Boston Public Schools outlines strategy to improve literacy rates among fourth graders

The Boston City Council convened on April 14, 2025, to discuss the Boston Public Schools (BPS) budget for fiscal year 2026, focusing on academic performance and inclusion strategies. The meeting highlighted significant concerns regarding literacy rates among students, particularly among vulnerable populations.

Councilor Murphy opened the discussion by addressing alarming statistics: only 27 percent of Boston fourth graders are reading at or above proficiency, with 46 percent below the basic level. He emphasized the need for targeted interventions, especially for third graders, where only 29 percent read at grade level. The situation is even more critical for students with disabilities and English learners, with proficiency rates at 11 percent and 13 percent, respectively.

Murphy questioned BPS officials about specific strategies being implemented to improve these low proficiency rates. He inquired about the evaluation and updating of the literacy curriculum to ensure it meets diverse student needs and aligns with evidence-based practices. He also raised concerns about the resources available for inclusive education, asking how BPS is ensuring that schools are adequately staffed and equipped to support students in inclusive settings.

The councilor further pressed for clarity on how BPS is monitoring the placement of students with disabilities to prevent disproportionate placement in separate programs. He requested information on professional development initiatives for general education teachers to better support diverse learning needs and the metrics used to evaluate the success of inclusion practices.

In response, BPS officials acknowledged the challenges and outlined their commitment to providing access to grade-level curriculum. They emphasized the importance of foundational literacy and the implementation of systematic phonics and phonemic awareness in early grades. BPS has begun procuring high-quality instructional materials and has initiated professional learning communities to support educators in effective curriculum implementation.

The officials reported that they have conducted over 2,300 walkthroughs to assess the implementation of equitable literacy and curriculum, with a focus on both early education and higher grades. They highlighted the complexity of curriculum implementation and the need for tailored support for schools.

The meeting concluded with a commitment from BPS to regularly share disaggregated data on reading proficiency and inclusion outcomes with the council and the public. This transparency aims to track progress and inform future decision-making. The council also discussed the importance of supporting multilingual learners and ensuring equitable access to rigorous curriculum, particularly in math and literacy.

Overall, the meeting underscored the urgent need for effective strategies to address literacy challenges and improve educational outcomes for all students in Boston, particularly those with disabilities and English learners. The council plans to follow up on these discussions to ensure accountability and progress in the coming months.