Boston School Committee

October 29, 2025
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Boston School Committee Meeting Minutes

Meeting Date: October 29, 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, Mary Skipper (Superintendent), Marcella Alamacheta (Grants Office), Mike Saban (Executive Director of School and District Transformation), Pat Cleary (Head of School, Tech Boston Academy), Darlene Marcano (Head of School, Dearborn STEM Academy), Isabel Perez (Literacy Coach, Dearborn STEM Academy).

Executive Summary: The Boston School Committee convened to approve the minutes from the previous meeting, receive the Superintendent's report, and address public comments. Key discussions included the Superintendent's contract renewal, which was approved for a five-year term, and an update on Transformation Schools, highlighting progress in accountability percentiles and chronic absenteeism. Public comments largely focused on proposed changes to exam school admissions policies and the expansion of citywide bilingual programs.

1. Approval of Minutes

  • Motion: To approve the minutes of the October 8th meeting.
  • Outcome: Approved by unanimous consent.

2. Superintendent's Report

Superintendent Mary Skipper presented her report, highlighting several key areas:

  • Recognition: Congratulated Chairperson Jeri Robinson for receiving the 2025 Sister Margaret Leonard Hope Award from Project Hope.
  • Academic Progress (MCAS Data 24-25):
    • District is moving in the right direction, with encouraging progress in literacy for grades 3-8.
    • More students met or exceeded expectations in math and ELA across nearly all student groups.
    • Grade 10 ELA and math remain areas for continued focus.
    • District deemed to be making moderate progress toward targets and not identified as requiring assistance or intervention.
    • School leaders reviewed accountability data and developed 45-day plans.
  • State of the Schools Address: Celebrated the first State of the Schools address at Josiah Quincy Upper School, emphasizing progress and recommitment to educational work.
  • BPS Global Travel and Experiences:
    • Nearly 250 students from nine high schools will participate in global learning experiences during the spring semester.
    • Boston Green Academy: 10 students to Costa Rica for service learning focused on sustainability.
    • Boston Arts Academy: 12 students and 4 teachers to the Dominican Republic for community service.
    • Snowden International School: 10 students to Taiwan for Mandarin language and cultural immersion.
    • Upcoming trips for Boston Latin School (Paris, Italy, Kenya, Peru), Dearborn (Dominican Republic), Mary Lyon High School (Paris, Amsterdam), and New Mission High School (Costa Rica).
  • Boston Reads Day:
    • Part of Mayor Wu's new literacy initiative, kicked off on September 8th.
    • Over 450 volunteers read to K-2 students in every BPS classroom.
    • Chairperson Robinson read to second graders at Nathan Hale Elementary School.
    • Initiative aims to streamline family access and deliver cohesive literacy experiences citywide.
  • School Facilities Updates:
    • Carter School (South End): Ribbon cutting for brand new facility serving students with complex disabilities. Expanded enrollment capacity from 25 to 60 students and new early childhood programs.
    • Sarah Roberts School (Roslindale): Opening of new school (merged Philbrook and Sumner elementary schools) serving K-6, including two strands of Spanish dual language programming. Nearly $91 million renovation, 109,000 sq ft, with updated classrooms, STEM/music spaces, cafeteria, and refurbished auditorium.
    • P.J. Kennedy Elementary School (East Boston): Ribbon cutting for newly renovated school. Over $16 million renovation, including new entrance, main office, expanded kindergarten space, music room, air conditioning in every classroom, new lighting, security cameras, and ADA accessibility.
    • Curley K-8 School (Jamaica Plain): Ribbon cutting for new playground, funded by a $1 million grant from the City of Boston Community Preservation Act. Features an inclusive play area for all grade levels.
  • Hispanic Heritage Month Celebration: Debra Elementary School celebrated artistic contributions of Hispanic and Latino culture on October 17th.
  • Citywide College, Career, and STEM Fair: Held on October 18th at Reggie Lewis Center. Over 800 participants and 140 exhibitors. Students received support for financial aid applications and scholarship opportunities.
  • BPS Food and Nutrition Services: Earned Good Food Leader Silver status from the Center for Good Food Purchasing for exceeding national benchmarks in nutrition, local sourcing (18% of food budget), and supporting New England growers.
  • Healthy School Environments: Video presentation on BPS leadership in air quality management. Catherine Walsh, Director of Planning, Engineering, Sustainability, and Environment, presented at the United Nations on the district's installation of 4,400 air quality sensors and public dashboard.

