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Lowell officials cite absenteeism, new literacy curriculum as central to boosting third-grade reading
Summary
Committee reviewed Q4 performance indicators showing attendance and subgroup gaps; superintendent outlined a K–10 literacy curriculum rollout and scheduled training as part of efforts to raise third-grade reading and math levels.
The Lowell School Committee reviewed a fourth-quarter key performance report on July 16 that showed chronic absenteeism concentrated in early grades and disparities across student subgroups, and the superintendent described district plans to implement new literacy curriculum from kindergarten through grade 10.
Committee member Mister Bahu raised concerns about early-grade chronic absenteeism, citing figures in the report: 23 percent high-absence rate for kindergarten, 17 percent for first grade and 32 percent for early childhood. “If 83% of the students are attending, 17% of them are absent pretty regularly,” Bahu said, adding that regular absence can hinder learning and preparation by third grade.
The superintendent responded that attendance becomes compulsory in Massachusetts beginning in grade 1 and outlined district efforts to reduce absences: daily absence calls, personal follow-ups, tiered interventions when students reach specific absence thresholds, and partnership with social workers, guidance staff and the mental-health office. The superintendent also said transportation limitations and half-day preschool schedules can affect early-childhood attendance.
On academics, the superintendent described a year-long literacy audit and a planned adoption of high-quality literacy curriculum for kindergarten through grade 10, with training that began in June and will continue in August and September. “We need to get kids reading at grade level and computing at grade level,” the superintendent said, noting the committee had approved funds for curriculum purchases and associated professional learning.
Committee members also discussed subgroup performance: the report showed increases for some groups, including a rise in proficiency for multilingual learners, while other groups showed declines in the same period. The superintendent said changes at Lowell High School for multilingual learners — placing them in content classes with ESL support for the coming year — are expected to improve access but will be monitored closely to avoid short-term backsliding.
The committee requested three-year attendance and chronic absenteeism trend data for district and school-level analysis and will continue to monitor progress as curriculum and attendance interventions are implemented.
