In a contentious meeting on December 16, the Bridgeport Board of Education voted to eliminate the position of Director of Literacy, despite strong objections from several board members who argued that this decision could further harm the district's struggling students. The vote passed with a narrow margin of 5-4, reflecting deep divisions among board members regarding the future of educational leadership in the district.

Board member Christine Baptiste Perez raised concerns about the qualifications of the remaining literacy director, emphasizing the critical role these positions play in developing curriculum and providing professional development for teachers. She highlighted that many students in the district are already performing below grade level in reading and math, with 80% of students not meeting proficiency standards in English Language Arts (ELA) and 87.7% falling short in math.

Other board members echoed these sentiments, arguing that reducing the number of directors would place an undue burden on the remaining staff and compromise the quality of education. Akisha Casimir pointed out that the current literacy director lacks qualifications for pre-K through 8th grade, which could further disadvantage younger students. Marissa Bain and others stressed the need for robust leadership in literacy, math, and science to support the district's educational goals.

Despite these arguments, some board members supported the cuts, suggesting that the funds saved could be redirected to tutoring programs, which they believe might be more effective in improving student outcomes. However, opponents countered that cutting leadership positions would undermine the foundational support necessary for effective teaching and learning.

The board also discussed the elimination of the Director of Mathematics and the Director of Science, with similar debates surrounding the necessity of these roles in light of the district's academic challenges. The discussions highlighted a broader concern about the district's approach to education and the potential long-term impacts on students' academic success.

As the meeting concluded, the board's decisions raised questions about the future of educational leadership in Bridgeport and the ongoing efforts to improve student performance in a district that has faced significant challenges in recent years. The outcomes of these votes will likely influence the district's educational strategies and the support available to both teachers and students moving forward.