Discussion on Superintendent's Report:

  • STEM Fair Tracking: Member Cardet-Hernandez inquired about tracking student enrollment in STEM programs after the fair. Superintendent Skipper stated they track attendance and progression in the STEM fair, and will investigate if more granular data on further STEM involvement is collected.

  • Dorchester Fieldhouse Environmental Work: Dr. Depina provided an update, stating that testing confirmed the work was appropriate, safe, and contained, with no negative impact on the school. Monitoring will continue.

  • Graduation Rates and Enrollment Updates:

    • Superintendent Skipper noted a decline in overall enrollment, particularly in the newcomer population (roughly half of last year's numbers).
    • November 1st enrollment numbers will provide a clearer picture.
    • Graduation rates for the previous year showed more students graduating in June, leading to a smaller summer cohort. The state's four-year cohort average is still pending.

  • MAP Data Trends: Member Cardet-Hernandez asked about early student outcome trends from MAP data. Superintendent Skipper stated fall numbers are used as a baseline, with winter and spring data showing growth. The team will provide a memo on MAP growth between June and fall, and year-over-year for returning students.

  • SNAP Benefits Discontinuation: Superintendent Skipper addressed concerns about the discontinuation of SNAP benefits for an estimated 20% of the city's population. BPS has sent resources to school leaders, and the city is working on connecting families to food banks. BPS will emphasize healthy breakfast and lunch programs and explore food distribution at Saturday/Sunday programming.

  • Student Classification Breakdown: Member Alkins requested a breakdown of student classifications, particularly for students with disabilities and multilingual students, in relation to academic outcomes.

  • Motion: To receive the Superintendent's report.

  • Outcome: Approved by unanimous consent.

3. General Public Comment

The public comment period was divided into two sessions. Speakers addressed various topics, primarily focusing on exam school admissions and bilingual education.

Speakers on Exam School Admissions:

  • Krista Magnusson (Jamaica Plain, BPS Parent, Massachusetts Education Justice Alliance): Criticized the "shallow and insufficient" family engagement process for proposed exam school changes. Noted only 326 feedback responses (264 from BPS families) from a district of 48,000 students. Highlighted a petition with 316 signatures asking to extend the timeline and create meaningful engagement.
  • Rosanne Tang (Exam School Admissions Task Force Member): Argued that proposed changes would open exam school gates wider to the privileged. Cited analysis by the Coalition for Equity in Exam Schools showing that invitations to multilingual learners, economically disadvantaged, Black, Latina, and BPS sending school students would drop, especially with a 50% test weight. Stated that enrollment would regress to pre-2021 levels.
  • Deidre Manning (Dorchester Resident, Parent): Opposed proposed changes, citing a lack of data on academic outcomes from previous policy changes. Argued that the changes would suppress enrollment for families in Tiers III and IV, making it harder for them to access publicly funded education. Suggested seats should be proportional to applicants in each tier.
  • Alexis Rickmers (Jamaica Plain, Attorney, Center for Law and Education): Opposed the Superintendent's recommendations, stating they depart from the original goal of increasing racial and economic diversity. Argued that the 2023 Supreme Court case on admissions did not require a rollback of DEI at the K-12 level, and that factoring in systemic barriers is legal.
  • Jilly Santos (CFJJ, Coalition for Equity in Exam Schools): Referenced a Boston Globe article on DEI crackdowns and urged the Mayor and School Committee to maintain commitment to inclusivity. Stated that recommendations would reverse diversity gains and that the Superintendent's claim of "no significant change" with different test weights was unacceptable. Asked to pause the vote for meaningful community input.
  • Harneen Chernow (Parent of BPS Alums, Vice Chair State Board of Ed, Vice Chair State Board of Higher Ed): Asked the committee to vote down recommendations. Recalled the 2021 task force process as authentic and inclusive. Expressed concern that proposed changes would further close doors to BPS students and privilege students outside BPS. Questioned the rush to change a five-year plan after only four years.
  • Sharon Coons (Roslindale Resident, Parent): Opposed the latest changes, expressing frustration with the complicated point system. Argued that all Boston children deserve high-quality high school education, not just in exam schools. Urged the committee to focus on making all BPS high schools excellent.
  • Jen Rosewood (Former BPS Educator, Current BPS Parent): Strongly opposed proposed changes, arguing they would "engineer segregation by design." Stated that true equity is equality of opportunity, not discrimination. Emphasized that poverty and adverse experiences are not reflections of a child's intelligence. Urged the committee to keep the current policy and fight for funding for all high schools.
  • Natasha Tellesford Williams (Dorchester Resident, Parent): Supported proposed changes. As a BPS exam school alum, she believes the current policy sends a troubling message to families who choose out-of-district schools. Argued that the current approach could lead to further enrollment declines and limit access for deserving residents.
  • James Noonan (Roxbury Resident, Associate Professor of Education, Parent): Urged the committee to uphold its commitment to educational equity. Highlighted the benefits of diverse schools and the success of the 2021 policy in increasing diversity. Asked the committee to resist forces that would pull back on equity efforts.
  • Stephanie Shapiro-Bergson (Parent of BLS Students): Opposed proposed changes. Stated that the Class of 2027, the first under the initial policy change, is regarded as one of the greatest classes at BLS, showing the positive impact of the current policy. Expressed concern about making changes in a climate hostile to diversity, especially with limited community engagement.
  • Magda Hernandez (West Roxbury Resident, BLS Alumna, Parent): Supported the Superintendent's revisions, stating they preserve equity gains while being more straightforward. Argued that a citywide round of competition ensures high-achieving students are not shut out. Criticized school-based bonus points as arbitrary and potentially disadvantaging low-income students in low-poverty schools.
  • Leslie Parker-Sprohl (Parent of BPS Students): Supported proposed changes, stating they move in the right direction. Argued that the current tiers and points create inequities and are punitive, leading to high-scoring students leaving the district. Believes the proposed changes ensure a path for high-performing students while maintaining rigor and diversity.
  • Mike Heisman (Dorchester): Stated BPS is a "racist institution" under current leadership. Opposed changes to exam school admissions, calling them racist and at the expense of Black and Brown children. Criticized Mayor Wu for denying citizens democratic rights by appointing the school committee.

