School Committee Meeting Notes – 1.20.2026

Notes written by Anne Coburn. These notes should be considered editorial content; all mistakes and interpretations are mine. This is not an official document of the Cambridge School Committee. Please direct any editorial or content questions to anmatcoburn@gmail.com. Please direct all official Cambridge School Committee inquiries to schoolcom@cpsd.us. A video recording can be found at the Cambridge Media Arts Center School Committee meeting archive.

1. Public Comment (3 Minutes):

• Banke Oluwole
• Jane Hirschi
• Alyssa Tyler
• Sarah Blout Rosenberg
• Christopher Montero
• Jacob Augenstern
• Anne Coburn
• Tony Clark

2. Student School Committee Report:

[AMC note: didn’t quite catch the status report.]

3. Presentation of the Records for Approval: Approved.

• December 16, 2025, Regular Meeting
• January 5, 2026, Special Meeting (Organizational Meeting)

4. Reconsiderations: None

5. Unfinished Business/Calendar: Approved 4 – 3.

• #26-001: Recommendation 26-001: Approval of Amendment of the Contract with Law Firm Morgan, Brown & Joy LLP | Motion by : Download File
• #26-002: Recommendation 26-002: Approval of Amendment of the Contract with the Law Firm of Norris, Murray & Peloquin, LLC | Motion by : Download File

They’re going to move forward with the legal contracts. To lower these bills, we need to hire in-house counsel, which has been vacant since June. Suggestion from Mayor Siddiqui: look for new council while this particular bill is paid. Vice Chair Dube: the financial details of these transactions should be made public.

6. Awaiting Reports: None

7. Superintendent’s Agenda

7a. Superintendent’s Update:

The Superintendent will provide an update on pending matters and highlight various initiatives taking place across the Cambridge Public Schools. The Superintendent will be joined by the district’s Chief Financial Officer and representatives from the City Manager’s office to discuss the macroeconomic conditions under which the FY 27 operating budget is being developed and to take questions from the School Committee with respect to the anticipated financial appropriation and broader budgetary context.

Murphy extended his gratitude towards the CEA representatives and negotiating partners and stated that the district is committed to a constructive and positive negotiation going forward, and that the district helps to set the tone for the entire negotiating conversation.

City Manager Yi-An Huang and CFO Claire Spinner present. Their presentation is adapted from the 11/10/2025 joint roundtable conversation.

Presentation takeaways

The biggest push has been towards starting these conversations much earlier – it’s now turned into a 12 month conversation, with tax rates set around September. 

The conversation has been around slowing budget growth. But they’ve also realized that this is a multi-year downturn. The goal is to ensure that the tax levy increases no more than 7% in the next couple of years.

Over the last 10 years or so, there’s been a lot of growth. This is no longer the case – there’s a weakening market. They’re anticipating stark declines – and there’s been a 43% drop in new growth between FY25 & FY26. Spinner suggests that FY26 to FY27 will see another 40% drop in new growth.

This means that the city may face double digit tax increases for residential tax-payers.

Follow-up questions

Harding: Can you speak to how we should move forward with regard to issues like increased residential taxes?

• Spinner: We’re trying to shift the culture of the city’s departments to start early and to collaborate on best use of resources. We’re trying to keep Cambridge financially healthy so we can continue to do things like UPK.
• Huang: Our capital budget planning has been very ambitious in the past – we got really good at doing big projects but perhaps we used to be more judicious in large budgets. Possibly we should have done more medium sized projects vs. a few really big large projects. A significant line item in the operating budget is debt service, because we have to pay back what we borrowed. Referred to slide 7 in the financial presentation.

Hudson: Everything comes down to compensation in the long run. There are two levers: cutting something else in the budget, or asking the city for more. Can you explain why asking the city for more is not so simple? What are the offsets that affect other city programs? And could you explain what the much discussed “free cash” might be? What other programs are also asking for this free cash?

