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The Bureaucracy Challenge Facing Boston Public Schools

Boston Public Schools (BPS) currently grapples with a significant bureaucratic issue. The Bruce C. Bolling Municipal Building, which serves as the headquarters for BPS, accommodates 587 staff members. This results in a disproportionately high ratio of one central administrator for every 78 students, exceeding that of most similarly sized districts across the United States.

Over the past decade, BPS has experienced a dramatic decline in enrollment, losing 8,558 students—or over 15 percent—from the 2013–14 school year to the 2023–24 year. Paradoxically, during this same timeframe, the central office has seen an increase of 130 employees. While the district has had to close several schools due to shrinking numbers, the central office staffing has not been adjusted accordingly to serve the reduced population effectively.

This substantial size of the central office raises critical questions for parents and taxpayers in Boston, particularly regarding the roles and responsibilities of these numerous staff members. However, efforts to seek clarity from BPS have gone unanswered, leaving community members in the dark.

Will Austin, the former CEO of the nonprofit Boston Schools Fund, points out that unchecked bureaucracy can become entrenched. He argues that these organizations can gradually develop policies and procedures that, while originally well-intentioned, can become rigid norms that prioritize compliance over actual educational outcomes. “In a compliance mindset, the best thing you can do is have more inputs—let’s hire more people, let’s spend more money—without really a clear eye about what you’re actually trying to achieve or the outcomes you wish to see,” Austin explains.

Jamie Gass, who heads the Pioneer Institute’s Center for School Reform, links the expansive central office directly to the poor performance seen in schools. He contends that this situation hinders accountability and limits the autonomy necessary for driving significant improvements in education. Gass remarks, “The hiring and administrative habits of particularly large urban school districts have become an employment mechanism for the adults,” suggesting that the focus has shifted from student needs to administrative roles.

Concerns regarding BPS have persisted for years, particularly around accountability and transparency. A critical review by the Massachusetts Department of Elementary and Secondary Education (DESE) in March 2020 underscored trust issues between the central office and school leaders, especially at lower-performing schools. Many of these leaders reported difficulties in accessing essential support and resources necessary for improvement.

In May 2022, DESE conducted a follow-up review. Although some progress had been noted, such as enhancements in instructional materials, significant challenges remained. The report described persistent “entrenched dysfunction” within the central office, highlighting issues such as frequent leadership changes and disorganization, which ultimately hindered school support. Furthermore, the data being collected regarding critical metrics, like enrollment and graduation rates, was found to be unreliable.

Education Commissioner Jeff Riley did not hold back when he addressed these findings before the state board of education. He pointed out multiple systemic issues, many of which stemmed from an oversized central office. “The result is that students, especially our most vulnerable students, are being denied the quality education that they deserve,” Riley stated, emphasizing the urgent need for reform within the district.

Source
www.educationnext.org