Academic Standards

The Commonwealth’s enormous investments in its schools—over 100 billion dollars since MERA was enacted—have continued to this day, but basic accountability has not. It is time to honor the original bargain. Massachusetts must once again couple its record-high investments with the same uncompromising scrutiny that made our schools the envy of the nation. That means prying accountability out of the foxes’ paws and restoring it to a truly independent watchdog—an EQA reborn.

Military-run schools lead every U.S. state in NAEP scores and even outperform educational juggernauts abroad—despite half of their students living at the poverty line. “Lessons from Military-Run Schools: America’s Secret Weapon in Education” argues that, rather than embracing new fads and experimental programs, American public schools ought to be studying the DoDEA playbook. 

As Steven Wilson argues in his new book, The Lost Decade: Returning to the Fight for Better Schools in America, “central to a liberal education is the pursuit of truth, however elusive.” Indeed, the quest for truth, and knowledge of it, is enshrined in the slogans of most universities, including my own—the University of Chicago—as a reminder of our purpose. It seems absurd to suggest otherwise, to propose educating students in anything but rationality, logic, and ultimately, truth; but absurdity has taken hold in education.

COVID-19 was not the beginning of student performance declines in the United States. Academic achievement for students across the country began to drop-off following the widespread implementation of the Common Core curriculum in 2013. While declines have occurred across the country, New England has experienced a particularly sharp decrease in student achievement.

Sixty-two percent of Massachusetts residents support restoring passage of a U.S. history test as a public high school graduation requirement, according to a poll of Massachusetts residents’ attitudes toward education policy commissioned by Pioneer Institute and conducted by the Emerson College Polling Center.

Hopefully, new leadership will ensure that the system makes the changes necessary to improve public education in Boston. Otherwise, enrollment declines will continue. 

Massachusetts vocational-technical schools -- boasting minuscule dropout rates, strong academic performance, and graduates prepared for careers or higher education -- should be expanded to meet growing demand, according to a new book published by Pioneer Institute.

The third review of the Boston Public Schools (BPS) in fewer than 20 years makes clear: Things are getting worse.  Graduation rates are down, achievement gaps are up, an unacceptably large percentage of students attend schools ranked in the lowest 10 percent statewide. In a cruel twist, more than three in five students still are not taught material on which they are tested. There remains no clear strategy for improvement.  

“Barely half of students (53 percent) graduate from BPS high schools, excluding the exam schools,” Pioneer Institute Executive Director Jim Stergios underscores at the start of this Open Letter to Boston Mayor Michelle Wu. That’s just one in a long litany of troubles within the Boston Public Schools, much of which is due to chaotic management and at times even willful misleading of the public. In this letter, Pioneer recommends fresh thinking, and, specifically, a highly focused and time-limited intervention, in partnership with the state department of education.

KIPP Academy Charter School is working hard to ensure that all students have access to high-quality instruction, especially as children everywhere struggle with post-COVID learning recovery. In this video, KIPP Academy Executive Director Nikki Barnes and KIPP Academy Lynn Middle School Principal Jimmy Seter allowed us into their in-depth discussion of the principles, objectives and strategies they use to foster an environment of encouragement, informed guidance, learning growth, and equity.