The Bostonian.

Tom Payzant had an extraordinary ten-year run as superintendent of schools in Boston, as described in Alexander Russo's fine story ("The Bostonian," features, Summer 2006). Although it's hard to remember now, Boston public schools were in free fall a decade ago, with a dysfunctional school committee, a series of short-term superintendents, and a rudderless education program. Notwithstanding the venerable Boston Latin School, the district's image was defined by the chaotic Jeremiah Burke School, which lost its accreditation as Payzant was walking in the door. Payzant established order and stability. Under his unwavering leadership, the district turned its focus to improving the quality and consistency of instruction. His forthright support of state graduation standards, at a time when other superintendents were praying for a reprieve, was critical to the success of the Massachusetts education-reform efforts.

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Although Payzant was open to stretching the boundaries of the established order (as his push for Pilot Schools demonstrates), he was primarily concerned with getting the most out of the existing system. To a very great degree, he succeeded. Through his persistence, skill, and thoughtfulness, Payzant achieved as much as any superintendent could have, given the constraints. Indeed, compared to most other urban school districts, Boston is a major success story. And that's the fundamental problem.

After ten years of exemplary leadership, Boston's students are still struggling. Today close to 70 percent of Boston students are performing below grade level in English or math (that is, below proficient on the state assessment). That's down from almost 85 percent in 1998, but only slightly better than the 75 percent rate in 2001. While further incremental improvement is likely, the trend line seems to be flattening out. Indeed, the proficiency rate went down slightly in 2005. As for the achievement gap, the story is much the same. The aggregate proficiency rate of black students in Boston today is about 35 percentage points below that of white students, almost unchanged since 2001.

The implications of this are not that Payzant's initiatives should be abandoned, but that they should be complemented by a much more aggressive effort to address the structural barriers that plague Boston and virtually all other urban districts, in order to open the district up to new talent and effective school models.

Despite being home to some of the best charter schools in the country, Boston has lost many of its most entrepreneurial and successful charter leaders to other states because of persistent opposition to charter schools. This is both a shame and a scandal. There is no excuse for not offering these proven schools and school leaders the opportunity to expand and replicate--in district buildings and with the wholehearted support of the central office. If this can happen in New York, Chicago, Philadelphia, and Oakland, it can and should happen in Boston.

Absent a willingness to be bold and take risks, I'm afraid there is little hope that Boston public schools will realize the level of excellence that Tom Payzant has worked so hard and well to achieve.

JAMES A. PEYSER

Chairman

Massachusetts Board of Education 

No doubt Tom Payzant has done a good job in Boston. With a revolving door of superintendents being the norm for large city school systems, as well as dissension among community groups and low or stagnant student performance, the adjective "outstanding" is warranted in Payzant's case. Those who wanted faster change and larger improvement in achievement may prefer the term "modest," but in a period of faltering confidence in educators, it is reassuring to see a consummate professional have a long tenure and success, whether it is termed good, outstanding, or modest.

The Boston success story is about raising student achievement. But the Russo piece does not address the school completion rate, and it is low. To learn the lesson of Boston schools, we also need to look at what the city and its constituencies achieved. Discord has run many good educators out of big city school systems. There were disagreements in Boston, but the various organizations and interest groups shared enough of a common goal, acted with restraint, and achieved sufficient accord to keep a superintendent in place long enough to stay a course and reap positive results.

PAUL E. BARTON

Senior Associate

Educational Testing Service