Enrollment growth has moderated this academic year, and the pace of arrivals from Central America is no longer accelerating. However, the district is experiencing new enrollment patterns, particularly from Puerto Rico, where economic deterioration has prompted residents to relocate to the mainland.
Supt. Mary Bourque stated, “We are a mirror of the world economy; we really are. That makes it a fascinating place to work and serve. We serve the people in the country and the world that are the most underserved and disenfranchised … We find a great deal of fulfillment in that. That’s not a bad place to hand your hat as a professional.”
For several years, enrollment figures in Chelsea schools and surrounding districts have been closely monitored. Beginning three years ago, the district experienced an influx of unaccompanied minors from Honduras, Guatemala, and El Salvador. Enrollment peaked in January 2014 and continued through summer, when the situation reached crisis proportions both locally and nationally.
According to Bourque, this trend has begun to reverse. “In some grade levels that has slowed down,” she explained. “Our kindergarten numbers are down. It has slowed down from Central America – from Guatemala, El Salvador and Honduras too. We think there are some changes with the requirements at the border and that has resulted in this slow down.”
Conversely, enrollment from Puerto Rico—a U.S. territory whose residents are American citizens rather than immigrants—has increased noticeably.
“We are seeing an increase of families coming in from Puerto Rico,” Bourque noted. “Naturally, those are not immigrant families. There certainly is a connection to the economy in that. Their economy has changed in Puerto Rico. Families coming from there have told us at the Parent Information Center that there is an increase there in violent crime too.” Many families, she added, have relocated to the mainland to escape such conditions, and Chelsea’s established Puerto Rican community has made it an attractive destination.
Upper grade enrollment continues to grow overall, Bourque indicated. “Definitely, that is still happening in the upper grades,” she said. “A couple of years ago we had that very large kindergarten and those kids are in second grade now, so we have a bubble there.”
Final enrollment figures will become official after the 15th day of school, the legally designated date for enrollment solidification.
Additional district developments include:
- The district will implement standardized ‘Six District Instructional Practices’ to create consistency across classrooms. “That will allow us to have more consistency from classroom to classroom across the district,” Bourque said.
- Planning will commence this year to develop a new five-year strategic vision.
The current ‘Bridge to Success’ model, adopted in 2011, concludes at the end of this school year. Bourque indicated that meetings will begin to establish the successor model. “We are entering the fifth year of a five-year plan and we are excited about the changes we’ve made – both to the culture and the structure,” she stated. “The community really believes in us. However, we really need to start discussing our next five-year vision and we’re excited to start that.” Focus groups comprising various stakeholders are expected to begin in January or February.
- Chelsea High School has initiated a major accreditation review process through the New England Association of Schools and Colleges (NEASAC).
The current year will serve as the self-study phase, with NEASAC evaluators conducting on-site reviews in fall 2016. School accreditation depends on passing this evaluation. “That is a really huge thing that is coming up for us,” Bourque said.
- The MCAS test will continue at Chelsea High School through this year and next pending state direction, while the new national PARCC test has been adopted for grades 3-8.
- A June review by the state Department of Elementary and Secondary Education (DESE) raised concerns. Six of nine schools hold Level 3 status, and the state assessment indicated uneven student success. In response, Bourque has challenged teachers to “accelerate learning,” a priority expected to dominate the year ahead. A One-Year plan identifying six instructional practices has been issued, with Bourque targeting deep implementation of at least two practices at every school by year’s end.