Massachusetts Report Criticized for Overlooking Early Education Needs
The interim report titled “Vision of a Massachusetts Graduate,” released by Governor Maura Healey’s K-12 Statewide Graduation Council, has drawn criticism for its narrow focus on graduation outcomes without adequately addressing the foundational education that precedes high school. Critics argue that the report overlooks crucial early education phases, particularly pre-kindergarten and kindergarten, which are essential for student success.
The 107-page report emphasizes the goal of graduation but fails to acknowledge that students require nearly a decade of schooling to reach this point. The concept of backwards design, a strategy commonly employed by educators, suggests that planning should begin with the end goal in mind, followed by identifying measurable steps to achieve that goal. Critics assert that the Council’s report lacks these necessary steps for success, particularly in early education.
In the words of St. Ignatius of Loyola, “Give me a child until he is seven and I will give to you the man.” This principle highlights the importance of preschool and early learning experiences. Surprisingly, the Council’s report does not reference these critical early years. Additionally, the arts, notably music, are recognized for their ability to enhance cognitive function, emotional expression, and executive skills. An article published by the Cleveland Clinic underscores the cognitive benefits of learning an instrument, citing Dr. Farah Fourcand, an endovascular neurosurgeon, who stated, “Performing music helps optimize your cognitive potential because you’re using and activating so many different parts of your brain.” Yet, the Council recommends only one year of arts education in high school.
The report’s recommendations for foreign language instruction are also concerning. It suggests two years of language study in high school, while research indicates that early exposure is crucial for achieving proficiency comparable to that of a native speaker. Anne Trafton of the MIT News Service reported in 2018 that proficiency is significantly more attainable for those who begin learning a language by age 10. Without early foreign language education, many students will struggle to meet the demands of a globalized marketplace.
Economic disparities in school funding further complicate the issues raised in the report. Erik Berg, president of the Boston Teachers Union and a member of the Council, highlighted the slow pace of new school construction in Boston, noting that the city has opened only one new school per year. He remarked, “It will take a century for Boston to have new buildings.” In a recent development, the Commonwealth of Massachusetts allocated $700 million for the reconstruction of Madison Park Technical High School, a vocational institution in the district. In contrast, the town of Lexington recently passed a $660 million Proposition 21⁄2 override to fund its new high school.
The disparity in funding is stark. Wealthier suburbs can afford to build and maintain high-quality schools, while urban and rural districts, which often have a larger population of underprivileged students and non-native English speakers, face significant challenges. The report briefly mentions special education and English language learners, with only four and two references, respectively, failing to provide adequate analysis or solutions.
Despite using phrases like “all students” and “all Massachusetts students” nearly 100 times, the report does not encompass the reality of educational inequality. When asked whether private and parochial schools are included in the Council’s vision, Berg confirmed they are not. This raises questions about the educational standards that govern these institutions compared to public schools.
The educational landscape shows that families in private and suburban schools often have access to additional resources, such as tutors and extracurricular experiences. This reality underscores the responsibility of the Commonwealth to ensure equitable educational opportunities for all students, regardless of their school type.
The final version of the K-12 Statewide Graduation Council report is expected in June. Educators and stakeholders are urged to advocate for the inclusion of specific strategies that address the educational needs of all students, alongside budget considerations to support underfunded districts. As educators are evaluated on their lesson execution, it is imperative that the Commonwealth holds itself to a similar standard in fostering an equitable educational system for every child in Massachusetts.