• Huang: Everyone advocates for important needs in our community. But we’re having the same conversations with every union in the city – and with our non-union employees. We’re trying to balance all of these needs and demands. We’re having conversations about all of the good things, we want to do them all, but we can’t meet them all or at the scale of what each rep thinks would be most fair.

• Spinner: “Free cash” is our undesignated fund balance. It builds up over time – it’s money that you build up out of unexpended revenues. Our “free cash” amount has been declining over the last 4-5 years. It’s not really a replenishing source. It should be used for actual emergencies, ‘cause once you spend it it’s gone. We do not use it for ongoing operating costs.

Jaikumar: [AMC ed. note: While I unfortunately wasn’t able to capture this question on the night of the school committee meeting, I followed up with Member Jaikumar.

He replied: One, the city is projecting a $30 million increase in salaries wages and benefits. I asked what assumptions are baked into those projections – which is relevant for contract negotiations.  For example, if they are projecting say a 2.5% increase in comp across the board, we can factor that in when we’re trying to figure out how much wiggle room we have in negotiations.  Yi-An and Claire said they could provide that detail. 

Two, since most of us (including you!) were there on Nov. 10, I asked whether anything significant had changed since then in terms of medium-term projections.  (Basically if the projections have gotten worse – Nov. 10 the message was basically we’re in for a few bad years and then things should be ok). Claire said things definitely haven’t improved but nothing major has changed. This is relevant for short and medium term planning – if this is the new normal we need to bake that into our plans and projections, negotiations, etc.  if it’s a blip, albeit a multi year blip, we can bake that in too.]

• Spinner: We do think this is a multi-year downturn – it’s not permanent, but it is a moment when we have to come together to think about our city’s financial question.

• Huang: Happy to share our detailed assumptions about property values informing these analyses.

Weinstein: Re 11/10/2025 – we really appreciate the roundtable. No matter how strong our budget, there is always more that we would like to do, and to be more effective. But we never have more time than anyone else – this is always our kids’ one chance to thrive. We always need to critically examine what we’re doing. 

DePaola Santos: I appreciate the note that while our economy is growing slowly, it’s still growing – the property values have tripled in the last few years. Are there any areas where there’s more rapid economic growth? Is there an analysis of sector by sector growth?

• Huang: Remote work has driven a good bit of office vacancies. Residential values have risen tremendously, but they are flattening out a little bit. Commercial values are coming down – but that means that we’re getting stuck. We’re good for FY 27 – but the issue becomes FY 28 – 29. Residential to commercial property tax value is a bit of a ratio – look to Boston for a similar situation. Our tax rates have increased in a healthy way year over year – but how do we avoid a double digit raise that will impact residents unexpectedly and negatively? This really is a values question.

DePaola Santos: Has the administration been conducting a programmatic efficiency analysis? What are the controls that ensure greater review of these kinds of contracts?

• Huang: Yes, there’s a review. We are trying to push all departments to ask strategic questions about how resources are used and to be more rigorous about our decision making.

Dube: Is there a financial number that would show an increase in kids’ educational outcomes? In what would be best for kids? What would that number look like?

• Huang: When you boil it down to a number, of course more is usually better. But whether it’s learning disparities or housing costs – they’re not always solved by dollars alone. They’re solved by better understanding what it is that we’re trying to accomplish. So sometimes it’s not about money (although sometimes it is).

• Spinner: CPSD has one of the highest – if not the highest – spends per pupil in the state. So it really is about making sure that the resources are being best used. There’s no shortage of ideas or adding programs. I don’t think it’s strictly a money issue, because if it was, Cambridge would have solved it already.

• Murphy: We see very significant gaps in outcomes. But we do spend $40K/student. But we haven’t to date fully capitalized on our resources. It comes down to execution and holding ourselves accountable to use those resources to benefit all our kids. Our organization proves that the resources are necessary but not sufficient to have an impact on students. Essentially, we have too much clutter that makes it hard for kids to succeed. I hope the city manager will testify that I never leave City Hall without an ask. But I think that Dube’s question is a great entry point into the conversation about making choices. If we don’t change our practices and hold ourselves accountable, we will continue to see the same results.

