Boston School Committee

October 8, 2025
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Boston School Committee Meeting Minutes

Meeting Date: October 08, 2025 at 06:00 PM Governing Body: Boston School Committee Type of Meeting: Regular Meeting Attendees: Jeri Robinson (Chairperson), Rafaela Polanco Garcia, Rachel Skerritt, Quoc Tran, Michael O'Neill, Stephen Alkins, Brandon Cardet-Hernandez, Mary Skipper (Superintendent), Monica Hogan (Chief of Data, Information, and Systems Improvement), Brett Dickens (Secondary Superintendent for College, Career, and Life Readiness), Dr. Angela Headley-Mitchell (Interim Chief of Teaching and Learning), Dr. Ana Tavares (Deputy Superintendent, Division of Family and Community Advancement), Magaly Sanchez (Chief Family Advancement Officer), Kay Seal (Chief of Specialized Services), Joel Gamir (Chief of Multilingual and Multicultural Education), Cory McCarthy (Chief of Student Support), April Clarkson (Senior Executive Director of the Office of Data and Accountability), David Bloom, Marcella Michela, Alicia Saunders.

Executive Summary: The Boston School Committee convened to approve the minutes from the previous meeting and discuss several critical items. Key discussions included a data follow-up on exam school admission policy recommendations, particularly the impact of a 50% MAP assessment and 50% GPA ratio. The committee also received reports on secondary schools policy updates, summer learning programs, and the 2025 state assessment and accountability results. Public comment featured significant concerns regarding the proposed exam school admission policy changes, particularly their potential impact on diversity and equity, and calls for more robust community engagement. The meeting concluded with the approval of grants totaling $3,894,646 and an announcement of Vice Chair Michael O'Neill's departure at the end of the year.

I. Call to Order and Pledge of Allegiance

  • The meeting was called to order by Chairperson Jeri Robinson.
  • The Pledge of Allegiance was recited.
  • Attendees were reminded to silence electronic devices.
  • Meeting documents were made available on the committee's webpage and via QR code, with translations in major BPS languages.
  • Live simultaneous interpretation was provided in Spanish, Haitian Creole, Capovariano, Cantonese, Mandarin, Vietnamese, and American Sign Language.

II. Approval of Minutes

  • A motion was made to approve the minutes of the September 25th meeting.
  • Motion: To approve the minutes of the September 25th meeting.
  • Moved: [Unidentified Member]
  • Seconded: [Unidentified Member]
  • Discussion: None.
  • Vote: Approved by unanimous consent.

III. Chairperson's Remarks

  • Chairperson Robinson noted the celebration of College and Career Month, with committee members displaying their alma maters.
  • She highlighted the ribbon-cutting ceremony at Sarah Roberts Elementary School, emphasizing the historical significance of reshaping the legacy of educational access.

IV. Superintendent's Report

  • Superintendent Mary Skipper announced there would be no formal Superintendent's Report at this meeting.

V. Discussion Item: Exam School Admission Policy Recommendation Data Follow-Up

  • Superintendent Skipper provided introductory remarks on the follow-up data regarding recommended changes to the exam school admissions policy.
  • The current policy requires a GPA of B or higher, ranking an exam school, and a valid MAP Growth Assessment Test score.
  • The composite score is currently based on 30% MAP Growth Score and 70% GPA.
  • Simulations were requested at the previous meeting to assess a 50% MAP and 50% GPA ratio.
  • Monica Hogan, Chief of Data, Information, and Systems Improvement, presented an overview of the memo summarizing the simulation data.
    • The memo compared four data sets:
      1. Results from the policy in place for the applicant pool year.
      2. Simulation of the current policy (30% assessment, 70% GPA) applied to 2023-2024 and 2024-2025 applicant pools.
      3. Newly recommended policy from September 25th meeting (30% assessment, 70% GPA split).
      4. Newly recommended policy with a 50% assessment, 50% GPA split.
    • Key Takeaway: Shifting from a 30-70 to a 50-50 split showed no significant change in invitation status.
      • 91% of applicants in SY 2024-2025 and 92% in SY 2025-2026 would have received the same invitation or no invitation.
    • Simulation results were disaggregated by student groups (race, school type, neighborhood).
  • Questions from Committee Members:
    • Member Skerritt inquired about the high average composite scores (e.g., 99-101 for Boston Latin School) and the requirements for achieving such scores.
      • Ms. Hogan explained that under the current policy, 70% of the score is grades. A perfect GPA (all A's or A+'s) yields 70 points. The test score (30 points, 15 for math, 15 for reading) is based on national percentile ranks. A composite score of 99 likely indicates straight A's and a 98th-99th percentile test score.
      • Additional points (e.g., for living in certain neighborhoods) are included in the composite score and have grown over admission cycles.
    • Member Skerritt asked about grade conversion differences by school type.
      • Ms. Hogan stated that BPS schools use a consistent 1-4 grade scale conversion. Non-BPS schools submit grades on a 100-point or A-F scale, performing their own conversions.
    • Member Polanco Garcia asked about the impact of previous policy changes on diverse student participation.
      • Superintendent Skipper noted that changes since the pandemic have increased the diversity of invited students to better reflect city demographics.
      • Member Polanco Garcia expressed concern about ensuring continued access for diverse students with proposed changes.
      • Superintendent Skipper stated that policy changes can impact applicant pools, making future guarantees difficult.
    • Member Cardet-Hernandez asked about data on trimester vs. quarter grading and its impact on acceptance rates.
      • Ms. Hogan and Superintendent Skipper confirmed this analysis has not been done, citing data collection difficulties.
  • The committee will take action on the exam school admission policy recommendations on November 18th.