Speakers on Bilingual Programs:

  • Cuong Tran (Quincy Resident, First Grade Bilingual Teacher, Madu Elementary School): Advocated for citywide assignments for bilingual programs, including the Vietnamese dual language program at Mather Elementary. Stated that current zone restrictions exclude many Vietnamese families and that citywide enrollment would strengthen the school and ensure equitable access.
  • Minh Nguyen (Paraprofessional, Vietnamese Dual Language Program, Mather Elementary): Emphasized the effectiveness of dual language immersion for English learners and the importance of expanding access. Noted the program has only 22 seats per year, turning away many eager families.
  • Ziyao Gong (GQES Fourth Grader, Boston Resident): Spoke in Mandarin (with interpreter). Stated that dual language is important for her and her family, helping her achieve better school outcomes and connect with her community. Hopes more students can attend dual language programs regardless of where they live.
  • Jingxiang Xin (GQES Fourth Grader, East Boston Resident): Spoke in Mandarin (with interpreter). Stated that the dual language program serves her family well, helping her maintain Mandarin while learning English. Hopes more students can study both languages.
  • Peiwen Yu (Fourth and Fifth Grade ESL Teacher, Josiah Quincy School): Advocated for citywide enrollment for bilingual programs like JQES. Stated that bilingual education values native languages, strengthens academic growth, builds confidence, and fosters community.
  • Truc Phuong Tucker (Vietnamese Dual Language Committee Member): Urged the committee to revise enrollment policy for the Vietnamese dual language program. Highlighted the program's growth and support for special needs students. Stated that the number of Vietnamese students in Boston exceeds the program's capacity.
  • Jessica Tang (Educator, Parent): Advocated for citywide access to bilingual programs, particularly a Chinese bilingual program. Shared her personal experience with her son learning Mandarin in daycare and the benefits of bilingualism.
  • Wanhua Chen (JQES Third Grader Parent, Music Hill Resident): Spoke in Cantonese (with interpreter). Shared her son's significant improvement in language expression after enrolling in the bilingual program at JQES. Urged JQES to expand its policy to accept students citywide.
  • Lena Ong (Second Grader, Mather School, Dorchester Resident): Spoke about the importance of dual language programs for connecting with family and community, strengthening the brain, and future job opportunities. Asked for more bilingual schools for everyone.
  • Ian Chan (Sixth Grader, Quincy School, Brighton Resident): Expressed concern about losing his first language (Chinese) and the desire to connect with family. Wished he had access to a bilingual program earlier and hopes other children can maintain their native languages.
  • Tin Yan Chan (West Roxbury Resident, Former Bilingual Student, Teacher, Parent at Quincy School): Asked for citywide assignment policy change for bilingual program schools like JQES. Shared her experience as a bilingual student and teacher, emphasizing the importance of maintaining native language skills.
  • Cynthia Soto (Mother of BPS Blackstone School Students): Spoke in Spanish (with interpreter). Shared her daughter's disappointment after not qualifying for an exam school due to English language proficiency, despite her abilities. Asked for more opportunities for bilingual students and to avoid policy changes that further limit access.
  • Maria Elena Pereira (Dorchester Resident, Mother of Trotter School Student): Spoke in Spanish (with interpreter). Expressed concern about proposed exam school policy changes without community input. Advocated for equal opportunities for all children, regardless of race or zip code, and for education as a right, not a privilege.

