Dear Editor,
I am the mom of a current and soon-to-be WPS student, as well as a public policy researcher who has worked for two decades across four continents with colleagues in government, business, and academia. I became focused on WPS when I realized that across the fifth grade, students were receiving minimal feedback, spending more time memorizing worksheets than engaged in project-based learning, and experiencing increased behavioral problems. Examining MCAS results, I noted that 20% of WPS students who were proficient in math in third grade, no longer met minimal standards by fourth grade, despite the fact that statewide, students perform better from year to year. As a mom, I am deeply concerned to see Watertown children falling behind, disengaged, and exposed to growing behavioral issues. Watertown Strong Schools formed as parents came together, sharing concerns about increasing class sizes, overburdened teachers, and a decline in student wellbeing. WSS focused on understanding the situation at WPS, the budget process, and school and town dynamics. We analyzed data, examined budgets, met with leaders, attended town meetings, held community meetings, interviewed administrators, and surveyed teachers.