Dube: How will we continue to serve our most vulnerable students in the future? I would like to have a continuing conversation on this particular topic, even though that might be outside of the scope of this presentation.

Siddiqui: My colleagues have asked great questions [AMC: didn’t catch the meat of the comment].

Harding: Can you speak to best practices in working with health benefits for collective bargaining purposes?

• Spinner: We’d like to be involved in these conversations – the city is not looking to increase employees’ share into their health benefit package.

Hudson: We only make money when companies are physically taking up space in Cambridge. When we have these conversations, let’s take the time to get into it in detail. We will need to have hard conversations about doing this right. Let’s not assume that there are magical revenue streams that we’re just not tapping into.

Weinstein: The public should feel free to send questions in – possibly to the superintendent? We may need to increase portions of the budget for the folks who need the most support – it’s not always about the money, because our focus should be on closing the racial, socioeconomic, gender gaps that exist.

7b. Presentations:

The Superintendent and members of the administration will continue their presentations on student achievement data, focusing on the most recent data pertaining to the Science and Social Studies MCAS results. The administration will also brief and take questions from the School Committee regarding curriculum planning and development in these two content areas.

Murphy introduced the presentation on MCAS data for science and social studies; he emphasized that this is as important as math & ELA curriculum. According to Murphy, we’re still struggling with the balance between curriculum and individual teacher autonomy — we’re not there yet. He thanked the CPS team [Dr. Heather Francis (Chief Academics Officer), Jen Amigone (Director of Data, Assessment, and Accountability),Adrienne Stang (Director of History and Social Science), and Deena DePamphilis, PK-12 Science Director] for being there.

Presentation takeaways

• Jen Amigone:
  • Science and civics doesn’t have a growth model associated with the MCAS results. But on all three tests: Grade 5 and Grade 8 Science and Grade 8 Civics, CPS students, on average, outperformed students across the state and comparison districts.
  • This is true of every grade and subject across the system.
  • Grade 5 and Grade 8 Science MCAS achievement levels are at historical highs.
  • We continue to see disparate outcomes across student groups, consistent with our ELA and math results.

• Head of science:
  • The 5th and 8th grade Science MCAS assesses four disciplines and the eight science & engineering practices:
    • Earth & Space Science
    • Life Science (later falls under Biology in high school)
    • Physical Science (later falls under Physics or Chemistry in high school)
    • Technology/Engineering

• Jen Amigone:
  • We’re doing better than the state by double-digit differences. We’re trying to expand how we benchmark ourselves outside of things like MCAS data. References DART district comparisons – we exceed all of our DART district comparison points.
  • Disparate outcomes continue to play out across all demographic groups, although there has been a 10 point increase for students with disabilities and Hispanic/Latino groups since 2019.
  • Shows how the caregivers receive their students’ scores.

• Head of science:
  • Curriculum alignment and standards alignment was our area of focus in the past year. Making the curriculum more accessible for both teachers and students; strong focus on collaboration with ELA departments to increase students who struggle with writing. 
  • This year we’re focusing on instruction – working with teachers on instruction and student accountability. We’re also focusing on a curriculum review in upper school science and on high school chemistry.
  • We’re very lucky in our community partnerships – happy to get into it with anyone curious.

• Jen Amigone:
  • Review of civics data – slides 21 – 24 in the presentation.

• Head of history:
  • 2025 was the first year for MCAS civics data release.
  • There’s a practice and performance task centered on one topic. [Murphy suggested a school committee member participatory possibility in the future on this area.]
  • Partnership with Discovering Justice:
    • The Children Discovering Justice curriculum promotes the development of civic engagement, literacy skills, and historical thinking.
    • CPS teachers use their flexible curriculum modules in grades K-3
    • Teachers currently piloting modules for grades 4 and 5 at four CPS schools.
  • Importance of encouraging civic identity – how do we help students discover agency and practice safety while engaging in civic discourse?
  • Reviewed beginning of year survey data
  • We’d like to pivot from college and career readiness to college, career, and civic readiness. [AMC ed note: yessssss love this]

