Cambridge, Massachusetts is a dynamic, diverse urban community with a strong commitment to investing in our public schools. Rich in racial, ethnic, cultural, linguistic, and socio-economic diversity, the Cambridge Public Schools is committed to academic excellence and social justice, with rigorous, joyful, and culturally responsive learning experiences for all students.
With a staff of over 1,700 teachers, professionals, administrators, and support staff serving approximately 7,000 students in grades Pre-K-12 in 17 schools, Cambridge Public Schools is a well-resourced, supported, and strongly positioned urban public school district from financial, educational, community, and civic perspectives.
Cambridge Public Schools (CPS) is grappling with significant challenges centered around widening achievement gaps, early childhood literacy deficiencies, systemic student support shortfalls, and intense political friction within its leadership. Despite benefiting from one of the highest per-pupil spending rates and best student-to-staff ratios in the nation, the district has struggled to translate fiscal resources into equitable academic outcomes.
Standardized MCAS testing data reveals a severe and growing performance gap between demographics. For instance, on early reading tests, 67% of Black students and 54% of Hispanic students fall short of grade-level benchmarks, compared to just 24% of white students. Roughly 30% to 40% of all third-grade students in the district fail to meet state reading benchmarks.
These outcomes are unacceptable in a city where the annual cost of education is over $49,000 per child- the highest cost per pupil in the state.
Broad dissatisfaction has generated turnover in the elected School Committee and in the Superintendent role. By state law, City Council has very limited authority over school policies and budget priorities. It is time to engage a qualified outside firm to do a comprehensive evaluation of School Governance, academic improvement options, and responsiveness to parent concerns. Changing school leadership will not be enough to ensure that Cambridge children receive education they deserve, prepares students for future success, and is worth the high price we pay for it.
With a staff of over 1,700 teachers, professionals, administrators, and support staff serving approximately 7,000 students in grades Pre-K-12 in 17 schools, Cambridge Public Schools is a well-resourced, supported, and strongly positioned urban public school district from financial, educational, community, and civic perspectives.
Cambridge Public Schools (CPS) is grappling with significant challenges centered around widening achievement gaps, early childhood literacy deficiencies, systemic student support shortfalls, and intense political friction within its leadership. Despite benefiting from one of the highest per-pupil spending rates and best student-to-staff ratios in the nation, the district has struggled to translate fiscal resources into equitable academic outcomes.
Standardized MCAS testing data reveals a severe and growing performance gap between demographics. For instance, on early reading tests, 67% of Black students and 54% of Hispanic students fall short of grade-level benchmarks, compared to just 24% of white students. Roughly 30% to 40% of all third-grade students in the district fail to meet state reading benchmarks.
These outcomes are unacceptable in a city where the annual cost of education is over $49,000 per child- the highest cost per pupil in the state.
Broad dissatisfaction has generated turnover in the elected School Committee and in the Superintendent role. By state law, City Council has very limited authority over school policies and budget priorities. It is time to engage a qualified outside firm to do a comprehensive evaluation of School Governance, academic improvement options, and responsiveness to parent concerns. Changing school leadership will not be enough to ensure that Cambridge children receive education they deserve, prepares students for future success, and is worth the high price we pay for it.
Location |
|