For the first time, all Cambridge Public Schools scored at or above the state average in the Massachusetts Comprehensive Assessment System standardized test. Despite the milestone, a point of concern remained for School Committee members at a Tuesday meeting because results were not equal across demographics – a continuation of a decades-old achievement gap.
The English-language arts and civics data was presented by Heather Francis, the district’s chief academic officer, and Jen Amigone, director of data, assessment and accountability. The committee discusses math and science data Oct. 20.
The district outperformed the state in every grade and across every subject and in all student demographic groups, though margins were not equal: White students exceeded state averages by 32 percentage points, with 80 percent of students meeting or exceeding expectations; Black students exceeded state averages by 5 percentage points, with 30 percent of students meeting or exceeding expectations. English learners had the lowest difference, with only 3 percentage points separating them from the state and 7 percent meeting or exceeding expectations.
Additionally, while nonlow-income and white students have outperformed scores from before the Covid pandemic, all other demographic groups are at or just below 2019 scores – with the largest discrepancy once again being English learners and former English learners.
This discrepancy continued when examining MCAS data by schools in the district. Schools with the most high-needs students reported the lowest scores.
Francis focused on growth, noting that the majority of schools had “high” or “moderate-high” increases in scores. “We don’t get to higher proficiency without higher growth, and it’s something we’re deeply focused on in our day-to-day work,” Francis said.
Additionally, Francis highlighted new curricula in elementary schools that have led to slightly higher MCAS scores for those grades overall, and Francis and Amigone showed a plan to address discrepancies in the district.
While all committee members were concerned about the results, Elizabeth Hudson took this concern further, calling the data and the committee “useless.”
“We have all failed. We’ve been totally useless. And maybe this can be an opportunity to reckon with where we are and to realize that it truly doesn’t matter,” said Hudson, referring to the continued discrepancy in scores.
AI math tool is approved
Discussion about an artificial intelligence-based math tool returned Tuesday, and the committee voted 4-3 to renew a contract with Edia Learning after postponing the vote at a Sept. 15 meeting.
Cambridge Rindge and Latin School math teacher Joel Patterson shared data about teachers’ use of Edia software. Of 22 teachers surveyed, only four actively use the tool in class, and “one noted that this could easily be transitioned to the Delta Math service, which we already pay for.”
“Many teachers expressed a clear preference for Delta Math or the Amplify system by the Desmos company,” neither of which use AI, Patterson said.
Patterson doesn’t use Edia either. “As a professional, I want to see the paper-and-pencil writing of my students to determine whether they understand the concepts that I’m teaching, and I want them to learn,” he said.
Despite this, superintendent David Murphy said it is the administration’s recommendation to renew the contract. “This is not a compulsory instrument. It is something that the math department at the high school felt would enhance the quality of the support they were able to provide to students,” Murphy said. “It was not communicated to me that I would be squaring off against Mr. Patterson about a product that came through the department that he is a member of.”
The nearly $30,000 contract was renewed until June.
