As long as I’ve worked in schools, I have seen and worked against inequity. But the racial injustices of the past year have triggered a national crisis that demands new attention.
These inequities, which date to the country’s birth, have created glaring opportunity gaps that have led to persistent achievement gaps. Along with countless colleagues, I’ve worked to close these gaps, providing support and services to students.
In 2000, one of the most striking features of many schools was the number of students who were plagued by poverty. They were hungry or homeless or needed eyeglasses or dental care. Here in Boston, there was no systematic and systemic way to meet these needs. School staff spent most of their time assisting students who were “behavior problems.” Students who seemed okay got less attention. If a teacher learned that a student needed winter boots or a coat, there was no clear, systematic way to help.
In 2001, I worked with colleagues in the Boston Public Schools and at Boston College to create a systematic way to address these inequities for every student in a school, because a child who is hungry or cold or in pain isn’t ready to learn. Through a two year planning process with Boston educators, families, and community organizations, we developed City Connects, a model for providing integrated student support that’s based at the Boston College Lynch School of Education and Human Development. City Connects put coordinators, typically social workers and school counselors, into Boston Public Schools. They looked at every student’s strengths and needs and connected each student with a tailored set of supports, resources, and services. The coordinators tracked information and monitored student progress.
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Noman Khanani never expected to work in educational data analytics. But this spring he’s part of the research team that dives deep into City Connects’ data, and he’s sharing some of the results at national conferences.