• Dr. Heather Francis: 
  • Opportunities for stronger integration across curricular areas
    • Increased common assessment practices allow educators to see data in the context of other student data
    • Shift toward project-based learning in Social Studies and Science
    • Consistent professional learning time with upper school educators
  • Challenges:
    • Variation in dedicated time in elementary schools for Science and Social Studies
    • Need for increased professional learning time with elementary educators for science and civics/social studies
    • Continued work needed on instructional practices that support all learners – multilingual, students with disabilities

Murphy: Our presentations are trying to answer both what we’re doing in our work, as well as how we’re doing in our work. These content areas are in a different place than ELA & math, but we’re continuing to engage with the work.

Follow-up questions and comments

Weinstein: Heartened to see the progress we’re making. The civics showcase is an amazing experience – it’s a really inspiring day. The Democratic Knowledge Project is a great partner, and it’s a feather in our cap that we’ve been taking this on. Would like to stick with one question per member if possible.

Hudson: We spend twice as much as anyone else in the state. To sum up: Our science teaching is wrong (she referenced a slide in an AP bio presentation re eukaryotic vs prokaryotic cells with incorrect information). How do we improve our teaching?

• Murphy: It comes down to educator effectiveness. Here are some of our strategies to improve – Dr. Francis?

• Dr. Francis: Having educators at the table and agreeing on a shared curriculum is crucial. We have to do this systematically to ensure that we’re not burning out educators.

• Head of Science: [Didn’t quite catch this.]

Siddiqui: The interactiveness of the MCAS results is…great?…but how do parents/caregivers use these reports? What happens after?

• Amigone: That’s a growing edge as we focus on parent and family engagement this year. We need to help families engage with this data – right now, we’ve been helping educators to access this data.

• Murphy: Love the mayor’s comment – this is the crux of how we need to improve in our family engagement practices.

Dube: Would like a far, far stronger emphasis on what we’re actually going to do about how we’re improving – how are you operationalizing a plan to confront the challenges? How are students being assessed? How do teachers and students understand what the challenges are?

• Dr. Francis: We’re ongoing on addressing this. We have a common assessment – bringing in what educator rubrics for assessment can be included in the future.

• Murphy: This data is a foundation for ongoing conversations. We could go into more detail about each of our assessment tools. The Vice Chair’s not the first one to raise this issue – we could be more transparent about how we discuss this. We could show both really encouraging and discouraging data – will think through how to present this to the committee & public.

Dube: Would like to see other best practices from other districts.

Jaikumar: Civics is beyond our standardized tests – discusses media literacy – how are we structuring this? How do we keep on top of what students and families are taking in day to day? How do teachers have autonomy to keep on top of current events?

• Head of history: We’re teaching the building blocks of history literacy – assessing and vetting sources, sharing concrete strategies, working with the dept of media. Teachers do have latitude to look at current events – identifying what’s factual – sometimes even saying “we don’t really know – how do we find out?”

• Murphy: This would be the one thing I would change – this is the skill set that students (and adults) need in their everyday life. This is as good an example as any of why we need to do a good job with our time – every second that our leadership team is not improving our educational practices with our educators, is a tragic loss to our students. “My plea to the committee…over the next couple of years…is to make use of our time wisely.”

DePaola Santos: What is the root cause analysis of these educational outcome gaps? How are we partnering with community partners? What do you see as the single most important thing that we could change to improve how we’re working with students?

• Weistein:…just in the interests of time…

• Head of history: We’re not really focusing on the root causes – we’re trying to help teachers improve instruction in a collaborative and supportive way, followed up by coaching in a six week cycle. What are the moves the teacher could make to engage with the student? Then there’s follow-up – here’s the cycle:

• MCAS data
• Then go into the classrooms
• Curious to see how this goes as reflected in MCAS data.
• Community partners – UMass Boston – there’s a partnership that’s been very effective. CitySprouts is a community partner, and we’re working to ensure equity of access – mostly it’s focused on CPP, kindergarten, & some first grade classrooms.

