Program areas at MIE
Advanced placement (ap) stem & english programour ap stem & english program (the program) is a public-private partnership to increase the participation and performance of black, latino, and students from low-income households in rigorous coursework and prepare students for college success. This program is distinguished by the depth and breadth of its program components, its scale, and its history of impact. The 2023-24 school year marked the fifteenth year of the program in which we provided school and district supports, teacher training, coaching and classroom supports, and direct student supports including out-of-classroom learning time and mock exams. We partnered with 96 high schools across Massachusetts and rhode island to serve over 11,000 students. The program is the largest secondary stem program in Massachusetts. School year 2022-23 student outcome data shows our program's impact on academic recovery. Collectively, students in partner schools completed 14,481 ap stem & english exams (a 10% increase from 2022), and 6,685 qualifying scores achieved (an 11% increase from 2022). Students of color in partner schools completed 4,552 exams (a 10% increase from 2022) and achieved 1,294 qualifying scores (an 8% increase from 2022). In sy2022-23, 40% of the ap stem & english exams taken by black/african american, latino, and low-income students statewide were from students in mi partner schools. Similarly, across almost every racial/ethnic category and 60% of the ap courses mi supports, the number of ap exams taken in mi partner schools in sy2023-24 was higher than the number of ap exams taken in the same schools in sy2022-23.students supported by our program demonstrated an 8% increase in the number of ap exams taken and a 17% increase in the number of qualifying scores achieved in 2024 when compared to 2019, and these metrics are even more pronounced when disaggregating for black and latino students (29% and 63%, respectively). These results, especially when juxtaposed with current national recovery narratives, speak to the power that our program has to shape a more equitable path for students toward college and career success. They are also particularly noteworthy, as the students taking ap exams in 2024 were most academically impacted by the pandemic during their late middle school and early high school years (pivotal years with respect to preparedness for ap curricula). This is evidence of a major accomplishment in supporting academic recovery and a "proof of concept" that our responsive changes have yielded success.
School improvementour school improvement team works with schools, districts, and state Education agencies nationwide. Our support includes diagnostics such as equity audits and school readiness assessments. We also facilitate school improvement planning and support schools as they implement their plans and other strategic initiatives. During 2023-24, Mass Insight's school improvement efforts engaged 9 partners across 4 states, including 8 districts, 1 community organization, and 134 schools serving 74,463 students. The majority of students in schools served are historically and systematically marginalized. Mass Insight's school improvement efforts also affected many low-performing schools. During sy2023-24, 67% of schools affected by Mass Insight's partnership were designated by states as in need of "comprehensive support and improvement or "requiring assistance or intervention".partners reported, "it [Mass Insight's support] was extremely positive. Very thorough, great process that i feel is definitely going to benefit [the district] for years to come. and in mi's longest standing partnership with a district in Indiana, 100% of survey respondents agreed or strongly agreed that Mass Insight's support:- improved their capacity to communicate in ways that mobilize staff and stakeholders to tackle tough challenges- improved their strategic thinking- improved their capacity to make informed decisions and maintain focus on key priorities;and- improved their instructional leadership team's capacity to address the instructional core