Executive Summary
On October 13, 2026, the Boston City Council Committee on Education held a public hearing on Docket #0276 regarding transparency, accountability, service provisions, and spending for English language learners and multilingual learners with disabilities in Boston Public Schools (BPS). Chaired by Councilor Julia Mejia, the committee heard testimony from BPS administration officials, representatives from the Multilingual Learners Alliance and the Boston Teachers Union, and members of the public. Key discussions centered on the district's transition from sheltered English immersion (BPS SEI) models toward state-approved inclusion and dual-language programming, persistent disparities in academic proficiency and graduation rates, extensive backlogs in bilingual evaluations for Individualized Education Programs (IEPs), educator diversity pipelines, and an FY28 multilingual learner budget allocation of approximately $126.7 million.
Opening Remarks on English Learner Transparency and Service Provisions (Docket #0276)
- Committee Chair Julia Mejia called the hearing to order at 2:35 p.m. to resume discussions from an earlier March 10 hearing and follow up on City Council Resolution Docket #1147, emphasizing the need for an equitable, district-wide comprehensive operational plan for multilingual learners and their families.
- Councilor Edward Flynn stated that BPS has not yet articulated a clear operational plan for native language instruction and voiced urgency regarding severe delays in special education testing for multilingual students.
- Councilor Erin Murphy underscored academic outcomes, noting that only 8% of tenth-grade English as a Second Language (ESL) students test as reading proficient on grade level, and highlighted federal mandates requiring evaluation consent within five days and testing completion within 30 days.
- Councilor Benjamin Weber and Councilor Miniard Culpepper joined the hearing, expressing their commitment to addressing resource allocation and academic equity across the district.
Boston Public Schools Academic Leadership Testimony and Preliminary Questions (Docket #0276)
- Dr. Simone Wright, Deputy Superintendent of Academics for BPS, reported on district bilingual education initiatives:
- Dual-language programs expanded from 8 programs five years ago to 14 programs at the start of the current school year.
- Enrollment in dual-language programming grew from 1,900 students in 2021 to 2,337 students currently, with open seats remaining across schools.
- BPS is actively phasing out legacy "BPS SEI" classrooms—where English learners were isolated without formal native language instruction—in favor of Department of Elementary and Secondary Education (DESE)-approved sheltered English immersion (SEI), dual-language, and transitional bilingual education programs.
- Councilors questioned Dr. Wright before her scheduled departure:
- Councilor Flynn challenged the administration on parental reports that children are waiting up to three years to receive native-language IEP evaluations. BPS officials responded that staffing shortages for certified bilingual evaluators remain an obstacle while internal capacity is leveraged.
- Councilor Murphy reiterated that federal law requires evaluation timelines of 30 school days following signed consent and stressed that language barriers should not lead to improper special education diagnoses.
- Councilor Weber asked about the district's expansion targets for bilingual education. Dr. Wright stated that program placement balances district offerings with family choice.
- Councilor Culpepper inquired about dropout rates and state assessment tracking, with Dr. Wright affirming that the district monitors ACCESS and English proficiency screeners.
- Council President Ruthzee Louijeune noted that while English language learners make up approximately 33% of BPS students, they remain significantly underrepresented in the city's exam schools, urging targeted exam school initiative programming.
Multilingual Learners Alliance and Boston Teachers Union Presentation (Docket #0276)
- Roseanne Tung of the Multilingual Learner Alliance presented research demonstrating that two-way dual-language and native-language instruction models consistently yield higher long-term academic achievement than English-only instruction.
- John Mudd of the Multilingual Learners Alliance presented state MCAS academic outcome data for BPS multilingual learners:
- In grades 3 through 8, only 4% of English language learners meet or exceed MCAS standards in English, and 8% meet or exceed standards in math.
- In grade 10, only 1% pass English and 4% pass math.
- Multilingual learners show a 6.5% dropout rate and the lowest MassCore completion rate of any subgroup at 27%.
- Suhey Rondon, family coordinator for St. Stephen's and MLA member, discussed a community petition signed by more than 600 families across 86 schools requesting a fully funded 10-year district plan for bilingual education and addressing severe parent concerns regarding delayed IEP services.
- Katie De La Rosa, Boston Teachers Union inclusive education liaison and MLA co-chair, described teacher challenges following the phase-out of BPS SEI classrooms, citing lack of materials and professional development for general education teachers tasked with accommodating diverse languages without bilingual credentials.
- Panelists urged the City Council and BPS to adopt a long-term plan with measurable SMART goals, increase citywide program access, and invest in bilingual educator certification through the Educator Diversity Act.
Public Testimony (Docket #0276)
- Four members of the public delivered testimony regarding special education, language access, and program delays:
- A member of the public and BPS parent spoke on the barriers faced by nonverbal and autistic multilingual students, emphasizing the need for licensed interpreters, sign language resources, and multilingual special educators.
- A member of the public testified that her child transferred into BPS with an existing IEP from another district two years prior, but has experienced two full school years without receiving mandated IEP services or reading support due to district demands for repeated doctor assessments.
- A member of the public and mother of two autistic students attending the Blackstone School testified through an interpreter that her five-year-old child receives instruction in 95% English and only 5% Spanish, despite Spanish being the home language, and called for qualified bilingual special education staff in every school.
- A member of the public submitted written recommendations urging the city to offer free legal advocacy clinics in multiple languages for low-income parents navigating the IEP system and to reform diagnostic assessments to distinguish language acquisition from cognitive disabilities.
Boston Public Schools Administrative Follow-Up on Finance, Staffing, and Policy Implementation (Docket #0276)
- Manuel Ramirez, Executive Director of Bilingual Education, and Brittany Baggett, Deputy Chief of Operations for the Office of Multilingual and Multicultural Education (OMME), addressed district strategies:
- Out of 20 to 25 candidates projected per cohort, BPS is supporting approximately 80 candidates across three educator pipeline initiatives, including partnerships with Boston College and a DESE grant, to earn moderate disabilities licenses and bilingual endorsements.
- BPS currently operates state-approved SEI in the majority of schools, with fewer than five schools still carrying legacy BPS SEI designations.
- The district introduced a Cape Verdean Creole program at the Frederick School and expanded dual-language strands at the Blackstone School.
- Serena LaRock, BPS Budget Director, reported on funding allocations:
- The current baseline budget for multilingual learner support services across the district is $126,741,000.
- FY28 school budget release timelines include enrollment projections in November 2026, budget release in December 2026, and internal budget collaboration sessions in January 2027.
- Chair Mejia requested that BPS provide a quarterly, fully disaggregated data dashboard detailing student enrollment, program types, home languages, ELD levels, retention, and graduation metrics, and proposed ongoing working sessions between BPS and the Multilingual Learners Alliance.
Adjournment (Docket #0276)
- Community panelists provided final closing remarks calling for concrete accountability metrics, seamless interdepartmental communication for non-English-speaking families, and future dedicated hearings for SLIFE (Students with Limited or Interrupted Formal Education) programming.
- Chair Mejia confirmed that the committee will hold recurring oversight sessions with administration and community advocates.
- Docket #0276 was retained in the Committee on Education, and the hearing was adjourned.