VI. General Public Comment

  • The public comment period was limited to one hour, with 21 speakers. Each speaker had two minutes.
  • Rosanne Tang: (Served on 2021 Task Force)
    • Suggested reviewing simulations on the 2020-2021 applicant pool (pre-bonus points) and changing one variable at a time to understand impact.
    • Cited research by Professor Lori Shepard: tests correlate with family income, measure opportunities, and have greater disparate impact than grades. Grades are better predictors.
    • Advocated for setting a criterion and then using a lottery if tests are used.
    • Questioned the rush to vote without true public engagement and relevant simulations.
  • Travis Marshall: (Roslindale resident, parent at English High School and Bates Elementary School)
    • Criticized the current revision process as premature and lacking robust public engagement compared to the 2021 policy.
    • Noted the low response rate (300) to the Google form survey as unrepresentative.
    • Questioned the rush to change policy before the five-year mark and with "solo feedback."
    • Highlighted the issue of MAP being offered only in English, disadvantaging multilingual learners.
    • Stated the proposal implies "enough has been done for underrepresented student groups."
  • Dan French: (JP resident, parent of BPS alum, co-leads state network)
    • Argued against increasing standardized test weight, citing research that tests correlate with parental income.
    • Mentioned stereotype threat, cultural bias, lack of accommodations for students with disabilities, and English proficiency issues for multilingual learners.
    • Cited MCAS 2025 data showing significant achievement gaps by income, race, disability, and language.
    • Urged the committee to maintain current grade/test score weights, avoid policy changes without ample public engagement, and make one change at a time.
  • Deirdre Manning: (Dorchester resident, single parent of two BPS students)
    • Reminded the committee that METCO, charter, and parochial school students are disadvantaged by testing conditions and grade conversions.
    • Highlighted the disparity in neighborhood tiers, noting that adopting the recommendation would suppress enrollment from Tier 3 and 4 neighborhoods.
    • Stated that students from certain elementary schools (Murphy, Sarah Roberts, Curley, Orenberger, Quincy) who easily got into exam schools in the past would be impacted.
    • Criticized the different grade conversion processes for non-BPS vs. charter school students.
  • John Mudd: (Cambridge resident, grandfather of student at John F. Kennedy Elementary School)
    • Focused on MCAS results for multilingual learners, noting only 4% meet/exceed ELA expectations and 7% in math for grades 3-8.
    • Stated that multilingual learners have lost the most and gained back the least since 2019.
    • Advocated for expanding bilingual programs, recruiting bilingual teachers, encouraging home language use, and professional development for monolingual teachers.
  • Julia Morales: (Dorchester resident, Youth Development Specialist at Sociedad Latina)
    • Discussed BPS's AI guidelines, expressing disappointment that students and families were not collaboratively involved in their development.
    • Requested broader community review of the guidelines and BPS openness to feedback from Sociedad Latina.
    • Called for specific online training and certification programs for high school students on ethical AI use.
  • Julie Santos: (Testifying on behalf of Citizens for Juvenile Justice)
    • Opposed the superintendent's recommendations, arguing they would reverse racial and economic diversity gains.
    • Cited data showing the 2021 policy increased invitations for Black, Latina, low-income, multilingual students, and students with disabilities.
    • Questioned the reliability of simulations if previous data was deemed inconclusive.
    • Criticized BPS's lack of transparency and "bad faith bid for community feedback."
    • Noted the absence of diversity in stated goals, urging equity and accessibility as central.
  • James Noonan: (Roxbury resident, parent at Nathan Hale School, Associate Professor of Education at Salem State)
    • Contrasted the extensive public engagement for the 2021 policy with the "meager" engagement for the current proposal (two webinars, one online survey with 326 responses).
    • Argued that proposed changes (eliminating school-based points, adding citywide round) would reverse progress in student body representation.
    • Cited social science research on the benefits of diverse schools.
    • Urged against voting on changes without broad public engagement.