• Murphy: There’s a need to maintain consistency – especially in science – that we previously haven’t had. Real change requires a change in mindset. We can’t move forward if we don’t try anything new – but we’ll reflect upon those questions, and thank you for touching upon those core questions.

Harding: Would rather have more time with presentations like this rather than with the city manager (even though he’s great). There’s a clarion call for excellent instruction and how that’s reflected in student outcomes. We have both a culture and an execution problem. We should not accept anything less than students meeting expectations. What’s the time spent on quality control? Around professional development – what are we doing to make sure that our practitioners are supported around complex instruction & student achievement in science?

• Head of science: We’re helping teachers to identify when the student is disengaged and how to engage them. Complex instruction work applies to any curriculum. Helps teachers to work with our higher needs students – this was very worthwhile. It’s something that they can carry with them. 

Harding: This is the specificity I’ve been looking for. Thank you thank you for that. [Something something our kids aren’t prepared to work in Kendall Square something.]

Weinstein: We liked the specificity of what are we doing for the students, so thanks for that! 

7c. CPS District Plan: None

7d. Consent Agenda:

Weinstein: Roll call on the balance? 

Members: Unanimous yes.

• #26-007 Recommendation: Approval of Authorization for the Superintendent to Submit an Initial Compliance Certification to enter into a Feasibility Study/Schematic Design Agreement with the Massachusetts School Building Authority for the Replacement of the Cambridgeport School Building Roof & to Appropriate Funds for this Agreement
• #26-008 Recommendation: Day & Residential Program Services not Available from the Cambridge School Department
• #26-009 Recommendation: Contract Award: Cartwheel Health Services P.C.
• #26-010 Recommendation: Contract Award: WW Grainger: Facilities Equipment & Supplies
• #26-011 Recommendation: Contract Award: Pinnacle Rock Mechanical: On Call Equipment & Appliance Repair Services for CPS Food Services Department
• #26-012 Recommendation: Grant Award: FY26 Special Support Earmark (SC26865)
• #26-013 Recommendation: Gifts & Miscellaneous Receipts

All are passed. Weinstein thanks Senator DiDimenico on his continued support for the arts in Cambridge.

8. Non-Consent Agenda: None

9. School Committee Agenda (Policy Matters/Notifications/Requests for Information):

• #26-014: Public Comment – Sponsored by Member de Paula Santos, Member Harding, Member Hudson | Motion by : Download Attachment

Hudson: Shall we refer this to our governance subcommittee to review this more holistically?

Jaikumar: Strongly in support of this motion, and to bring it to the governance subcommittee. Can we set an actual date for that governance subcommittee meeting? Agrees that it may enable more public participation.

[AMC ed note: Late night keystone cops conversational overlap]

Dube: Yay this motion. 

Harding: I’d like to just get this done please. Sure let’s get this in front of the governance but really would like to have more and more public comment from folks from communities with less access.

Weinstein: Agree – also our rules call on us to do an annual review of the rules! 

Siddiqui: References a non-public memo written by the superintendent. Let’s make sure that we’re appropriately teasing out any unintended consequences. 

Hudson: Uh who’s on the governance subcommittee? With that said, let’s refer to the governance subcommittee.

Motion seconded & passed.

10. Resolutions: None

11. Announcements:

Harding: The peace commission did a great job with the MLK Day celebration – it brought out the best of Cambridge. I’m thankful I could be there.

Jaikumar: CRLS mock trial is in its first year of operation after a 10 year hiatus. The students did an amazing job, on par with law students. Would like to invite the community to attend the last performance of the season next Wednesday — it’s been very impressive.

Siddiqui: CPSD budget community meeting is Wednesday, 1/21 at 5:30 (food), presentation at 6.

12. Late Orders: None

13. Communications and Reports from City Officers: None

Meeting adjourned at 9:53 p.m.