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BPS has made a number of improvements across the system that work to address challenges faced by all schools. Investing in teacher hiring and evaluation, developing and implementing a weighted student funding formula, and most recently agreeing to extended time in the system are all examples of improvements that can benefit all students. We also heard individuals comment that the environments within the schools were well organized and not chaotic which can sometimes be the case in urban systems. Taking full advantage of these building blocks is not easy. Ensuring high-quality teacher professional development aligned to evaluation results and effectively using the additional instructional time recently agreed upon, for example, will be critical. That said, having these conditions in place does position BPS well for the road ahead.", "attrs": null, "canon": { "kind": { "name": "Paragraph", "slug": "paragraph", "status": "active", "canonId": "5f2affc0-941d-4d07-959d-4bfc1930cea4", "version": 1, "description": "Single prose block in the body of a slide." }, "tool": null, "subkind": null, "framework": null }, "subkind": "paragraph", "groupRole": null, "confidence": null, "extraction": { "at": "2026-07-16 19:32:14.732+00", "model": "google/gemini-3.1-flash-lite-preview", "runId": null, "seconds": null, "promptVersion": null }, "componentId": "ca247247-bd6b-4e29-93f6-320bc301f88b", "parentComponentId": null }, { "bbox": { "h": 0.12, "w": 0.8, "x": 0.1, "y": 0.75 }, "kind": "paragraph", "text": "Leaders whom we interviewed struggled to articulate a clear strategy for the system. Unlike some “portfolio systems” where the strategy is autonomy2, BPS sees autonomy as one of many levers to advance a broader vision. That isn’t to say that there aren’t high-quality initiatives underway, such as ensuring high-quality teacher evaluations, engaging parents to improve student learning, and developing tiers of intervention for different types of schools. However, these initiatives seem to be more a part of a long list of areas for improvement rather than a focused set of improvements that fit", "attrs": null, "canon": { "kind": { "name": "Paragraph", "slug": "paragraph", "status": "active", "canonId": "5f2affc0-941d-4d07-959d-4bfc1930cea4", "version": 1, "description": "Single prose block in the body of a slide." }, "tool": null, "subkind": null, "framework": null }, "subkind": "paragraph", "groupRole": null, "confidence": null, "extraction": { "at": "2026-07-16 19:32:14.732+00", "model": "google/gemini-3.1-flash-lite-preview", "runId": null, "seconds": null, "promptVersion": null }, "componentId": "f36e9de7-5dc8-4d92-a5a1-ace10c98d4b5", "parentComponentId": null }, { "bbox": { "h": 0.04, "w": 0.8, "x": 0.1, "y": 0.88 }, "kind": "source-note", "text": "2 The Center for Reinventing Public Education ranks Boston squarely in the middle of the pack on fully implementing the elements that a true portfolio system would seek.", "attrs": null, "canon": { "kind": { "name": "Source note", "slug": "source-note", "status": "active", "canonId": "23484952-494b-4a5e-b1ad-550d0d70e948", "version": 1, "description": "Attribution / source / caveat placed at the slide footer. 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Any use or distribution of this material without specific permission is strictly prohibited.", "attrs": null, "canon": { "kind": { "name": "Disclaimer", "slug": "disclaimer", "status": "active", "canonId": "91173477-d91f-4024-bbaf-d4f93e3f82dc", "version": 1, "description": "Legal/cautionary text that occupies most of the body of its slide." }, "tool": null, "subkind": null, "framework": null }, "subkind": "disclaimer", "groupRole": null, "confidence": null, "extraction": { "at": "2026-07-16 19:32:15.278+00", "model": "google/gemini-3.1-flash-lite-preview", "runId": null, "seconds": null, "promptVersion": null }, "componentId": "82be0935-aac8-4b13-9ad4-b1b905b508a6", "parentComponentId": null }, { "bbox": { "h": 0.35, "w": 0.8, "x": 0.1, "y": 0.35 }, "kind": "paragraph", "text": "Leaders are frustrated by the system’s inability to consistently follow through. With all of the talent at its disposal, they feel the system is falling short of its potential. We heard a few examples of where the District was really able to take