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Parents and educators press Newton School Committee over budget cuts, DEI gaps and Bigelow math plan
Summary
At the June 15 Newton School Committee meeting, more than a dozen public commenters urged clearer plans for DEI work, warned that FY27 budget cuts will erode student supports, and Bigelow families demanded school‑level data and an implementation plan for accelerated math pathways.
Public comment at the Newton School Committee’s June 15 meeting focused heavily on the FY27 budget transition plan and classroom impacts. Multiple parents, students and teachers urged the district to preserve strategic functions that they say a distributed model cannot replace, and Bigelow families pressed for clarity on how an accelerated high‑school math class will be delivered in year one.
Enrique Rosero opened the public‑comment period by saying the committee should stop “performative” politics and be honest about staffing shortfalls, warning that delegating technical functions such as facilities planning to staff without the relevant technical background will leave work undone. Angela Brooks and Laura Toven, who signed a letter from 85 community members, urged reversal or reconsideration of proposals that reduce or eliminate dedicated DEI leadership. Brooks said the transition plan lacks “strategy” and measurable goals, and that scattering DEI duties across 15 administrators risks losing continuity and accountability.
Bigelow families asked the district to explain a decision that left Bigelow with a single student qualifying for the accelerated high‑school math class. Sarah Karaivanova and Joanne Griffiths requested school‑level data on test takers, opt‑outs and placements; asked how teachers at Bigelow will gain implementation experience if the in‑building class is not run; and asked what the district’s on‑ramp will be for students who demonstrate readiness after initial placements.
Numerous speakers also raised classroom‑level concerns tied to the budget: Sana Fadel described cuts to social studies, ELL, ELA and behavioral supports and said the earlier pledge of “no student‑facing cuts” had not been fulfilled; several teachers, including representatives of the Newton Teachers Association, criticized public remarks by Superintendent Dr. Nolan about AI and urged that teachers’ expertise be included in policy formation. Parents and educators urged the district to provide clearer timelines, school‑level data and more opportunities for partnership and review.
Chair and district staff acknowledged the concerns. Dr. Nolan introduced staff who will absorb duties under the transition plan and said some positions are being restored temporarily through earmarks and other funding, but emphasized the redistributed model is a difficult tradeoff. The committee did not vote on the transition plan at this meeting; members asked for continued community engagement and for district data dashboards to be presented at the July retreat.
The committee’s next procedural step will be to finalize handbook language and follow up with families and principals about implementation details for math pathways and the DEI transition. Several parents said they will also submit written testimony and requested school‑level analysis that the district agreed to provide.
