Dorchester School Exits State Control, Two Others Improve Status
State education officials recently announced that UP Academy Holland in Dorchester will exit state receivership, marking a significant shift for the institution that has been under state control for over a decade. Alongside this development, two other schools, Dearborn STEM Academy in Roxbury and the Mary L. Fonseca Elementary School in Fall River, will no longer be classified as “underperforming.”
During a meeting of the Board of Elementary and Secondary Education on December 16, Pedro Martinez, Commissioner of the Department of Elementary and Secondary Education (DESE), confirmed these changes. UP Academy Holland is set to transition back to local governance at the end of the year, pending exit assurances.
The decision comes despite some concerns raised by parents. In an opinion piece published by The Boston Globe, five parents from UP Academy Holland urged state officials to maintain the school’s state oversight. They argued that the school has shown remarkable progress, stating, “The performance of our students serves as living proof that improvement amid challenging circumstances can be real.”
Martinez acknowledged the advancements at UP Academy Holland, highlighting improvements in various areas outlined in the school’s original turnaround plan from 2014. “Through the perseverance and commitment of UP Academy Holland students, family, staff, leaders, and partners, the school has strengthened its practices in academic, social, and emotional supports for students,” he remarked.
The announcement received praise from educational unions representing teachers at the involved schools. The American Federation of Teachers noted that these schools could serve as models for restoring local control. In contrast, the Boston Teachers Union criticized the concept of receivership, stating, “Receivership is a concept that has shown itself to be ineffective.”
Despite these positive developments, the broader educational landscape in Massachusetts continues to face challenges. Recent scores from the Massachusetts Comprehensive Assessment System (MCAS) revealed that only 13 districts have returned to prepandemic achievement levels, according to DESE. Martinez acknowledged these ongoing challenges, expressing optimism about the dedication of educators and the potential for improvement.
“There’s a lot of challenges in our Commonwealth,” he said, “But I really believe there’s just so much hard work happening, and we always need to stop and just celebrate that hard work.”
As the educational community reflects on these changes, the focus remains on ensuring sustained progress and support for all students, particularly those from underserved backgrounds.
