School district implements high dosage tutoring pilot at Charlestown High School

On April 14, 2025, Boston City officials convened to discuss the fiscal year 2026 budget for Boston Public Schools (BPS), with a particular focus on high dosage tutoring initiatives aimed at improving student outcomes. The meeting highlighted the district's commitment to enhancing academic support, especially in literacy and mathematics, through structured tutoring programs.

High dosage tutoring, which involves intensive, focused instruction, has been a key area of exploration for BPS. Officials reported that several schools are currently implementing these programs, particularly in younger grades for literacy and at Charlestown High School for mathematics. The district is keen to analyze the effectiveness of these initiatives, especially in light of previous investments in tutoring that did not yield significant improvements in student performance.

A notable concern raised during the meeting was the previous use of Elementary and Secondary School Emergency Relief (ESSER) funding for tutoring, which did not result in the expected gains. This has prompted BPS to rethink its approach, ensuring that the current high dosage tutoring is more strategically implemented. The new model emphasizes a structured schedule that allows students to receive additional support without missing out on core instruction, a shift from earlier practices that often pulled students from essential classes.

The discussion also touched on the importance of "wind blocks," designated times during the school day for additional academic support. While not all schools currently have these blocks, BPS officials expressed a commitment to establishing them as part of their instructional expectations for the upcoming year. This initiative aims to provide consistent support to students who need it most, without relying on after-school programs that may not be accessible to all families.

In addition to tutoring, the meeting addressed the inclusion of students with disabilities in academic programs. Officials emphasized the importance of a responsive approach to Individualized Education Programs (IEPs), focusing on the unique needs of each student and ensuring they receive appropriate support in less restrictive environments. The new Massachusetts IEP framework has provided an opportunity for BPS to refine its strategies and enhance collaboration among educational teams.

As the meeting concluded, officials reiterated their commitment to data-driven decision-making and continuous improvement in educational practices. The discussions underscored the district's proactive stance in addressing academic challenges and ensuring that all students, regardless of their backgrounds or needs, have access to quality education. Moving forward, BPS plans to monitor the outcomes of these initiatives closely, with the hope of fostering a more effective learning environment for all students.