something and get it done and done well. For example, on the topic of teacher evaluations, 93% received a mid-year evaluation and 86% received an end-of-year evaluation, and the system is actively working to improve the objectivity and reliability of those that evaluate teachers. This is in stark contrast to 2010 at which point fewer than half of the teachers had been evaluated in the prior 2 years. At the same time, there are examples where things did not get done – such as far fewer principals being evaluated than was hoped for - despite the effort being agreed upon as a priority. Another potential issue underlying this is departments’ ability to effectively implement communication plans tied to the execution of initiatives – both the ability to communicate priorities (and the evolution of those priorities) well and the extent to which a lack of communication precludes the system from moving as quickly as originally planned when actions are agreed upon. If execution does not include informing key stakeholders in a timely and clear way about impending changes (e.g., families informed about changes in transportation) then changes are delayed and put at greater risk. When projects are tightly defined, ownership is clear, and there is alignment on the importance of the work, things get done. BPS will be better able to deliver when these characteristics describe more of what it does.", "attrs": null, "canon": { "kind": { "name": "Paragraph", "slug": "paragraph", "status": "active", "canonId": "5f2affc0-941d-4d07-959d-4bfc1930cea4", "version": 1, "description": "Single prose block in the body of a slide." }, "tool": null, "subkind": null, "framework": null }, "subkind": "paragraph", "groupRole": null, "confidence": null, "extraction": { "at": "2026-07-16 19:32:15.278+00", "model": "google/gemini-3.1-flash-lite-preview", "runId": null, "seconds": null, "promptVersion": null }, "componentId": "119cb689-a8c8-4575-8cb9-65feb27ff607", "parentComponentId": null }, { "bbox": { "h": 0.25, "w": 0.8, "x": 0.1, "y": 0.11 }, "kind": "paragraph", "text": "together as part of an integrated view of what will drive the improved performance of the system. The two issues that many cited were 1) that there are a range of competing priorities from the city, the Superintendent, and the School Committee and 2) that these priorities were not sharply defined enough to both clarify what should be and what should not be done. As such, leaders at every level feel empowered to move forward in the same general direction, but without the focus that a clear strategy would provide. As described above, the system has been able to successfully address a number of key issues such as teacher evaluation, weighted student funding, and changing the student assignment process, however there is still a sense of missed opportunities and an inability to focus and integrate the work. “We may be able to identify priorities, but we don’t know how to go after it…we’re all trying to close the achievement gap, but in different ways.” This issue is not atypical of a district working hard on big challenges. BPS has an opportunity to bring greater clarity and define the core priority initiatives that will build alignment and deliver greater progress.", "attrs": null, "canon": { "kind": { "name": "Paragraph", "slug": "paragraph", "status": "active", "canonId": "5f2affc0-941d-4d07-959d-4bfc1930cea4", "version": 1, "description": "Single prose block in the body of a slide." }, "tool": null, "subkind": null, "framework": null }, "subkind": "paragraph", "groupRole": null, "confidence": null, "extraction": { "at": "2026-07-16 19:32:15.278+00", "model": "google/gemini-3.1-flash-lite-preview", "runId": null, "seconds": null, "promptVersion": null }, "componentId": "2f50edc6-6f1d-4dd4-98a1-b237b45e7e98", "parentComponentId": null }, { "bbox": { "h": 0.12, "w": 0.8, "x": 0.1, "y": 0.69 }, "kind": "paragraph", "text": "The organizational model at BPS is evolving, with building level autonomy increasing and the improved network model. This evolution is creating ambiguities in who does what (and who is accountable for what) at the school and central levels, and this ambiguity can get in the way. BPS values the autonomy of its principals and research has shown that good systems aspiring to get better results do devolve more and more authority to their school leaders and teachers. 