Empowering Equity: Improving Boston Schools through Student and Family Partnership

EdVestors launched their Racial Equity initiative in 2021 in partnership with Boston Public Schools (BPS) Office of Opportunity Gaps and Boston University researchers to build the capacity of Boston schools to understand, implement, and shape conditions that disrupt and dismantle racial inequities in the school system. In the initiative's third year, a cohort of 6 BPS schools focused explicitly on identifying and addressing literacy inequities. Using improvement science processes, the cohort engaged school leaders, school staff, families, and students to uncover the root causes of why low levels of literacy proficiency persist within each school’s unique context and iteratively develop and test the efficacy of change ideas. 

Critical to this process is the analysis of street data to generate root causes and the involvement of students and families as active partners and decision-makers. Change ideas are designed by and for those most impacted by inequitable literacy education. Boston Adult Technical Academy (BATA), Charlestown High School, and Haynes Early Education School provide compelling examples of how this collaborative approach to addressing school-based inequities has the potential to transform practices, policies, and partnerships within school communities.

Encouraging Student and Family Feedback at Boston Adult Technical Academy

Boston Adult Technical Academy (BATA) has significantly increased opportunities for student leadership and decision-making.  A root cause analysis based on focus group data and classroom observations found that students were comfortable giving feedback on general school improvement and culture but were hesitant to discuss teaching methods and provide feedback on academic improvements. BATA's internal learning walks and teacher discussions also highlighted challenges in meeting instructional focus areas for all students. To address this, BATA has engaged students and families as partners to gather feedback and change ideas.

This year, they conducted five focus groups—two with families and three with their entire student body. Student focus groups were facilitated by students themselves in their home languages, creating more accessible and comfortable environments for authentic feedback. Data demonstrated that these student focus groups elicited valuable feedback that directly led to improved changes and fostered a stronger sense of community, agency, and belonging for students. Family focus groups and meetings were also redesigned to be more accessible where BATA staff went to families holding meetings and focus groups in their local neighborhoods. 

Looking ahead, BATA plans to amplify student voices in curriculum and classroom operations by offering more electives and workplace readiness programs, implementing an alumni mentoring program, and prioritizing student recommendations to improve both academics and culture. The school will continue to collect data and feedback from students and families to refine and implement these ideas, ensuring a more inclusive and responsive educational environment.

Making Curriculums More Relevant at Charlestown High School

At Charlestown High School, staff partnered with students and families to form School-Based Equity Roundtables, providing space for school staff, students, and families to push one another’s thinking and have transparent conversations around equity issues, students’ literacy needs, and instruction. 

Charlestown High School’s root cause analysis revealed a disconnect between student and educator experiences. Educators noted significant improvement in student discourse, aligning curriculum to standards, and embedding more culturally and linguistically relevant practices. However, surveys and classroom observations revealed that students did not perceive the curriculum as meaningful or connected to their lived experiences and interests. Data from families showed they had a positive perception of the curriculum and teaching at Charlestown but minimal exposure or experience with the curriculum. To bridge this gap, Charlestown plans to involve students and families more directly in instructional decision-making by integrating them into classroom observations and curriculum discussions.

To address these issues, next year Charlestown will create a Student Curriculum Review Board to work alongside the staff’s Instructional Leadership Team (ILT) and have families participate in classroom observations and debriefs. They will also continue to hold student and family focus groups and involve their student government and parent council to gather and implement feedback on the process. By leveraging student government, School-Based Equity Roundtables, focus groups, and parent council meetings, Charlestown creates spaces for meaningful engagement, collaboration, and partnership with students and families.

Collaborative Learning with Families at Haynes Early Education Center

Last spring, Haynes Early Education Center was filled with the chatter of 50 families all gathering for one purpose: the school’s first Equitable Literacy Night. A root cause analysis found that parents wanted to support their children’s literacy learning at home but were unfamiliar with instructional strategies. In response to the data, the event featured a keynote speaker, several vendors, and authors to help give families tips on early literacy, the effects of early reading, and the importance of culturally relevant materials. One of these vendors was the founder of Diversity Schoolhouse, a video-based learning platform for Ethnic Studies and building cultural awareness that Haynes adopted this year to strengthen culturally responsive pedagogy. Authors of color held book signings for adults and students, followed by music, raffles, and a shared meal, creating a celebratory space for collective learning, relationship building, and fostering partnership. 

Another root cause analysis found varying levels of technology proficiency might influence students' Measures of Academic Progress (MAP) test scores. Many families were unaware of these technological literacy gaps or the meaning of the test scores. Looking ahead, the school plans to have families participate in the Tech Goes Home program to improve computer literacy, enhance communication about MAP testing, continue to hold Let’s Learn at Home workshops for multilingual families, and implement family engagement passports with Union Capital, offering financial incentives and rewards for participation. By providing more opportunities for family and educator partnership in student learning, Haynes Early Education School continues to build on its commitment to community involvement and equitable literacy outcomes for all students.

The experiences of Boston Adult Technical Academy, Charlestown High School, and Haynes Early Education demonstrate how community-centric collaboration, shared decision-making, and data-driven insights can be utilized for school improvement.  Key insights from these examples offer valuable recommendations for other schools looking to address school-based inequities and strengthen student and family engagement: 

• Actively seek community feedback to inform understanding of an issue and co-develop solutions with students, families, and those most impacted by the inequity;
• When gathering data and feedback, identify ways to learn from conversations, not just surveys and academic scores. 
• Embrace and enjoy the learning process together, fostering a collaborative and inclusive environment of shared leadership that strengthens relationships and benefits everyone involved.

Together, these schools highlight the transformative potential of collaborative approaches to addressing educational inequities.