  • Keondre Keough-McClay: (Executive Director of Boston Education Justice Alliance, BEJA)
    • Stated that exam school admissions are a "flashpoint for inequity."
    • Criticized the proposal for simplifying the system at the expense of justice, projecting decreased invitations for Black and Brown students.
    • Called the minimization of racial consequences "unacceptable" and "harm."
    • Highlighted the continued reliance on the MAP test as deepening injustice for English learners and students with disabilities.
  • Julie Galore: (Jamaica Plain resident, parent of BPS students)
    • Requested BPS not to schedule school on Jewish High Holidays (Rosh Hashanah, Yom Kippur).
    • Described the negative impact on her children, including missing quizzes/assessments and community events, forcing a "painful compromise between education and identity."
  • Cheryl Bachman: (South Boston resident, parent at Ruth Batson Academy)
    • Expressed concern about hazardous materials (asbestos) identified at the Fieldhouse Project near Ruth Batson Academy and Dever Elementary School.
    • Demanded greater transparency, real-time air quality data, immediate communication of unsafe readings, and independent oversight of safety protocols.
    • Raised concerns about noise, truck traffic, and dust for students, especially those with respiratory conditions.
  • Haval Abdurrahman: (Dorchester resident, parent at Dever Elementary School)
    • Echoed concerns about asbestos at the Fieldhouse Project, noting construction started months ago but information was only recently provided.
    • Requested pre-construction hazardous material surveys, asbestos records, daily air quality tests, dust control, and scheduling hazardous work after school hours.
  • Vernee Wilkinson: (School Facts Boston)
    • Expressed concern about a 7% decrease in exam school invitations for Black students, linked by BPS staff to a drop in grades.
    • Called for research into why Black students' grades are decreasing and an audit of grading practices.
    • Criticized BPS's "minimal" and "poor quality" community engagement (webinars).
  • Edith Bazil:
    • Stated that Black students (29% enrollment) received only 15% of exam school admissions, a 29% decline.
    • Argued that "falling grades" is a misleading explanation, as grades and scores reflect systemic inequities (unstable staffing, lack of literacy support, biased grading, segregation).
    • Called for BPS to reconstruct a system that provides equitable access for Black students.
  • Maria Elena Pereira Bolon: (Dorchester resident, parent, representing Dorchester community)
    • Expressed dissatisfaction with proposed exam school policy changes, arguing decisions should involve families and youth.
    • Highlighted the disparity in privileges between white and Hispanic/Black students.
    • Stated that education is a right and all children deserve equal opportunity.
    • Requested maintaining the current policy and not rushing decisions without community input.
  • Kaira Amador: (Dorchester resident, parent)
    • Expressed disappointment with proposed exam school changes, believing they will affect education quality and limit opportunities.
    • Emphasized the importance of involving families and clear communication about policy impacts.
    • Requested keeping current policies to avoid favoring privileged populations.
    • Stated that children need tools to overcome challenges, not to have challenges removed.
  • Eugenia Corbo: (Parent of Latino students at Humana Academy and BLS)
    • Questioned the rush to change the exam school policy after only four years, contrasting it with the extensive 2021 process.
    • Cited BLS data showing 17% Latino incoming 7th graders vs. 44% Latino district-wide, indicating continued lack of representation.
    • Criticized simulations for changing multiple variables at once and lacking breakdown by exam school.
    • Urged pausing the vote until meaningful community engagement and complete data are available.
  • Sharon Hinton: (Educator, BPS alum, parent of BPS graduate)
    • Called for a pause in voting on exam school admissions to avoid returning to past inequities for Black, Brown, Special Ed, and ELL students.
    • Requested a broader focus on all of BPS, not just exam schools.
    • Cited Superintendent Skipper's statement that the formula was "tweaked every single year," leading to inconsistent data.
    • Criticized limited parent engagement and the timing of webinars.
    • Highlighted data showing Black and Brown students not graduating at grade level, advocating for focus on vocational education and retaining the original policy for three years.

