingo Program):
    • Stated that the program helped her improve her Vietnamese and learn new things.
    • Advocated for the program to be open to all BPS students because it's fun and helps connect to culture.
    • Emphasized that the program welcomes all students, even those who don't speak Vietnamese.
  • Chun-Hei Chan (Josiah Quincy Elementary School, 4th Grade Teacher, Alumnus, Chinatown Community Member):
    • Spoke on the "moral obligation" to expand access to bilingual education at the Quincy School.
    • Highlighted the historical marginalization of the Chinese immigrant community in Chinatown.
    • Argued that restricting access to bilingual education ignores immigrant families' needs.
    • Stated that access to bilingual education is a civil right, not a privilege.
    • Urged the committee to expand the catchment area, protect bilingual education, and stand with immigrant communities.
  • Vicky Low (Josiah Quincy Elementary, Mandarin Teacher):
    • Advocated for immediate citywide expansion of the successful bilingual program.
    • Emphasized that using students' home language (e.g., Spanish, Chinese) validates their identity and promotes social-emotional learning.
    • Stated that high-quality bilingual programs lead to significant academic success.
    • Urged a change in enrollment policy to benefit families across the city.
  • Kim Chi Nguyen (Family Connection Specialist, Federation for Children with Special Needs) - Vietnamese Interpreter:
    • Supported Vietnamese-speaking families, especially those with children needing special education.
    • Many families wished to enroll children in the Mather School's bilingual program since 2021 but were unable due to living outside the enrollment zone.
    • Noted that the Mather program now has trained teachers and paraprofessionals to support students with moderate disabilities.
    • Emphasized the importance of bilingual learning for preserving culture and family connection.
  • Charlene Situ (Charlestown, Parent at Josiah Quincy Elementary School):
    • Parent of children who speak Cantonese and English at home.
    • Expressed concern when Charlestown was excluded from the JQES zone, preventing her younger child from attending the same school as her older brother.
    • Advocated for citywide access to JQES, the only school offering Chinese instruction.
    • Stated that bilingual education is crucial for her children to communicate with grandparents and maintain their language and culture.
  • Shuai Wang (South Boston, Parent at Josiah Quincy Elementary School) - Mandarin Interpreter:
    • Parent of a second-grade student at JQES, speaks Mandarin at home.
    • Emphasized the importance of the bilingual program to prevent children from losing their home language skills.
    • Argued that limiting JQES to specific areas is unfair to families who cannot afford housing in those areas.
    • Advocated for citywide expansion of JQES bilingual program to ensure all BPS students can access it.
  • Xiaomei Zheng (Parent at Bowen) - Cantonese Interpreter:
    • Parent of a K-2 student, speaks Toisanese and Cantonese at home.
    • Advocated for JQES to be citywide to allow her child and others to access bilingual education.
    • Stated that bilingual education is very important for her children to interact with family and maintain communication.
    • Argued that restricting JQES by neighborhood is unfair to families who cannot afford housing in that zone.
  • Yutong Yu (JQES, 4th Grade Student) - Mandarin Interpreter:
    • Recently moved to the U.S., speaks Mandarin and Shanghainese.
    • Believes being bilingual helps her learn English better and understand lessons.
    • Hopes all students can access bilingual programs.
  • Meishan Li (JQES, 5th Grade Student) - Mandarin Interpreter:
    • Speaks Mandarin at home, in Chinese ESL class.
    • Believes bilingualism helps her in school and allows her to help her family translate.
    • Hopes Chinese students can access bilingual programs to learn both Chinese and English.
  • Yunhao Wang (JQES, 5th Grade Student) - Mandarin Interpreter:
    • Lives in Chinatown, speaks Mandarin at home, in Chinese ESL class.
    • Believes bilingualism is good for him and his family, helping communication and community involvement.
    • Wants to keep both Chinese and English, hopes all students can join bilingual programs.
  • Haomin Yu (JQES, 5th Grade Student) - Mandarin Interpreter:
    • Lives in Chinatown, speaks Mandarin and Cantonese at home, in Chinese CSL class.
    • Believes bilingualism helps him learn better in school and find a better job.
    • Wants to keep using Chinese and hopes more students from China can take bilingual classes.
