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"Adjusting to the new students allows them to know that they are valuable members of the community, and tells the more seasoned students that their school is committed to accessibility. " MCIEA fellow Ziane Roberts-Clarke walks us through the data she gathered during her time working with School Quality Measures, showing how Boston Latin School can create a welcoming environment for its incoming students, particularly among students of color.
A Winchester High School teacher shares his experiences with MCIEA's School Quality Measures and how that data has impacted his own classroom practice.
I love my school. It is out of love that I criticize it now. It is abundantly clear that racism exists in Boston Latin. Ask any student of color - we’ve all felt it, especially Black and Latinx people. The BLS community should not accept this. The majority of my classmates, teachers, and administrators, all of them passionate about justice, inclusion, and good education for all, acknowledge the inequities in our system and would love to see them change.
At Pyne Arts Magnet School in Lowell, MA, students are completing performance assessments at every grade level and finding their voices.
Performance assessment implementation is a years-long commitment. It's generally good practice to see what folks who've already embarked on this journey have been doing, and below you'll find pertinent advice on performance assessment and design from educators in our MCIEA districts.
If you could create an ideal dataset of students’ and teachers’ experiences at their schools, what would be in it? How might you use it? And, specifically, would you ask about school diversity or school integration?
As if the old version of the MCAS wasn’t harmful enough, here comes the NEW MCAS.