VII. Action Item: Grants for Approval

  • Superintendent Skipper presented eight grants totaling $3,894,646 for consideration.
    • Bloomberg Philanthropies BPS Vision Care Initiative Grant: $3,000,000 (two-year grant)
      • Will serve 46,000 students district-wide, prioritizing high-need schools.
      • Provides vision screenings, free in-school eye exams, and free prescription glasses.
      • Funds support staff and equipment.
    • School-Based Bridge Program Grants: Nearly $420,000
      • For the three exam schools to provide clinical and academic support for students returning after extended medical (primarily mental health) absences.
      • Continuation of previous funding, pays for a full-time academic coordinator.
    • Massachusetts Life Sciences Center STEM Equipment and Professional Development Program Grant: $230,000
      • Supports 2,200 students at Bradley, Otis, P.J. Kennedy Elementary Schools, Elliott K-8 Innovation School, Warren Prescott K-8 School, and East Boston High School.
      • Funds teacher professional development and equipment for new/expanded STEM curriculum.
    • Play Ball Foundation Continuing Grant: $150,000
      • Supports athletics for 1,000 students across 20 middle schools.
    • Federal IDEA Grants (Individuals with Disabilities Education Act) Increases: Nearly $88,000
      • Ensures 46,000 students (including eligible 3-5 year olds) receive developmentally appropriate special education services.
  • David Bloom and Marcella Michela were available to answer questions.
  • Questions from Committee Members:
    • Member Cardet-Hernandez asked about the increase in mental health hospitalizations and support for non-exam school students returning from crises.
      • Superintendent Skipper confirmed an uptick in hospitalizations post-pandemic.
      • For non-exam school students, support involves student support teams, social workers, and clinicians, with options like Succeed Boston or home/hospital services.
    • Member Skerritt inquired about the Vision Care Initiative grant's duration and coverage.
      • Mr. Bloom clarified it's a $3 million grant over two years, awarded this year, to be spent at approximately $1.5 million per year. It will cover all schools, expanding beyond existing programs like the vision van.
    • Member Polanco Garcia praised the grants for providing technical professional opportunities, especially for students not pursuing college.
  • Motion: To approve the grants as presented.
  • Moved: [Unidentified Member]
  • Seconded: [Unidentified Member]
  • Discussion: None.
  • Vote: Approved by unanimous consent.

