From the Desk of Thomas M. Menino
1/17/11 One year ago this week, Massachusetts took a major step closer to our goal of providing every child with a first-rate education. On Martin Luther King Jr. Day last year, Governor Deval Patrick signed into law the Achievement Gap Act – a landmark education reform bill passed by the State legislature. I was proud to work closely with the Boston delegation, the Boston School Committee, Superintendent Carol Johnson, and other local leaders to ensure its passage. The new law enabled Massachusetts to become one of only 12 states awarded major federal funding through the Race to the Top competition, infusing $250 million over the next four years to improve schools throughout the Commonwealth. One year later, we’re already seeing a positive impact in our schools, especially those in greatest need of dramatic improvement. The Achievement Gap Act gave Superintendents the tools and authority they need to transform underperforming schools into centers of excellence. In Boston’s 12 Turnaround Schools, top-notch principals are leading dedicated teams of teachers to launch a new era for these schools and for the families they serve. I’m particularly encouraged that the improvement efforts are driven by the school communities themselves, with administrators, teachers, families and partners working together to design and execute reform plans. All of the Turnaround Schools offer a longer school day, with more time for instruction and teacher preparation. They are deeply focused on every student’s learning needs, especially English Language Learners and students with disabilities. We’re fortunate to have strong partners committed to the success of our schools and our students. For example, an innovative partnership between the Boston Public Schools and the non-profit Teach Plus created T3: Turnaround Teacher Teams. Designed by teachers, T3 aims to attract and empower experienced teachers to lead school transformations. In the Trotter Elementary School in Dorchester, the Blackstone Elementary School in the South End, and Orchard Gardens K-8 Pilot School in Roxbury, T3 teacher leaders are working in teams to become turnaround specialists, receiving additional training and using data to improve instruction. T3 teachers, who comprise about one-quarter of the faculty, serve in a variety of leadership roles that support the work of all teachers to improve student performance. Just a few months into the program, we’re already seeing that these teacher teams are making a positive difference. For example, at the Blackstone, our teachers are working with families and community partners to ensure that chronically absent students come to school every day. Today, attendance rates are significantly higher than last year – and so is student achievement. At the start of the school year, just one in five Blackstone first graders was meeting a particular academic benchmark. By December, that number had jumped to four in five – a tremendous and nearly unprecedented achievement. The legislation also paved the way for new in-district charter schools, with much greater flexibility in staffing, schedule, curriculum, and other areas. We plan to open two in-district charters in Boston next year, including UP Academy, a middle school in South Boston, which will be staffed in part by a team of new T3 teacher leaders. In all of the Turnaround Schools, the numbers tell only part of the story. When I visit these schools, I see a renewed spirit and sense of purpose. Students and adults are energized and optimistic that they are on the right track. The road ahead is long and challenging, but with continued hard work and ongoing support from the community, I’m confident our Turnaround Schools will become models for the Commonwealth and the nation.
