BOSTON UNIVERSITY'S management of the Chelsea Public Schools is ending on a hopeful note for urban education. Although the 20-year initiative had its share of town-gown flare-ups, the BU-Chelsea partnership has fulfilled its original promise of "quiet and substantial progress."
For many at today's planned gala at Chelsea High School, it will be a time to reminisce about this gritty city's descent into receivership in 1991 and long climb back to local control. During that period, BU would oversee the construction of seven new schools and create a district known for sound management and curriculum planning. Despite charges of heavy-handedness, the university is leaving gracefully after giving local school officials the skills and confidence to carry on.
In many ways, Governor Patrick's new Readiness Plan to improve schools in poor communities mirrors the vision that former BU president John Silber had for the Chelsea schools. Both Patrick and Silber value early childhood education, push for health and social services in schools, and stress the need to involve parents through literacy programs. By analyzing the successes and failures in Chelsea, the Patrick administration could find ways to accelerate progress and avoid pitfalls statewide.
In the end, BU couldn't compensate for the high student mobility typical of school systems with large immigrant populations like Chelsea's. The city churns with families in search of better apartments or returning to their home countries. Each year, about one-third of Chelsea's 5,800 students decamp with their families. It's tough on educators who must also absorb newcomers. And it is toughest on students. In 2005, for example, 90 percent of Chelsea 10th graders who had stayed in the system since pre-school passed the English portion of the MCAS exam - compared with 60 percent of students with less time in the system.
To maximize student achievement, the Readiness Plan could require not just academic programs, but incentives to discourage students' families from moving.
The BU-Chelsea partnership was bold. But the day-to-day operations and labor agreements were quite traditional, according to former Chelsea school superintendent Douglas Sears. He believes greater management control over scheduling and personnel would have led to higher student achievement. Patrick proposes to find out through the creation of Readiness Schools that are free of many union rules.
After 20 years of schooling, Chelsea now has something to teach. 
