Eliminating Achievement Gaps

  • 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
    • Genders

    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 research,  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 strengthen outcomes.

    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 Barr Foundation funded the report.