Civic engagement can occur at various levels, not only at the citizen level. In Cambridge, civic engagement was apparent with elected and appointed officials and School Superintendent. There were community meetings with parent groups from performing and non-performing schools, teacher meetings, establishment of Middle School Task Force, and numerous hearings. Here’s the history of what happened...
On Tuesday, March 15, 2011, the Cambridge School Committee voted to adopt an Innovation Agenda to create four public “upper schools” for the district, consolidating most of the city’s 6th through 8th grade students into four school buildings.
Was the recommendation of separate middle schools a foregone conclusion before the process began? Was this process undertaken with an open mind, listening to teachers and parents, and a rigorous scholastic research effort? Or, was it time for a decision to be made to move forward a plan to address the racial inequities in education, although that’s not really how it was presented to the public?
This certainly isn’t the end for this issue. Racial disparity in the public schools has been a long term problem in Cambridge. How did this social change process feel for the families, teachers, elected officials? This wasn’t a grassroots civics engagement effort for social change. Should it be when the issue is racial inequity in education? The lesson is that it’s the elected officials’ job to listen to everybody, consider the research, and make the decisions on social justice issues as best they can. It’s not a matter of which constituency has the loudest voice. In the end, it’s about all children receiving high quality education, regardless of which school they attend.
Cambridge residents will be watching to see if the Innovation Agenda addresses the racial disparity and quality of education problem in the Cambridge Public Schools and closes the achievement gap that has been a high priority for Cambridge for so long.