In Boston Public Schools, approximately 70 percent of third-graders are not meeting grade-level standards in reading and math, with proficiency rates among Black and Latino students, multilingual learners, students with disabilities, and low-income students as low as 9 percent. These figures highlight longstanding concerns about the school district’s ability to serve all its students effectively.

Next Chapter Boston, a coalition funded primarily by local educational advocates and community members, has launched an advertising campaign to draw attention to these challenges. The campaign features ads depicting students alongside messages such as “BPS is failing him/her,” urging public engagement through their website. However, the Boston public transit authority removed the ads, citing their political nature. Mayor Michelle Wu did not participate in the ad campaign but described the messaging as “cynical and deeply counterproductive,” though she denied any direct involvement in their removal.

Proponents of the campaign argue that the intent is to raise awareness and mobilize community action in response to persistent educational shortcomings. They emphasize that low proficiency rates extend beyond early grades; Boston’s eighth-grade and high school students also underperform academically, except for those attending the city’s three exam schools. A recent Boston Municipal Research Bureau report found that more than half of students in non-exam schools are chronically absent, with only 20 percent proficient in reading and writing, and 17 percent proficient in math. Despite this, graduation rates reportedly approach 76 percent, prompting questions about discrepancies between reported grades and actual academic achievement on statewide assessments.

The campaign organizers call for the Boston Public Schools to acknowledge these problems rather than simply increasing funding. Despite a 17 percent enrollment decline over the past decade, BPS’s budget has increased by approximately 67 percent, currently standing at $1.7 billion—about $37,000 per student. While School Committee Chair Jeri Robinson has proposed a districtwide audit to evaluate spending and outcomes, this initiative has yet to progress.

Advocates point to examples from other states, such as Mississippi, highlighting the importance of evidence-based instructional methods, consistent accountability, and regular data review to improve student outcomes. They note that a new Massachusetts early literacy law, signed by Governor Maura Healey in June, aims to enhance literacy instruction statewide through research-based teaching, biannual student screenings, and teacher training. However, questions remain about Boston Public Schools’ willingness to fully implement the law or seek a waiver to continue its existing curriculum.

In addition, the lack of a uniform statewide graduation requirement is cited as a factor contributing to inconsistent standards across districts. Under current policies, Boston high school students may graduate with a grade equivalent to a D-, raising concerns about preparedness for postsecondary success. State lawmakers are considering new graduation standards, which could establish uniform benchmarks for student readiness.

Advocates stress that Boston’s students aspire to become professionals and leaders who contribute meaningfully to their communities. They contend that addressing systemic educational failures transparently and deliberately is critical to altering the district’s trajectory and fulfilling those ambitions.