VIII. Report: Secondary Schools Policy Update

  • Superintendent Skipper introduced Brett Dickens (Secondary Superintendent for College, Career, and Life Readiness) and Dr. Angela Headley-Mitchell (Interim Chief of Teaching and Learning) to present.
  • Policies Presented:
    1. Admissions Policy for Chapter 74 CTE Programs: For Madison Park Vocational Technical High School, English High School, Boston Arts Academy, Boston Green Academy, and Edward M. Kennedy Academy for Health Careers (EMK).
      • In response to DESE regulation amendments requiring weighted or unweighted lottery systems and standardized criteria for admission.
      • Schools can require students to indicate interest in vocational education.
      • Districts must provide middle school students with information about Chapter 74 programs.
      • Madison Park (wall-to-wall CTE school) will use a weighted lottery with four potential entries per student:
        • Automatic entry (1 weight).
        • Fewer than 27 unexcused absences in prior 1.5 years (additional weight).
        • No serious disciplinary infractions (additional weight).
        • Demonstrating interest (school visit/online opportunities) (additional weight).
        • Families will be notified of weights 10 days before the lottery.
      • English High, Boston Arts, Boston Green, and EMK (subset of students in CTE programs) will run school-level admissions as usual. If interest in a CTE exploratory program exceeds seats, an unweighted straight lottery will be used.
      • A matching process for individual CTE programs will follow exploratory programs, with a lottery if interest exceeds seats.
    2. Middle School Career Exploration Policy:
      • Ensures all 8th-grade students learn about Chapter 74 programs.
      • Utilizes the MICAP (Boston's Career and Post-Secondary Development Framework) for career exploration.
      • Includes grade-appropriate activities, open houses, assemblies, tours, webinars, and a "pathway aisle" at the College Career and STEM Fair.
    3. Revised Competency Determination (CD) Policy:
      • Updates the CD policy (approved June 2025) to meet new DESE requirements following the removal of MCAS as a graduation requirement.
      • CD is one of three graduation components (CD, MassCore, Physical Education).
      • The revised policy includes measures and metrics for determining mastery, specific language for students with disabilities, multilingual learners, late-enrolling students, and exceptional circumstances.
      • An additional course requirement in U.S. history for the Class of 2027 and beyond.
      • For the Class of 2026, mastery requires a passing grade of D- in five specified courses.
      • Future classes (2027, 2028, beyond) will see increased rigor for passing grades and additional metrics.
  • The committee will vote on these policies on November 5th.
  • Questions from Committee Members:
    • Member Skerritt asked if the committee must wait for Governor's Council recommendations on graduation requirements.
      • Superintendent Skipper stated BPS must submit a new policy before December, but anticipates annual reviews as the council may make future recommendations.
    • Member Skerritt sought clarification on the distinction between Competency Determination and MassCore.
      • Dr. Headley-Mitchell explained CD focuses on foundational ELA, math, and science (9th/10th grade level), while MassCore is a broader framework for post-secondary readiness, including world language, arts, and electives.
    • Member Skerritt expressed concern about a different grade threshold for CD (e.g., C-) than for passing a course (D-), potentially impacting credit capture.
    • Member Skerritt asked about parent involvement in middle school CTE exploration.
      • Ms. Dickens explained specific information will be sent to 8th-grade families, highlighting Chapter 74 program uniqueness and industry alignment. School personnel (liaisons, counselors) will be trained to guide families.
    • Member Cardet-Hernandez asked about the plan to accelerate progress for the 41% of the Class of 2026 on track for MassCore.
      • Superintendent Skipper noted school-by-school work on scheduling and coding, and the application of waiver policies for multilingual learners and special education students. The 41% is a current snapshot, not a final graduation rate.
      • She clarified that DESE produces the official four-year cohort graduation rate, typically released January-March.
    • Member Cardet-Hernandez inquired about calibrating grading processes across schools, given its increasing importance for graduation and exam school admissions.
      • Superintendent Skipper acknowledged the lack of strong consistency in grading across BPS schools due to varied systems (trimester, quarter, capstone, traditional) and autonomy. Internal conversations have begun to address this.
    • Member Polanco Garcia emphasized the value of CTE programs for students not pursuing college and raised concerns about chronic absenteeism impacting immigrant students due to fear.
      • Ms. Dickens explained the weighted lottery allows for consideration of exceptional circumstances for absences if documented.
      • Superintendent Skipper added that multiple ways to earn weights (attendance, no expulsion, demonstrating interest) provide flexibility.
    • Member Skerritt asked for clarification on CTE program-level admissions for schools like BAA (e.g., if the lottery is only for students already admitted to BAA).
      • Ms. Dickens confirmed the lottery is for students already admitted to the school, for entry into the CTE exploratory program.
    • Member Skerritt asked about flexibility in meeting MassCore requirements, particularly for physical education.
      • Ms. Dickens stated phys ed is a separate state requirement, and schools are exploring ways to implement it given scheduling complexities.
      • Superintendent Skipper expressed hope for flexibility from the state's graduation requirements committee.
    • Chairperson Robinson expressed concern about the complexity of admissions processes across different school types, making it difficult for families to navigate.