  • Xintong Yu (8th Grader, former JQES student) - Mandarin Interpreter:
    • Former JQES student, came to the U.S. in 4th grade, lives in Chinatown, speaks Mandarin and Cantonese.
    • Believes bilingualism is very helpful and helped her learn English better.
    • Grateful for ESL teachers and can now translate for others.
    • Hopes more students can access bilingual classes with support from teachers who speak their home language.
  • Bernie Wilkinson (School Facts Boston):
    • Criticized BPS for annual broken promises and plans not vetted by the community (e.g., Green New Deal, O'Bryant move, White Stadium, exam school changes).
    • Called for delaying the exam school vote and building a community engagement process with school-based equity roundtables and the racial equity planning tool.
    • Urged Mayor Wu to be an "Education Mayor" focused on making Boston schools "best for all Boston students."
  • Mike Heisman (Dorchester):
    • Spoke against changing the exam school admission policy in ways that would benefit white and Asian children and harm Black and Brown children.
    • Cited past superintendents (Chang, Casillas) who were removed after attempting to diversify exam schools.
    • Stated that the Coalition for Equity in Exam School research shows proposed changes would make the system less equitable.
    • Called any decision at the expense of Black and Brown children "racist."
    • Implied Superintendent Skipper's proposal had Mayor Wu's consent.
    • Called BPS a "racist institution" and advocated for an elected school committee.
  • Cheryl Buckman (South Boston, Parent at Ruth Batson Academy, Parent Lead at Dever):
    • Requested a delay in implementing proposed admissions policy changes.
    • Stated that the process lacked sufficient outreach, communication, and collaboration with affected families.
    • Emphasized that many parents don't understand the changes and the rollout felt rushed and unclear.
    • Called for real community engagement, listening sessions, translated materials, and transparency.
  • Emma Yosher (BPS Parent):
    • Supported the proposed revisions to the exam school admission policy.
    • Advocated for clarity and predictability for families.
    • Believed the proposal is a "good compromise" that simplifies the policy.
    • Stated that BPS simulations showed no substantial demographic change, and the citywide round ensures high-achieving students are not shut out.
    • Urged the committee to move revisions forward to allow BPS to focus on improving all schools.
  • Dora Sandoval (Mother of three, Hurley Bilingual School) - Spanish Interpreter:
    • Expressed satisfaction with the positive impact of bilingual education on her family.
    • Advocated for more bilingual schools in Boston, stating children deserve to learn in two languages and be proud of their heritage.
    • Asked the committee not to change exam school policies in a way that affects vulnerable students, especially English language learners and those with high needs.
  • Carolina Soto (Mother at Trotter School) - Spanish Interpreter:
    • Advocated for exam schools and more bilingual schools.
    • Shared her son's dream of attending an exam school and her desire for him to achieve his dreams.
    • Highlighted that many bilingual students face barriers.
    • Asked for more bilingual education for better development for children.
    • Urged keeping doors open for all students regardless of origin or language.
    • Called for inclusive education where every child has a fair opportunity.
  • Simmel Rodriguez LaMarche (Mother of a child with IEP) - Spanish Interpreter:
    • Expressed concern about the trajectory of exam school policies.
    • Stated that her daughter, despite having an IEP and being an English language learner, should have the opportunity to choose an exam school.
    • Desired that other capable, intelligent children not have opportunities limited by English proficiency.
    • Emphasized the need to avoid creating more gaps between race, culture, and language, and to promote community excellence without leaving any child behind.
  • Maria Elena Pereira (Dorchester) - Spanish Interpreter:
    • Proudly represented the Dorchester community.
    • Expressed concern about exam school admission policies impacting students and ignoring community voices.
    • Stated that children deserve equal opportunities regardless of color, origin, or zip code.
    • Advocated for more bilingual schools, viewing multilingualism as a strength.
    • Petitioned for consideration of the exam school admission policy and continued promotion of bilingual programs.

