During a recent government meeting, discussions centered on the performance disparities in science education compared to math and English Language Arts (ELA) among students. A member raised concerns about the noticeable differences in test scores, particularly highlighting that while schools often show consistent performance across math and ELA, the same cannot be said for science.

The conversation pointed out that certain schools, such as Flag Street, demonstrated strong results in both math and ELA for male and female students, but there was a lack of similar overlap in science scores. This prompted questions about the need for a thorough review of the science curriculum, with an emphasis on understanding the underlying factors contributing to these disparities.

Dr. Morse confirmed that the district is indeed looking into the science curriculum in response to the observed need for improvement in student performance. The discussion underscored the importance of addressing these gaps, particularly the differences in outcomes between male and female students in science.

Another member expressed appreciation for the data presented, noting its value in understanding the educational landscape. They also highlighted the surprising contrast in performance between students in Worcester and those in Boston, despite logistical challenges such as late bus arrivals affecting school attendance in Boston.

The meeting concluded with a commitment to continue monitoring these educational metrics and to explore potential curriculum adjustments to enhance science education across the district.