IX. Report: Summer Learning Report

  • Superintendent Skipper introduced the "Next Level Summer" report, highlighting participation data from summer 2025.
  • Key Highlights:
    • Approximately 14,600 students served, an increase of 600 from summer 2024.
    • Improvements included shared decision-making, cross-departmental collaboration, community partnerships, and updated communications.
    • Academic improvements: consistent high-quality curriculum in every classroom.
    • Cross-departmental improvements: students with disabilities included in new opportunities.
    • OM office expanded access for multilingual learners: 2,933 participated (up from 2,722), with nearly 1,900 in OM-led sites.
    • 81% of students in credit recovery successfully completed courses.
    • Almost 60% of summer staff were bilingual.
    • Operational improvements: faster hiring, stronger staff training.
  • Dr. Ana Tavares (Deputy Superintendent, Division of Family and Community Advancement) provided an overview, emphasizing collaboration and joyful learning.
  • Magaly Sanchez (Chief Family Advancement Officer) presented details:
    • 241 programs citywide, including credit recovery, summer learning academies, exam school initiative, and expanded school year programming.
    • Culturally and linguistically applied outreach, newsletters, parent-friendly website, multilingual ParentSquare messages, and in-person registration.
    • Expanded leadership roles, streamlined hiring, biweekly professional development for site coordinators.
    • Over 50% of pre-K-5 students participated (up from 47%).
    • Credit Recovery: 1,702 students participated; 83% of credits successfully earned (4,046 out of 4,861 attempted).
      • Participation: 53% Latinx, 37% Black, 82% economically disadvantaged.
      • Attendance: 79% overall (Asian, Black, White, former ELs surpassed this rate). Shifted from "negative attendance" to requiring actual recording.
    • Summer Learning Academies: Strong representation from Black students (34%) and multilingual learners (40%). 19% participants with disabilities (compared to 23% district-wide).
      • Attendance: 75% average (high schoolers, Asian students, former ELs reached 79-82%).
    • Exam School Initiative: 228 students served (12% with disabilities, 11% multilingual learners).
      • Attendance grew significantly: Black students (+6 points), Latinx (+15 points), multilingual learners (+11 points).
      • Notable gains in math and literacy.
      • Social-emotional learning supports and partnership with Museum of Science.
  • Kay Seal (Chief of Specialized Services) presented on Extended School Year (ESY) Services:
    • Mandated by IEPs, providing educational, behavioral, social, emotional, and therapeutic services.
    • Record enrollment: over 3,400 families expressed interest, 2,551 students served (500 increase from previous year).
    • Strong community connections, open houses for families.
    • Advanced inclusion opportunities, with ESY students participating with peers.
    • High-impact enrichment, pre-vocational career opportunities (e.g., carpentry, customer service, bike repair).
    • 98% compliance with safety care training for staff.
    • Launched new ESY curriculum (website-based).
    • Transition students from East Boston High School supported classrooms by creating instructional materials.
  • Joel Gamir (Chief of Multilingual and Multicultural Education) presented on OMME's impact:
    • 2,933 multilingual learners served in Fifth Quarter programs (up from 2,722).
    • OM-led 48 programs (27 summer learning academies, 21 credit recovery).
    • Participation in OM-led programs grew from 1,445 to 1,919.
    • Attendance rate: 75% for current MLs, 82% for former MLs.
    • Credit recovery: 81% (708 of 874 students) successfully completed courses.
    • Nearly 60% of OM summer hires were proficient in a language other than English (Spanish, Haitian Creole, Cape Verdean Creole, Mandarin, Cantonese, French, Portuguese).
    • Program quality affirmed by APT assessments (good/excellent).
    • 75% of students reported feeling highly engaged.
  • Cory McCarthy (Chief of Student Support) presented on summer synergy:
    • Nurses and social workers were active.
    • Programs included trips to MIT (Juice Foundation, Jalen Brown), golf, all-boys/all-girls STEM programs, content creation, real estate, entrepreneurship.
    • Provided opportunities for justice- and court-involved students, students with disabilities, and multilingual learners.
    • Continued Sunday Wellness program (fed families, academic support).
    • Launched "My Brother's Health" and "My Sister's Health" mental health supports (telebehavioral health).
    • Reconnection Program for students who discontinued school.
  • Looking Ahead (Superintendent Skipper):
    • Goals for Summer 2026: expanding access to high-quality diverse programs, strengthening HQIM implementation, broadening inclusive opportunities, improving student attendance.
  • Questions from Committee Members:
    • Member Cardet-Hernandez requested participation demographics for alt ed students.
    • Member Cardet-Hernandez asked about the correlation between credit recovery and students staying on pace during the academic year.
      • Chief Sanchez stated this is not currently measured but can be.
    • Member Cardet-Hernandez asked about comprehensive plans for students transitioning back to the academic year after summer programs.
      • Chief Sanchez noted efforts to align programming with student needs and school-level personalization.
    • Member Cardet-Hernandez asked about the correlation between Exam School Initiative participation and invitation rates.
      • Alicia Saunders stated this data can be crunched.
    • Member Cardet-Hernandez emphasized the need for measurable student outcomes beyond participation, given the urgency of achievement gaps and budget constraints.
      • Superintendent Skipper acknowledged the evolution of summer programming from remediation to engagement, noting different program goals (e.g., ESY for IEP goals, Fifth Quarter for social connection). She highlighted the need for the committee to provide feedback on priorities as ESSER funding ends.
    • Member Skerritt applauded the representative enrollment and echoed the push for outcomes-based measures, suggesting tracking attendance, ACCESS, MAP, or MCAS data. She expressed surprise at the lack of tracking for ESI outcomes.
    • Member Tran asked if students who don't finish credit recovery repeat the class, and about reasons for non-completion.
      • Chief Sanchez explained that non-completion is reported to schools, and students may retake the course or an equivalent. Reasons vary (e.g., job conflicts).
    • Member Louijeune commended the work and emphasized the importance of incorporating native languages and cultural elements into summer programs, suggesting grandparents reading stories.
    • Member Durkan praised the work and asked about the potential capacity for summer programs and outreach to struggling students.
      • Chief Sanchez stated the goal is to increase attendance and that family liaisons and in-person registrations were key to outreach.
    • Chairperson Robinson highlighted the value of the programs but questioned the lack of understanding of their cost and impact, especially for the Exam School Initiative. She suggested expanding ESI to fourth grade.

