The Boston Public Schools is committed to eliminating access and achievement gaps so that all children are performing at high levels and achieving proficiency. Specifically, the district is committed to closing achievement gaps that exist and persist among students of various:
- Races and ethnicities
- Educational programs (regular education, special education and programs for English Language Learners)
- Socio-economic backgrounds
Every member of the BPS community - students, parents, teachers, paraprofessionals, principals, central and school staff, partners and others - is expected to share:
- An awareness of these gaps;
- A belief that these gaps can be closed;
- A personal commitment to closing them.
On April 7, 2015, Boston Public Schools released the
second phase of a groundbreaking study examining factors impacting low academic
performance for Black and Latino males.
The new study, Promising
Practices and Unfinished Business: Fostering Equity and Excellence for Black
and Latino Males, offers detailed case studies that suggest a more intentional
approach to supporting Black and Latino male students could significantly
The first phase of the report found that Black and Latino
males had inequitable access to more rigorous programs in schools, contributing
in part to significant opportunity and achievement gaps for this
population. Both phases of the report, commissioned
by Boston Public Schools and conducted by the Center for Collaborative
Education (CCE) and the Annenberg Institute for School Reform at Brown
University (AISR), represent the most comprehensive body of work in the country
aimed at closing those gaps for Black
and Latino males. The report was funded by the Barr Foundation.