Key Points:
- Boston Public Schools show progress with better attendance, bus reliability, and more AP participation.
- Student academic performance is rising, with gains in math and reading across grades 3–8.
- Ongoing focus on teacher support and literacy programs aims for sustained improvement.
Boston Mayor Michelle Wu highlighted major academic and structural progress across the city’s public schools during her first “State of the Schools” address, held Tuesday evening at Josiah Quincy Upper School. The event, attended by educators, students, and city officials, marked a milestone moment for Boston — the birthplace of America’s first public school.
Mayor Wu opened her remarks by emphasizing the link between strong public education and the city’s long-term success. She credited teachers, staff, and leadership teams for helping stabilize the Boston Public Schools (BPS) system following several years of frequent administrative turnover. Superintendent Mary Skipper, now in her third year, has been instrumental in maintaining consistent leadership across schools.
Wu pointed to several measurable achievements under her administration, including better bus reliability, improved student attendance, and an increase in Advanced Placement (AP) course participation. “The shift to hands-on active learning with high-quality instruction materials doesn’t happen by accident,” Wu said. “It’s thanks to our educators, and guided by measurement, accountability, and alignment across Boston Public Schools.”
Academic indicators show progress
Superintendent Skipper shared data showing encouraging academic trends in grades three through eight. “Every single grade and every single subgroup in that grade made positive progress,” she said. The district, which was close to being placed under state receivership three years ago, now reports steady gains in several core academic areas.
Recent district data revealed that 25% of students in Boston Public Schools are performing at or above grade level in math, while 29% are meeting grade-level standards in reading. Though these numbers indicate that a majority of students still face academic challenges, the city views the progress as an important step forward. “We are not where we want to be,” Wu said, “but it shows remarkable progress and a glimpse of what is possible when we give our educators and students the resources they need.”
Graduation rates have also shown consistent improvement, according to district data. School leaders attribute these results to strengthened instructional materials, targeted literacy programs, and new investments in professional development for teachers.
Calls for sustained improvement
Education advocates, while acknowledging progress, continue to call for deeper reforms to ensure long-term academic growth. Mary Tamer, executive director of MassPotential and a former Boston School Committee member, said that while the district has made strides, more needs to be done to address gaps in literacy and numeracy.
“Boston has always been a district that has faced challenges,” Tamer said. “When we look at student outcomes in Boston Public Schools, they remain among the lowest in the state. The data tells us we need stronger approaches to teaching reading and math.”
Educators across Boston are now working to align instruction more closely with evidence-based teaching methods. The district’s “early literacy and active learning” initiatives have been expanded, and new professional training is being provided to help teachers tailor lessons to diverse learning needs.
Michelle Wu concluded her address with a message of optimism and collaboration, underscoring that the city’s academic turnaround depends on continued partnership among educators, families, and the community. “The state of our schools is the state of our city’s future,” she said. “Every improvement we make in a classroom brings Boston Public Schools closer to the equitable, thriving city we want to build.”
Boston’s education community now looks toward the next academic year with a focus on building sustainable progress — through stronger classroom instruction, consistent leadership, and ongoing support for both teachers and students.