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Quincy school committee adopts DEI program plan, highlights teacher pipeline challenge
Summary
Quincy Public Schools presented a DEI Program Improvement Plan that emphasizes partnerships, scholarships, internships and an apprenticeship pathway to recruit and retain educators from diverse backgrounds; committee members praised the work and approved the plan by voice vote.
Presenter opened by thanking Mayor Koch, Superintendent Mulvey and Assistant Superintendent Dr. Perkins and described the district’s DEI Program Improvement Plan and its four goals, which aim to increase workforce diversity, close opportunity gaps for underserved students, build DEI networks and refine internal policies.
The presenter flagged a statewide drop in teacher-preparation enrollments, citing a Learning Policy Institute figure that “Massachusetts experienced a 34.6% decrease in enrollees” to teacher-preparation programs over the past five years and warned the trend could compound shortages of educators from diverse backgrounds. To address the shortfall, the district is forging partnerships with local colleges and universities to offer discounted or free coursework, MTEL support, internships and retention initiatives.
The plan lists several concrete supports achieved this year: three full scholarships for a master’s program in special education at LaSalle University; nine QPS students completing a three‑week residential program through Regis College, earning six college credits and receiving $2,000 stipends; free coursework and certificate programs from Stonehill College and Regis; and an estimated value of approximately $172,000 from these partnerships. The presenter also said the district expanded its high‑school education internship program to 60 interns this year, up from 40, and provided MTEL coaching and tuition reimbursement to select staff.
Panel members asked how the partnerships and incentives work in practice. A committee member asked whether colleges provide stipends; staff explained vouchers typically originate with the colleges (for example, UMass) and may be transferred to other teachers with HR sign‑off. Another asked whether the district tracks retention of diverse hires; staff said a coordinated report matching HR systems (Munis and Aspen) would be required and that that analysis is not yet available.
The presenter described an apprenticeship partnership with Quincy College that could allow some high‑school graduates to earn an associate’s degree by the time they complete high school, then join a bachelor’s program leading to licensure — a pathway the district described as a way to get graduates into paraprofessional roles with an immediate living wage while they complete a free bachelor’s degree leading to licensure.
After questions and brief praise from several committee members, a motion to accept the DEI Program Improvement Plan was made, seconded and approved by voice vote. The plan’s next steps include planning for a fall 2025 launch of a grant‑supported program and continued meetings with school DEI and cultural‑climate teams to refine needs and share best practices.
