A hobby that 3 individuals have started.  

Introduction of two visitors to the Outcomes Committee.  Both visitors offered a short introduction to their work and their larger work in educaiton. 

Sarah James provided context for the year.  We are halfway through the year and have collected two rounds of iReady.   She then introduced Rob to present school outcomes as of January 2026. 

A question was asked regarding student improvement and the root cause of the improvement in 10th grade.  The question is whether the improvement is due to an improvement to student culture or shifts to curriculum or general improvement in reading skills.

Rob shared that his theory is that this improvement is probably due to a shift in curriculum given the emphasis on "time on text".   

Rob shared an overview of reading initiatives.  

A question was asked regarding prioritization and how to balance the various asks of teachers. 

A question was asked regarding how Boston Prep is working to align literacy initiatives at Boston Prep with those taking place statewide. 

Another question asked whether any additional goals should be framed within the interim assessments.  

Brainstormed ideas: ≥90% participation and at least 60–70% of responses at ‘proficient or better,’ with the expectation that the quality number climbs as teachers get reps and feedback"

Suggestions made: major schoolwide/gradelevel/and student incentives and ways to monitor progress, highly rec family engagement and awareness and communicating the WHY to students and teachers

A. Department mission focus and goal

Canto emphasized alignment to Boston Prep’s mission and a strategic emphasis on four-year college pathways.

Stated department goal: 85% of students matriculate directly to a four-year institution (ambitious but viewed as attainable).

B. Immediate post-graduation outcomes (trend notes)

Majority of graduates pursue a four-year pathway; noted recent increase in students choosing associate/community college options.

Clarified that “non-matriculated/other” category includes deferrals, certificate programs, and workforce programs (e.g., HVAC, Year Up), not necessarily disengagement.

C. Two-year to four-year transfer concern

Canto shared an internal analysis: among graduates (2019–2025) who started at a two-year program immediately after high school, very few have completed an associate degree and transferred successfully to a four-year program to date. This raised equity and effectiveness concerns, despite “free community college” policy.

D. Pipeline wins (Class of 2026)

Strong application behavior: nearly all students (with one exception related to learning profile) have applied to a four-year college.

Canto attributed improvements to the reintroduction/strengthening of college prep seminars during the school day and stronger structures led by college counselors (Ariel and Sarah).

Acceptances: majority of students have at least one four-year acceptance; remaining decisions expected in coming weeks.

E. Programmatic wins and initiatives

Increased exposure and positive momentum through on-the-spot admissions days with college partners (e.g., Salem State, Framingham State, Franklin Cummings).

Alumni workshop series for juniors (syllabi, schedules, financial aid letters, campus diversity conversations) to build readiness and realistic expectations.

Growth in AP and pre-college credit attainment for the Class of 2025, with early indications that earned credits may create a cushion and support early momentum in college.

F. Identified challenges and priorities

Need for stronger, earlier messaging and systems around high school GPA as a predictor of options and persistence.

Balancing affordability with persistence outcomes: lower-cost options do not always correlate with strong completion/persistence rates.

G. Alumni persistence

Presented goal: 60% of graduates earn a four-year degree within four years (or more).

Shared that COVID-era cohorts are projected to show declines in completion/persistence relative to historical averages; later cohorts show early signs of recovery.

Noted correlation between high school GPA and college GPA/persistence.

H. Committee feedback on AP/credit accumulation

Committee member noted potential risk: students entering with many credits may bypass foundational college courses and struggle in upper-division coursework; suggested monitoring and intentional guidance on pacing, major/minor choices, and using “time saved” strategically rather than rushing completion.

Canto agreed and noted the team is beginning to plan guidance for students with high credit loads (e.g., double major, minor, TA roles, internships/career development).