VI. Grants for Approval

  • Superintendent Mary Skipper presented three grants for approval, totaling $257,810.76.
  • Grant 1: Innovation Career Pathways Implementation and Support Grant
    • Amount: $182,000+
    • Purpose: Support 400 students at Dearborn STEM Academy, O'Bryant High School of Technology, Brighton High, and Excel High School.
  • Grant 2: Supporting Students SEL Behavioral and Mental Health and Wellness Continuation Grant
    • Amount: Nearly $70,000
    • Purpose: Support students district-wide by adapting, expanding, and strengthening multi-tiered systems of support for social, emotional, behavioral, and mental health needs.
    • Type: State-funded competitive grant.
  • Grant 3: School-Based Bridge Program Grant
    • Amount: Approximately $5,700
    • Purpose: Support students at Boston Latin School, providing intensive clinical and academic support for students returning after extended medical-related absences (mostly mental health-related hospitalizations).
  • Motion: To approve the grants as presented.
  • Moved: [Not specified in transcript]
  • Seconded: [Not specified in transcript]
  • Discussion: None.
  • Outcome: The grants were approved by unanimous consent.

VII. Exam School Admission Policy Recommendation

  • The updated policy recommendation was first presented on September 25th, with further discussion on October 8th.
  • Superintendent Mary Skipper presented the district's recommendations for revisions.
  • District Goal: Create an equitable and transparent policy ensuring all students have an opportunity for a seat at Boston Latin Academy, Boston Latin School, and the O'Bryant School of Mathematics and Science.
  • Rationale for Changes:
    • Keep what's working and fix what's not.
    • Address situations where high composite scores are insufficient due to elementary school or neighborhood.
    • Reduce competition caused by increasing school-based points.
    • Provide a clear, understandable policy with fair and equitable access.
  • Recommended Changes:
    1. Removal of school-based points: Difficult to explain and justify, increased competition within tiers, less impactful as 63% to 73% of applicants received them.
    2. Reduce housing points from 15 to 10: Analysis showed the actual difference in composite scores for students qualifying for housing points was 10 points.
    3. Addition of a citywide round: The first 20% of seats at each school will go to the highest composite scores (GPA and test scores only, no additional points). This was part of the 2021 Exam School Admissions Task Force's initial recommendation.
    4. Maintain current four socioeconomic tier structure: Tiers sized by population, not number of applicants. After the citywide round, the remaining 80% of seats will be distributed equally across these tiers.
  • Unchanged Criteria:
    • GPA of B or higher.
    • Rank at least one exam school on choice list.
    • Valid score on MAP Growth Assessment Test.
    • Composite score based on 30% MAP Growth score and 70% GPA.
  • Additional Points (80% round by tier): 10 points for students experiencing homelessness, living in Boston Housing Authority housing, or in the care of the Massachusetts Department of Children and Families.
  • Implementation: If approved, the new policy will go into effect immediately for the 2026-27 admissions cycle.
  • Policy Stability: The district requests the policy remain in effect for at least three admission cycles to monitor data consistently.
  • Timeline Urgency: A vote tonight is crucial to provide families with information before the November 21st residency verification deadline for non-BPS families.
  • Broader Goal: Shift district focus to improving the entire secondary school ecosystem and building a portfolio of high-quality high school options.
  • Committee Questions/Comments:
    • Quoc Tran: Acknowledged hearing both pros and cons, emphasizing the shared goal of equity despite differing views on its limitations. Stated that the new policy is an improvement towards diversity, inclusion, and equity. Announced his "yes" vote.
    • Brandon Cardet-Hernandez: Agreed on the need for action to provide clarity for families. Acknowledged the district's data analysis efforts. Emphasized that all eligible students are qualified, not "DEI hires." Stated that exam schools are seen as "gateways to better outcomes." Expressed concern that simulations compromise admissions for representative populations, going against the original ethos of the policy and targeted universalism. Announced his "no" vote, believing keeping the current policy preserves strides made since 2021.
    • Rafaela Polanco Garcia: Acknowledged the difficulty of the decision, balancing high-achieving students from resourced families with intelligent students from low-income families. Stated that the policy aims to balance merit and equity, but its impact depends on complementary supports (enrichment programs, data monitoring). Highlighted the double challenge for English language learners and the need for appropriate testing materials, bilingual tutoring, and integrated enrichment programs. Emphasized the need to strengthen all high schools, not just exam schools.
    • Rachel Skerritt: Thanked all who testified. Noted that the 2021 policy responded to disparities and resulted in progress towards more reflective exam schools, though still not proportionally aligned (socioeconomic status, race, IEP, language). Acknowledged the ripple effects of exam schools on other secondary schools, as they serve 25% of high school students. Stated that BPS does not have enough students performing at grade level in ELA and Math to fill all 7th-grade exam school seats, highlighting an urgent need for attention. Supported the proposed policy for preserving the tier structure and addressing flaws in school-based points. Acknowledged insufficient community engagement but noted factual information about current policy limitations for some students. Stated that a citywide allocation is not new (Class of 2027 had it) and should not be associated with one student type. Emphasized the need to prepare all students to succeed and raise achievement throughout the district.
    • Jeri Robinson: Thanked all for their thoughtful comments. Viewed the proposal as a compromise. Agreed that the current plan achieved socioeconomic diversity and representation. Shared concerns about high-achieving students being mathematically blocked. Believed the compromise solves this problem while providing transparency and simplification. Applauded the superintendent's request for a three-year policy stability to focus on other schools. Appreciated the inclusion of exploring ways to expand the exam school initiative to include 4th graders and design enrichment programs for grades 4-6. Emphasized that preparation, not just admission, is key, and that not all students are suited for exam schools. Stated that stopping the process now would frustrate families.
  • Motion: To approve the exam school admission policy recommendation as presented.
  • Moved: [Not specified in transcript]
  • Seconded: [Not specified in transcript]
  • Roll Call Vote:
    • Stephen Alkins: No
    • Brandon Cardet-Hernandez: No
    • Rafaela Polanco Garcia: Yes
    • Rachel Skerritt: Yes
    • Quoc Tran: Yes
    • Michael O'Neill: Yes
    • Jeri Robinson: Yes
  • Outcome: The motion was approved (5 Yes, 2 No).

