The most newsworthy item was the evaluation of Superintendent Mary Skipper, with notable discussions surrounding her performance and future goals for the Boston Public Schools (BPS). Superintendent Skipper presented her self-evaluation, which was supplemented by individual evaluations from committee members. The Vice Chair, Michael O’Neill, consolidated these evaluations into a comprehensive summative assessment. A formal vote on the evaluation is scheduled for August 28th.

Superintendent Skipper emphasized progress in several key areas, including equitable literacy, where classrooms utilizing grade-level content increased from 56% to 82% between the 2022-2023 and 2023-2024 school years. She also highlighted the implementation of inclusive education practices and the expansion of community hub schools from 14 to 20, aimed at supporting students beyond academics. Additionally, she reported improvements in transportation operations, with increases in on-time performance and enhanced staffing for bus drivers and monitors. The introduction of new bus technology to provide real-time updates to parents was also discussed.

However, despite these achievements, committee members expressed a collective sense of responsibility to support and enhance the district’s functions, recognizing the necessity for continuous improvement. Concerns were raised about the clarity of plans for multilingual learners and the need for improved communication surrounding inclusion planning. Specific feedback pointed to a lack of clarity in expectations for schools, leaving some teams feeling unsupported.

The budget and strategic planning, particularly in transitioning from federal funding associated with the Elementary and Secondary School Emergency Relief (ESSER) program, were also major topics. The district aimed to facilitate the transition of high-priority items onto the general fund, successfully avoiding significant layoffs seen in many other large urban districts. The superintendent highlighted over 11 major capital projects currently underway, surpassing the number initiated in the last 40 years combined. However, concerns were raised about the need for a more forward-thinking approach to budgeting, focusing on long-term goals, sustainability, and alignment with district priorities.

Family and community engagement emerged as another focal point. Superintendent Skipper mentioned a community engagement tour that provided valuable insights from various community leaders, influencing decisions within the district. The development of a new district website aimed at simplifying access to information was announced, with a planned launch later in the fall. Despite these efforts, the committee acknowledged that community engagement remains a challenging area.

Public comments highlighted deep dissatisfaction with the current state of BPS and the leadership of Superintendent Skipper. Speakers criticized the exclusionary exam school admissions policy and the failure to appoint a permanent leader for the Henderson school, causing significant stress for families. Concerns were also raised about the lack of transparency in the evaluation process and the district’s ability to effectively communicate both successes and areas requiring improvement.

One speaker, identified as Mike Hman, called for an elected school committee and a new superintendent, accusing the current leadership of perpetuating racism and inequities in the system. He pointed out firings of Black and Brown central office workers and failures to implement racial equity tools effectively, arguing that the leadership had created a toxic culture that retaliated against those who opposed their policies.

Ruby Rees, representing the Boston Education Justice Alliance, discussed the results of a community evaluation of the superintendent, revealing significant dissatisfaction with her leadership. According to the survey, 68% of respondents felt that the superintendent poorly involved diverse voices in decision-making. Another speaker, Sulea Sto, highlighted that 89% of respondents felt communication had been severely lacking, particularly regarding special education services and the treatment of families within the system.

Committee members recognized the importance of setting goals and ensuring focused discussions during their upcoming retreat to address these issues effectively.