In a recent meeting of the Maryland State Board of Education, discussions highlighted the pressing need to address achievement gaps in affluent districts, emphasizing that success should not be taken for granted. The conversation was sparked by insights from Paul Ash, who shared his experiences from Massachusetts, where efforts were made to ensure that all students, including those from high-performing backgrounds, received the support they needed to thrive.

Ash pointed out that while some districts have made strides in closing achievement gaps, there remains a significant challenge, particularly at advanced levels. He noted that even in affluent areas, complacency can hinder progress, as evidenced by a call-out from Harvard regarding the lack of narrowing in advanced student performance. The board members acknowledged that with the right strategies and commitment, it is possible to achieve equitable outcomes for all students.

The meeting also touched on the disparities faced by students in different districts, with some serving a minimal number of tier 5 students while others struggle with achievement gaps of up to 40 points. Ash's message was clear: effective instruction is crucial, and special education should not be used as an excuse for inadequate teaching practices. He shared that in Boston, a significant number of Black students were placed in special education early on, but proactive measures were taken to keep them in mainstream classrooms and provide the necessary support.

As the board deliberated on the future of education funding, which could amount to billions of dollars, the discussions underscored a collective belief that change is achievable. The meeting concluded with a sense of optimism, as board members recognized the potential for improvement and the importance of maintaining focus on all students, regardless of their starting point. The commitment to fostering an inclusive educational environment remains a priority, as Maryland continues to navigate the complexities of educational equity.