4. Grants for Approval

  • Total Grants: $51,275,187
  • Superintendent's Comments: Seven grants for consideration.
    • Title I: Nearly $41 million to support over 42,000 economically challenged students, improve instructional quality, provide supplies/enrichment, address equity gaps, and support families.
    • Title II: $2.5 million to support excellent teaching, learning, and diverse principal pipeline development.
    • Title III: $2 million to support multilingual learners' English language acquisition through professional development, expanded out-of-school time, and parent literacy training.
    • Title IV: $3 million to provide access to enrichment, wellness programs, and technology, especially for high school students at risk of dropping out.
    • Remaining three grants (over $2 million): Support fully electric bus fleet by 2030, cultural experiences for 12,000 students in 22 schools and the Boston Student Advisory Council, and salaries for two hub coordinators.
  • Discussion:
    • Program Evaluation: Member Alkins inquired about the review process for program evaluation and how outcomes (e.g., increased student participation, improved English language acquisition) are measured. Marcella Alamacheta from the Grants Office explained that federal grants require SMART goals and specific metrics, which are submitted during the spring evaluation. The committee requested last year's documentation and proof of meeting benchmarks.
    • Grant Status: Superintendent Skipper confirmed that the Title grants are appropriated and in hand.
  • Motion: To approve the grants as presented.
  • Outcome: Approved by unanimous consent.

5. Superintendent Mary Skipper's Employment Contract Approval

  • Chairperson's Comments:
    • Committee unanimously approved Superintendent Skipper's 24-25 performance evaluation on July 9th, leading to contract renewal.
    • Chairperson Robinson was designated to represent the body during negotiations, alongside the Mayor's team and legal counsel.
    • The new contract is structured similarly to the 2022 contract.
  • Contract Details (2025 Contract):
    • Term: Five years, commencing retroactively on July 1, 2025, and concluding on June 30, 2030. This includes the fourth year of her current 2022 contract.
    • Annual Salary: $324,643 for the 2025-26 school year, representing a 3% increase from the 2024-25 salary of $315,188.
    • Salary Increase Mechanism: A 3% yearly increase will continue throughout the term, provided the Superintendent receives an overall rating of proficient or exemplary on her performance evaluation.
    • Annual Annuity: $60,000 (deferred compensation, discretionary use).
    • Supplemental Dental Insurance: $1,500 annually.
    • Paid Vacation Days: 30 days per year.
    • Travel Allowance: $650 monthly.
  • Committee's Rationale:
    • The committee believes Mary Skipper is the right leader for Boston Public Schools, providing stability and continuity in strategy, which has been lacking.
    • Superintendent Skipper has demonstrated unwavering commitment and brings invaluable experience (16+ years in BPS, teacher, school leader, administrator).
    • Under her leadership, BPS is no longer under a State Improvement Plan or Department of Justice supervision.
    • Strong foundation laid with bus on-time performance (over 95%) and a long-term facility plan.
    • High-quality instructional materials are in every classroom with professional development.
    • The committee is focused on moving academic performance and student outcomes forward.
  • Committee Member Comments:
    • Member Skerritt: Emphasized the importance of consistent, capable leadership for stability, teacher retention, and student outcomes. Excited for strategic planning and measurable targets for 2030.
    • Member Polanco Garcia: Echoed support for Superintendent Skipper's continued leadership. Stressed the need for conversations about "outputs" and realistic, year-over-year goals.
    • Member Cardet-Hernandez: Highlighted the importance of consistency and the impact of past changes on families. Expressed excitement for working on opportunity and achievement gaps. Suggested improving the evaluation process to ensure clear expectations and calibrated feedback.
  • Motion: To approve the extension of Superintendent Mary Skipper's Employment contract until June 30th, 2030 as presented.
  • Roll Call Vote:
    • Dr. Alkins: Yes
    • Mr. Cardet-Hernandez: Yes
    • Ms. Polanco Garcia: Yes
    • Ms. Rachel Skerritt: Yes
    • Mr. Tran: Yes
    • Miss Robinson: Yes
  • Outcome: Approved (6-0).
  • Post-Approval: The 2025 contract will be posted publicly once signed by all parties.