X. Report: 2025 State Assessment and Accountability Results Update

  • Superintendent Skipper introduced April Clarkson (Senior Executive Director of the Office of Data and Accountability), Dr. Angela Headley-Mitchell, and Joel Gamir to present the 2025 MCAS, ACCESS, and accountability data.
  • Key Findings:
    • District is moving in the right direction, with encouraging progress in literacy (grades 3-8) and math/ELA across nearly all student groups.
    • Boston outperformed other large cities in Massachusetts.
    • District deemed "making moderate progress toward targets" and not requiring assistance/intervention.
    • 52 schools do not require assistance/intervention; 45 do (similar to 2024).
    • Continued reduction in chronic absenteeism for four consecutive years across all subgroups.
      • Non-high school grades met targets; high school exceeded targets (2.5 percentage point reduction).
    • Strong progress in English proficiency for English learners.
      • Non-high school: 48.4% made progress (3.8% increase).
      • High school: 24.9% made progress (7.3% increase), highest since 2019.
    • Improvements in science performance (grades 5-8).
    • Civics MCAS (Grade 8): 73% partially met or exceeded expectations.
      • Significant achievement gap: ~50% of White/Asian students met/exceeded vs. 16% Black, 14% Latinx.
    • Schools of Recognition: Six BPS schools (BLA, BLS, GRU, New Mission High School, PJ Kennedy, Sarah Roberts Elementary) out of 61 statewide (most ever).
    • Transformation Schools: 18 improved accountability percentile, 8 remained level. 13 improved to 11 or higher.
  • April Clarkson presented the detailed analysis:
    • Accountability system looks at MCAS achievement/growth, English proficiency, chronic absenteeism, high school completion, and advanced coursework.
    • Non-High School ELA: 2.5 point increase in meeting/exceeding expectations, seen across nearly every grade level and student group. Gains similar to state/urban districts.
    • Elementary ELA: Dr. Headley-Mitchell noted increased explicit use of HQIM, higher student engagement with complex texts, and more students doing the "heavy lift" of learning.
    • High School Performance: Declined in 8 areas (MCAS ELA, math, science; graduation, extended engagement rates; stagnation in dropout rate). Declines were smaller than state/urban trends.
    • Chronic Absenteeism & Achievement: Sizable gap between regularly attending students and chronically absent students (10%+ days missed), especially at high school (20+ percentage point gap).
  • Joel Gamir discussed Multilingual Learner progress:
    • Success linked to Inclusive Education Plan (majority of MLs in inclusive SEI classrooms).
    • MLs also thrive in dual language, TBE, SLIFE, and Newcomer Programs.
    • Strengthened service delivery determination process.
    • Elementary schools increased progress rates by nearly 4 points; high school by over 7 points.
  • Questions from Committee Members:
    • Dr. Alkins asked about the drop-off in HQIM explicit use and student engagement between 8th and 9th grade.
      • Dr. Headley-Mitchell attributed it to teachers "holding onto information and knowledge" and needing to shift towards more student-led discussions and inquiry.
    • Member Tran asked for clarification on the Inclusive Education Plan for MLs and if they retain status in other language programs.
      • Chief Gamir explained that most MLs are in inclusive settings, receiving ESL services. BPS also offers targeted programs (dual language, SLIFE, Newcomer) for choice.
    • Member Tran requested data on progress for students with disabilities, particularly MLs with disabilities.
      • Chief Gamir confirmed this data can be disaggregated.
    • Member Cardet-Hernandez expressed frustration with the state's "moderate progress" assessment given low proficiency rates (e.g., 29% for grades 3-8). He asked which schools/grade levels saw the largest performance drops.
      • April Clarkson noted mixed results and that 32 schools declined in accountability percentile. Superintendent Skipper referred to the upcoming October 29th transformation schools update for more granular data.
