The committee members probed into the discrepancy between the number of students qualifying for the city’s exam schools and the available seats, raising questions about the possibility of establishing another school to meet the demand. The impact of recent changes to the exam schools’ admission policy was also a focal point, with discussions about the support systems for students who were not admitted. The committee explored the idea of tracking the progress of these students within the Boston Public Schools (BPS) system.

During the public comment period, the committee heard from various speakers including Gigi Green, a high school senior, who criticized the Massachusetts Comprehensive Assessment System (MCAS) and its impact on her academic standing. She claimed that her chance to be valedictorian was compromised because of the standardized test. Kevin Suniga, a bilingual school psychologist, voiced his concerns regarding the District’s plan to cut positions from the Behavioral Health Services Department, emphasizing the significance of maintaining school psychologist roles to support student services comprehensively. Additionally, other speakers raised issues of conflicts of interest within the monitor department, the need for community engagement in decision-making processes, and the impact of budget cuts on educational quality.

The need to increase the number of school psychologists in the district was underscored, especially with the transition towards a full inclusion model. A school psychologist emphasized the necessity of limiting the number of assessments and counseling cases assigned to each psychologist and highlighted the lack of district-level support. Concerns were also raised about the high overhead charge for Title One funds and the persistent educational gaps for black students.

A notable decision made during the meeting was the approval of the name change for the Boston Community Leadership Academy McCormick, which will now be known as the Ruth Batson Academy. In addition, the committee approved grants designated for homeless services and a small health grant, as presented by the superintendent.

The meeting also focused on the transformation schools’ update for the third quarter of the school year. This included discussions on equitable literacy updates, chronic absenteeism data, and hiring updates. It was revealed that while there was an increase in classrooms showing evidence of grade-level tasks, there was a lower percentage of classrooms engaging students in higher-order thinking. The committee noted the necessity of ensuring all students have access to challenging grade-level work.

School leaders from the Holmes Innovation School and the Dearborn STEM Academy provided insights into their strategies for achieving high literacy growth. They discussed the importance of accelerating student learning, improving school climate, and addressing attendance challenges. Both school leaders emphasized the significance of their work within the context of the district’s improvement strategy.

The committee discussed various challenges, such as chronic absenteeism, particularly among high school students, and the progress in hiring practices within BPS. They shared positive developments in hiring, with an increase in the percentage of vacancies filled compared to the previous year. Committee members inquired about the initiatives to address absenteeism and expressed interest in learning from successful strategies implemented in pilot projects.

Another discussion centered on the hiring update and its impact on retention in transformational schools. Early hiring was recognized as a factor for retaining properly credentialed individuals. Concerns were voiced about the varying levels of heavy lifting and comprehension among students and the need for high-quality instructional materials. Chronic absenteeism, especially among students with disabilities and English language learners, was highlighted as a key issue, with a call for broader solutions and parental involvement.

The committee also debated the level of transparency in sharing school performance data, with some expressing concerns about the impact on black and Latino students. The criteria for determining acceptable school growth and the decision-making process for choosing curriculum were also topics of discussion. Additionally, the effectiveness of 90-day improvement plans and the urgency of addressing issues in classrooms were debated.