6. Transformation Accountability Update for School Year 25-26

  • Superintendent's Introductory Remarks:
    • Transformation schools are BPS schools identified by DESE as requiring assistance or intervention.
    • Update includes MCAS and accountability analysis from 24-25, strategy review for 25-26, and presentations from Tech Boston Academy and Dearborn STEM Academy.
    • Seeing positive results, but clear need to focus resources on specific schools and learning areas (low student achievement, high chronic absenteeism).
    • Three-year trend of slow improvement in accountability percentiles.
    • 18 schools improved their accountability percentile, 8 remained level.
    • 12 transformation schools now have accountability percentiles of 11 or higher.
    • 6 schools will be exiting transformation status: Chittick, Curley K8, Grew, Holmes, Philbrick (merged into Sarah Roberts), and Perkins. This is the first time schools have formally exited in recent years.
    • Only one new school (Conley Elementary) entered transformation status.
  • Presentation by Mike Saban (Executive Director of School and District Transformation):
    • Guiding Approach: Continuous improvement, using observations and data to strengthen effective strategies and adjust ineffective ones.
    • Current List of Transformation Schools: Conley Elementary is the only new school. 12 schools have percentiles over 10. Frederick Pilot Middle School closed; Clapp, Lyon High School, and Excel High School will close or merge.
    • School Demographics: Transformation schools serve higher percentages of low-income students, students with disabilities, and English learners, and higher percentages of Black and Latinx students.
    • Tiered Support Approach:
      • Common Structures (all BPS schools): Regional teams, BPS approved curriculum, QSP, universal expectations, professional development.
      • Tier 2 (targeted support for schools in need): Regional attention, funding for instructional coaches, hiring support, strategic planning support.
      • Tier 3 (intensive support for schools not yet improving): Focus of the Transformation Office and Division of Schools.
    • Performance Summary:
      • Accountability Percentiles: 18 schools improved, 8 remained level, 15 declined. Third consecutive year with more schools increasing than decreasing.
      • MCAS Growth (Literacy): Fewer than half of transformation schools showed literacy growth over 50. This is too low.
      • MCAS Achievement (Bright Spots): 75% of transformation high schools had growth over 50 in math. Access scores for English learners showed significant improvement.
      • Chronic Absenteeism: Overall chronic absenteeism decreased for transformation schools at all levels, but an attendance gap remains between transformation and non-transformation schools.
    • Summary of Progress: Improvement strategy is having a positive impact (more schools increasing accountability, improving absenteeism, EL progress, high school math growth).
    • Areas for Improvement: Need more intensive Tier 3 support, continued attendance improvement, and accelerated literacy growth.
  • Presentation by Pat Cleary (Head of School, Tech Boston Academy):
    • "What's Great About Tech Boston": Founded on a strong student support model, strong sense of community, nurturing and challenging environment.
    • Strategy for Transformation:
      • Accountability rating improved from 5 to 14.
      • Embraces daily expectation of students reading, writing, discussing with high-quality texts.
      • Academic Culture Moves: Partnerships with UMass (75 students in college courses), increased AP offerings, every freshman to receive first UMass credit.
      • Support: Daily intervention block, expanded student advisory model.
      • Professional Development: Focused on supporting multilingual learners, leading to stronger ACCESS test scores (every grade level improved and exceeded DESE expectations).
      • Coaching: Transformation coaches are a key driver for improvement.
    • Data Highlights: Year-over-year gains in MAP reading and math (growth, not achievement), rising student sense of belonging, improved family survey results, decreased chronic absenteeism.
    • Next Steps: Accelerate progress in all areas, continuous learning and growth.
  • Presentation by Darlene Marcano (Head of School, Dearborn STEM Academy) and Isabel Perez (Literacy Coach):
    • Mission: Every student graduates with skills and confidence for college, career, and community impact.
    • Attendance: Daily attendance climbed from 87.1% (23-24) to 90.1% (24-25). Chronic absenteeism dropped from 45.4% to 33.2%.
    • Multilingual Learners (Isabel Perez):
      • 24% of language learners are of Cape Verdean descent.
      • Staff were informed that MLs are everyone's responsibility.
      • Middle school ACCESS testing saw a 10.3% rise, high school 5.5%.
      • Accountability score rose from 2 to 16 (14-point rise) in four years.
      • Improvement Strategies: HQIM, data understanding, climate and culture team events, home visits, phone conferences, attendance letters, 100% staff collaboration.
    • Next Steps: Deepen HQIM use, strengthen supports for ELs, expand attendance initiatives, enhance writing instruction across subjects, develop pathways to graduation/college/career, use data with students for investment in growth.
    • Community Engagement: Invited community to school events, partnerships with organizations like Kathleen Stone Island (expeditionary learning), Chick-fil-A (donations), Crossroads Youth Development (SEL lessons), Young Man with a Plan, BAM, City Year (tutoring). Action teams for partnerships and parent engagement.
  • Recruitment and Hiring: Prioritized recruitment and early hiring for transformation schools, accelerating the pace of early hiring.
  • Budget Allocations: Specific budget allocations provided to transformation schools.

