Using Street Data to Strengthen Equitable Literacy in Schools

As part of its Opportunity Gaps Policy, Boston Public Schools has been using equitable literacy as both a framework and commitment to secure the rights of quality literacy instruction for all students, particularly students who have been historically marginalized and underserved. This approach centers the experiences of Black, Latinx, students with disabilities, and multilingual learners in the district’s instructional focus. 

In 2023, EdVestors developed a networked improvement community to support schools in advancing equitable literacy and student sense of belonging. This process is grounded in the belief that root causes and effective solutions must be informed by street data — the insights and experiences of those most impacted, particularly students and families of color — and that these individuals should be empowered with decision-making power to drive change. Working in partnership with Boston Public Schools and Boston University, our role is to facilitate learning, provide resources, and leverage schools’ community strengths and existing knowledge to identify and address root causes of racial inequities.

Reflecting on the past two years, cohort members shared that street data has proven essential in advancing their equity-driven work. Schools have adapted and applied street data in various ways, resulting in perceived increases in students’ sense of belonging, voice, and participation in decision-making. Below are three examples of schools that have leveraged street data to strengthen equitable literacy practices within their buildings.

Creating a connected and supportive environment at Boston Collaborative High School

Boston Collaborative High School (BCHS) is an alternative high school designed to support students who face unique challenges and benefit from non-traditional approaches to learning. Their approach to advancing equitable literacy has focused on increasing classroom attendance and fostering a deeper sense of belonging for their students. Through student surveys and focus groups, BCHS identified key barriers to attendance, including mental health struggles, motivation, financial pressures, and caregiving responsibilities.

In response, the school adopted a holistic, student-centered approach, offering personalized support, daily affirmations, student work programs, and restorative circles to build trust, community, and emotional safety. Project-based learning further supports this approach by centering students’ interests, cultural knowledge, and lived experiences. Recognizing that students listen most to their peers, they focus on fostering peer support. Initiatives like community meetings, breakfasts, and student-led cooking events further reinforce a sense of connection and student belonging, intending to reduce dropout risks and ensure students feel valued. 

Equitable literacy is integrated across these strategies — not simply as a set of academic skills, but as a powerful vehicle for student voice, empowerment, and agency. A cohort member shared, “Because of this work, students actually see each other. They used to walk down the hallway with blinders. Now, people are reaching out to each other. There are more conversations [among students] about feeling comfortable and keeping each other safe.”

All student voices matter at Haynes Early Education Center, no matter how young

“Younger students often get overlooked in decision-making among adults,” a cohort member from Haynes Early Education Center said. However, the Haynes has successfully engaged even the youngest students in providing feedback, demonstrating that all student voices matter in shaping a safe and inclusive environment. They recently started a kindergarten literacy club with their partner, Brains and Motion, where students choose their reading material and teachers create opportunities for students to give feedback. There were noticeable improvements in student engagement and happiness, reinforcing their commitment to student voice.

Having a more developed understanding of street data, the Haynes ensures equitable access to information for families. They hosted an equitable literacy family night to increase awareness of the importance of reading among families. There was also a book fair for adults where authors were present to encourage reading among adult family members.

Expanding libraries based on student interest at the Mendell

Mendell Elementary School shared that they have gained deeper insight into the value of street data and how it can inform school improvement. The school gathered student feedback that revealed a lack of engaging books in its building. In response, they are expanding classroom libraries with accessible, high-interest book series.

Beyond student learning, staff are engaged in an adult book study across multiple grade levels to enhance literacy instruction. Kindergarten teachers are focusing on writing, introducing new notebooks that encourage students to see themselves as authors and storytellers. These efforts aim to build a stronger, positive literacy identity across the school.

The past two years of this network improvement community have increased student leadership and voice in school decision-making alongside student sense of belonging and engagement in school – key outcomes that research has shown are strongly linked to improved academic success. Looking ahead, we’re focused on scaling and sustaining these equity-driven efforts to extend the reach and deepen the impact of this work. This next phase offers a meaningful opportunity to cultivate a growing community of practice rooted in student voice, belonging, and equitable literacy.