Harvard Case - The Boston Public Schools' Student Assignment Process
"The Boston Public Schools' Student Assignment Process" Harvard business case study is written by Mark Fagan, Jonathan Hui. It deals with the challenges in the field of General Management. The case study is 8 page(s) long and it was first published on : Aug 27, 2018
At Fern Fort University, we recommend a multifaceted approach to address the Boston Public Schools' (BPS) student assignment process challenges, prioritizing equity, accessibility, and student success. This approach involves a comprehensive review of the current system, incorporating data-driven insights, community engagement, and a phased implementation of a new, more equitable student assignment model.
2. Background
The Boston Public Schools (BPS) faces a complex challenge in its student assignment process. The current system, based on a 'controlled choice' model, aims to balance school diversity with student preferences. However, it has been criticized for perpetuating segregation, failing to adequately serve students with special needs, and lacking transparency. The case study highlights the concerns of parents, educators, and community members regarding the system's shortcomings and the need for a more equitable and effective solution.
The main protagonists in this case study are:
- BPS leadership: Responsible for overseeing the student assignment process, navigating conflicting stakeholder interests, and implementing change.
- Parents and families: Concerned about their children's access to quality education and seeking a system that prioritizes their needs and preferences.
- Educators and school staff: Working to provide quality education within the existing system, while grappling with the challenges of student assignment and its impact on school communities.
- Community stakeholders: Representing diverse perspectives and interests, advocating for equitable access to quality education for all students.
3. Analysis of the Case Study
To analyze the BPS student assignment process, we apply a framework that combines elements of strategic planning, stakeholder management, data-driven decision making, and change management.
Strategic Framework:
- Mission: To ensure equitable access to quality education for all students in the Boston Public Schools.
- Vision: A student assignment system that promotes diversity, inclusivity, and student success, while fostering vibrant and thriving school communities.
- Values: Equity, transparency, accountability, collaboration, and student-centeredness.
Stakeholder Analysis:
- Internal Stakeholders: BPS leadership, educators, school staff, and support personnel.
- External Stakeholders: Parents and families, community organizations, elected officials, and advocacy groups.
Data-Driven Insights:
- Performance Evaluation: Analyze existing data on student achievement, school demographics, and enrollment patterns to identify areas for improvement and inform decision-making.
- Regression Analysis: Utilize statistical models to assess the impact of different assignment factors on student outcomes and identify potential biases within the current system.
Change Management:
- SWOT Analysis: Identify the strengths, weaknesses, opportunities, and threats associated with the current assignment process and potential changes.
- Porter's Five Forces: Analyze the competitive landscape of school choice within Boston and surrounding areas, considering factors such as parent preferences, charter schools, and private education options.
4. Recommendations
To address the challenges of the BPS student assignment process, we recommend a phased approach:
Phase 1: Comprehensive Review and Data Analysis (6 months)
- Form a Task Force: Assemble a diverse group of stakeholders, including parents, educators, community leaders, and experts in education policy and equity.
- Conduct a Thorough Review: Analyze the current system, including its goals, processes, and outcomes.
- Gather and Analyze Data: Collect and analyze relevant data on student demographics, achievement, school performance, and parent preferences.
- Develop a Framework for Equity: Define clear metrics and principles for equity in student assignment, considering factors such as socioeconomic status, race, and special needs.
Phase 2: Design and Development of a New Model (12 months)
- Develop a New Model: Based on data analysis and stakeholder input, design a new student assignment model that prioritizes equity, accessibility, and student success.
- Pilot Testing: Implement the new model on a smaller scale, allowing for adjustments and refinements based on feedback.
- Community Engagement: Engage with parents, educators, and community members throughout the design and development process to ensure transparency and build consensus.
Phase 3: Implementation and Evaluation (18 months)
- Phased Implementation: Gradually implement the new model across the BPS system, starting with a limited number of schools and expanding over time.
- Continuous Monitoring and Evaluation: Track student outcomes, school demographics, and parent satisfaction to assess the effectiveness of the new system.
- Adaptive Management: Make adjustments to the model based on ongoing evaluation and feedback, ensuring it remains responsive to evolving needs and challenges.
5. Basis of Recommendations
These recommendations are grounded in the following principles:
- Core Competencies and Consistency with Mission: The proposed approach aligns with the BPS mission of providing equitable access to quality education for all students.
- External Customers and Internal Clients: The recommendations prioritize the needs of parents, students, educators, and the broader community, ensuring a system that serves all stakeholders.
- Competitors: The analysis of the competitive landscape informs the design of a model that can attract and retain students in the face of increasing school choice options.
- Attractiveness: The proposed model aims to improve student outcomes, enhance school diversity, and foster a more equitable and inclusive learning environment, ultimately increasing the attractiveness of BPS schools.
6. Conclusion
The Boston Public Schools' student assignment process requires a comprehensive and data-driven approach to address its shortcomings and create a more equitable and effective system. By engaging stakeholders, utilizing data-driven insights, and implementing a phased approach, BPS can move towards a student assignment model that prioritizes equity, accessibility, and student success, fostering a thriving and inclusive learning environment for all.
7. Discussion
Alternatives Not Selected:
- Maintaining the Current System: This option would perpetuate existing inequities and fail to address the concerns of stakeholders.
- Complete Random Assignment: While seemingly equitable, this approach lacks consideration for student preferences, family circumstances, and school-specific programs.
Risks and Key Assumptions:
- Resistance to Change: Implementing significant changes to the student assignment process may face resistance from some stakeholders.
- Data Availability and Accuracy: The effectiveness of the proposed approach relies on the availability and accuracy of relevant data.
- Funding and Resources: Implementing the new model may require additional resources and funding.
8. Next Steps
- Form the Task Force: Immediately assemble the task force to begin the comprehensive review process.
- Data Collection and Analysis: Initiate data collection and analysis within the next 3 months.
- Pilot Testing: Conduct pilot testing of the new model within 18 months.
- Phased Implementation: Begin phased implementation of the new model within 24 months.
By taking these steps, the Boston Public Schools can move towards a more equitable and effective student assignment process that serves the needs of all students and fosters a thriving and inclusive learning environment for all.
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Case Description
The assignment of students to schools is often a controversial process that requires a delicate balance between operational needs (school capacity and costs) and student and community needs (quality of school and community cohesion). In 2016, Boston Public Schools (BPS) implemented a new student assignment process that attempts to balance both operational needs and students' access to quality schools. This case examines BPS' new student assignment process and considers whether it satisfies both sets of needs. The case also provides a simplified spreadsheet assignment model and dataset to allow students to see the tradeoffs and how they can be balanced.
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