Discussion on Transformation Accountability Update:

  • Sobering Reality: Member Cardet-Hernandez acknowledged encouraging progress but noted that roughly a third of schools, serving high concentrations of marginalized students, remain in transformation. He questioned how the strategy aligns with right-sizing the district.
  • High School Challenges: Superintendent Skipper explained that high schools are typically the last to exit intervention status due to structural factors (e.g., 10th-grade benchmark, MCAS statute changes). She noted the complexity of closing schools due to high concentrations of special education and multilingual learners.
  • MCAS and Competency Determinations: Member Cardet-Hernandez expressed discomfort with the idea that students are not taking MCAS seriously, and suggested that making MCAS part of competency determinations could increase its stakes.
  • MAP Data Transparency: Member Cardet-Hernandez questioned why MAP data is not publicly included in presentations, given its use for internal planning and measuring day-to-day learning gains. Mike Saban explained that MCAS is the most statistically reliable and public data for accountability. He noted that MAP data is valuable for internal planning and correlation with MCAS.
  • Tier 3 Intensive Support: Member Polanco Garcia inquired about the day-to-day of Tier 3 intensive support and trends in declining schools. Mike Saban emphasized the need for strong teachers, leadership, and professional learning structures. Superintendent Skipper added that understanding the "why" behind data swings (e.g., teacher leave, grade configuration changes) is crucial.
  • Urgency and Accountability: Member Polanco Garcia stressed the need for realistic benchmarks and accountability for the $13 million spent on transformation supports. Superintendent Skipper highlighted the regional network's role in analyzing data and making adjustments.
  • Lessons from Grew School: Member Alkins asked about lessons learned from the Grew School's significant growth. Mike Saban attributed it to relentless focus on improving instruction, meeting individual student needs, and ensuring core curriculum delivery with appropriate support.
  • Community Partnerships: Member Cardet-Hernandez asked how transformation schools leverage community partnerships. Darlene Marcano and Pat Cleary provided examples of partnerships with educational institutions, non-profits, and local businesses, emphasizing their role in curriculum alignment, student support, and community engagement.
  • Structural Disruptions: Superintendent Skipper noted that Tech Boston and Dearborn STEM Academy benefited from structural changes, such as losing their 6th grades and becoming 7-12 schools, which brought stability.
  • Budget and Equity: Chairperson Robinson raised concerns about future budget constraints and the need for honest conversations about district priorities, student needs, and the trade-offs involved in providing choices (e.g., citywide programs and transportation costs).
  • Requests for Future Information:
    • Member Cardet-Hernandez requested more meaningful conversation around MAP assessment data and a cadence for progress updates aligned with MAP testing cycles.
    • Member Alkins requested a policy discussion on enlarging catchment zones for bilingual programs. Superintendent Skipper stated a memo would be provided showing enrollment data for bilingual programs and transportation costs.
    • Member Skerritt requested specific data comparing MCAS performance by type of program and instructional setting for multilingual learners.
    • Superintendent Skipper noted internal conversations about the cadence of MAP testing due to testing fatigue, especially at the high school level.
    • Chairperson Robinson reminded the committee about the BSAC representative. Superintendent Skipper confirmed a new BSAC representative (a junior from Brighton) has been voted in and will attend the next meeting.

7. Adjournment

  • Motion: To adjourn the meeting.
  • Outcome: Approved by unanimous consent.
  • Next Meeting: Wednesday, November 5, 2025, at 6:00 PM.

Last updated: Nov 15, 2025

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