VIII. Secondary School Policies

  • Assistant Superintendent Brett Dickinson and Interim Chief of Teaching and Learning Dr. Angela Headley-Mitchell previously presented these policies on October 8th.
  • Superintendent Mary Skipper requested three votes related to secondary schools.
  • Policy 1: Competency Determination (CD) Policy (Classes of 2026 and 2027)
    • Purpose: Updated to meet DESE's new requirements for CD, which serves as a temporary substitute for MCAS as a graduation requirement for juniors and seniors.
    • Clarification (Rachel Skerritt): CD is a temporary substitute for MCAS, not a high school diploma itself. It requires a barely passing grade in two freshman/sophomore ELA and two math courses. A BPS diploma requires completion of Mass Core (four years of study), with waiver language for multilingual learners and special education students.
    • Motion: To approve the Competency Determination Policy for the Classes of 2026 and 2027 as presented.
    • Moved: [Not specified in transcript]
    • Seconded: [Not specified in transcript]
    • Roll Call Vote:
      • Stephen Alkins: Yes
      • Rafaela Polanco Garcia: Yes
      • Rachel Skerritt: Yes
      • Quoc Tran: Yes
      • Michael O'Neill: Yes
      • Jeri Robinson: Yes
    • Outcome: The motion was approved (6 Yes).
  • Policy 2: Career and Technical Education (CTE) Recruitment Admission and Retention Policy
    • Purpose: Admissions policy for entrance into Chapter 74 CTE programs at five high schools: Madison Park Vocational Tech High School, English High School, Boston Arts Academy, Edward M. Kennedy Academy for Health Careers (EMK), and Boston Green Academy.
    • Committee Questions/Comments (Rachel Skerritt): Emphasized the need for comprehensive communication about all high school options, not just exam schools, to families. Brett Dickinson noted efforts to align timelines, create a website, and conduct webinars and showcases.
    • Motion: To approve the Career and Technical Education Recruitment Admission and Retention Policy as presented.
    • Moved: [Not specified in transcript]
    • Seconded: [Not specified in transcript]
    • Roll Call Vote:
      • Stephen Alkins: Yes
      • Rafaela Polanco Garcia: Yes
      • Rachel Skerritt: Yes
      • Quoc Tran: Yes
      • Michael O'Neill: Yes
      • Jeri Robinson: Yes
    • Outcome: The motion was approved (6 Yes).
  • Policy 3: Middle School Pathway Exploration Policy
    • Purpose: Regarding how the district supports career exploration and awareness about Chapter 74 CTE programs at the middle school level.
    • Committee Questions/Comments (Rachel Skerritt): Discussed integrating career exploration into the MICAP framework for 6th-8th graders and engaging students and families earlier.
    • Motion: To approve the Middle School Pathway Exploration Policy as presented.
    • Moved: [Not specified in transcript]
    • Seconded: [Not specified in transcript]
    • Roll Call Vote:
      • Stephen Alkins: Yes
      • Rafaela Polanco Garcia: Yes
      • Rachel Skerritt: Yes
      • Quoc Tran: Yes
      • Michael O'Neill: Yes
      • Jeri Robinson: Yes
    • Outcome: The motion was approved (6 Yes).

IX. Public Comment on Reports

  • No public comments on reports were received.

X. New Business

  • Rafaela Polanco Garcia: Raised the issue of bilingual education catchment areas, noting continuous public comments on the matter. Acknowledged that existing bilingual programs are full but believes other means exist to respond to student needs. Requested that if it's a policy issue, it be put on the table for discussion.
  • Superintendent Mary Skipper: Confirmed that bilingualism is a priority and that the team is preparing a memo for the School Committee to discuss this issue, anticipated before the next meeting.

XI. Adjournment

  • The next School Committee meeting will be held in person on Wednesday, November 19th, 2025, at 6 PM.
  • Motion: To adjourn the meeting.
  • Moved: [Not specified in transcript]
  • Seconded: [Not specified in transcript]
  • Outcome: The meeting was adjourned by unanimous consent.

Last updated: Nov 15, 2025

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