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While the intense focus on academics is critical, some worry that it has meant an inattention to system operations and controls. We heard examples of funds for a given student being allocated to two schools, of positions being posted without confirming room in the budget for the new hire, and processes that were so confusing (or non-existent) that outside help was needed to both map the processes and accelerate the navigation of those processes. “Back office” inefficiencies and lack of controls can become a real drag on the system, tying up people and resources that would be better dedicated to improving outcomes for students. At the same time, some observed that the system is too operationally driven, with the calendar being driven by budgeting and other operational requirements. The contours of this challenge will need to be better understood over the coming weeks.", "attrs": null, "canon": { "kind": { "name": "Paragraph", "slug": "paragraph", "status": "active", "canonId": "5f2affc0-941d-4d07-959d-4bfc1930cea4", "version": 1, "description": "Single prose block in the body of a slide." }, "tool": null, "subkind": null, "framework": null }, "subkind": "paragraph", "groupRole": null, "confidence": null, "extraction": { "at": "2026-07-16 19:32:15.883+00", "model": "google/gemini-3.1-flash-lite-preview", "runId": null, "seconds": null, "promptVersion": null }, "componentId": "c485a3fe-e553-4196-8620-dff5ce2930dd", "parentComponentId": null }, { "bbox": { "h": 0.18, "w": 0.78, "x": 0.11, "y": 0.11 }, "kind": "paragraph", "text": "overall). However, special education often does not adequately address the issue and instead often provides a lower quality of instruction and less opportunity for students to interact with their typically developing peers. (In Boston, 43% of students with disabilities are in separate classrooms4, 3-4 times the rate of a typical urban district.) There is an opportunity strengthen core instruction, and educators’ ability to differentiate instruction for all students, so as to support struggling readers (with and without IEPs), reduce referrals to special education, and include more students with disabilities in the general education classroom with a clearer model of inclusion support.", "attrs": null, "canon": { "kind": { "name": "Paragraph", "slug": "paragraph", "status": "active", "canonId": "5f2affc0-941d-4d07-959d-4bfc1930cea4", "version": 1, "description": "Single prose block in the body of a slide." }, "tool": null, "subkind": null, "framework": null }, "subkind": "paragraph", "groupRole": null, "confidence": null, "extraction": { "at": "2026-07-16 19:32:15.883+00", "model": "google/gemini-3.1-flash-lite-preview", "runId": null, "seconds": null, "promptVersion": null }, "componentId": "c6e566ce-bfca-4955-a300-fed2934136e8", "parentComponentId": null }, { "bbox": { "h": 0.06, "w": 0.78, "x": 0.11, "y": 0.29 }, "kind": "paragraph", "text": "Interviews also suggested an opportunity to improve support for English Language Learners, indicating that ELL support operates in parallel, almost separate from the overall academic strategy. By bringing consistency to these supports aligned to existing research, BPS can accelerate progress.", "attrs": null, "canon": { "kind": { "name": "Paragraph", "slug": "paragraph", "status": "active", "canonId": "5f2affc0-941d-4d07-959d-4bfc1930cea4", "version": 1, "description": "Single prose block in the body of a slide." }, "tool": null, "subkind": null, "framework": null }, "subkind": "paragraph", "groupRole": null, "confidence": null, "extraction": { "at": "2026-07-16 19:32:15.883+00", "model": "google/gemini-3.1-flash-lite-preview", "runId": null, "seconds": null, "promptVersion": null }, "componentId": "f73127b6-36f8-427a-ad45-c70fab3db23a", "parentComponentId": null }, { "bbox": { "h": 0.1, "w": 0.78, "x": 0.11, "y": 0.67 }, "kind": "paragraph", "text": "The emerging portrait of BPS is that of a solid system with a track record of success, a growing reputation for engaging and building trust in the community, and a talented group of hardworking people at every level. This is a great foundation from which to build, and one that many urban systems would envy. 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