      • Superintendent Skipper acknowledged the difficulty in discerning legitimate drops in high school MCAS scores due to the removal of the graduation requirement.
    • Member Cardet-Hernandez asked for evidence of equitable literacy positively impacting ELA achievement, given low scaled scores.
      • April Clarkson pointed to the consistent increase in the proportion of students meeting/exceeding expectations across nearly all student groups and grade levels, indicating a "turn the corner" trend.
    • Member Cardet-Hernandez raised concerns about social promotion impacting high school outcomes and asked about intervention work for students with low literacy levels.
      • Superintendent Skipper acknowledged the "build of the gap" and the difficulty of remediation at high school. She highlighted the focus on Tier 1 literacy, now layered with stronger Tier 2 and 3 interventions, and the addition of reading interventionists.
      • Dr. Headley-Mitchell discussed deliberate work on adolescent literacy, content-specific literacy, and advanced word study courses.
      • Superintendent Skipper emphasized chronic absenteeism as a huge issue exacerbating the gap.
    • Member Skerritt asked about multi-year proficiency goals and interim assessment data.
      • April Clarkson stated the strategic plan will provide a 3-5 year vision. Internally, QSP sets annual targets.
      • Dr. Headley-Mitchell mentioned curriculum-embedded assessments within HQIM as key interim data points.
    • Member Skerritt asked about MCAS item analysis and parent communication about scores.
      • April Clarkson confirmed central analysis and teacher access to item-level data.
      • Superintendent Skipper stated MCAS reports will be sent to families mid-October via Parent Square, with assessment literacy guidance. She encouraged BPS to develop its own messaging on the urgency of proficiency.
    • Member Durkan questioned the "Schools of Recognition" criteria, noting that consistently high-achieving schools might not show "high growth." She also questioned the reliability of high school MCAS data given the removal of the graduation requirement and asked about the correlation between MAP and MCAS.
      • April Clarkson confirmed NWEA linking studies show a strong correlation between MAP and state assessments.
      • Superintendent Skipper acknowledged testing fatigue at the high school level.
    • Member Tran reiterated his request for recommendations to rectify low percentages in chronic absenteeism for ML students and students with disabilities.
      • Chief Gamir highlighted ongoing efforts to strengthen existing programs, implement HQIM for MLs, create ESL curriculum, and develop new programs in collaboration with the community.
    • Chairperson Robinson emphasized the need for "urgency and accountability" from all adults (educators, parents) to address persistent achievement gaps, particularly the issue of students reading below grade level in high school.

XI. New Business

  • Vice Chair Michael O'Neill announced his departure from the School Committee at the end of the year to become the Executive Director of the Boston Private Industry Council (PIC) starting January.
  • Chairperson Robinson thanked Vice Chair O'Neill for his contributions.
  • Superintendent Skipper praised Vice Chair O'Neill's commitment and knowledge, calling his new role a "huge gain for PIC and for Boston Public Schools."
  • The departure of Vice Chair O'Neill, along with the expiring terms of Dr. Alkins and Member Cardet-Hernandez on January 5th, 2026, will create three open seats.
  • The application process for these seats is open on the Boston Public School Committee webpage under the Nominating Panel tab. Applications are due by 11:59 p.m. on November 7th, 2025.

XII. Adjournment

  • The next school committee meeting will be on Wednesday, October 29th, at 6 p.m.
  • Motion: To adjourn the meeting.
  • Moved: [Unidentified Member]
  • Seconded: [Unidentified Member]
  • Discussion: None.
  • Vote: Approved by unanimous consent.
  • The meeting was adjourned.

Last updated: Nov 15, 2025

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