MONTPELIER – On Wednesday, the Boston Globe published an article titled “New England schools are failing and nobody seems to care.” At the Agency of Education, we know that Vermonters do care about the quality of our schools. However, we need to acknowledge some difficult truths, so we can move forward with honesty, humility, and purpose.
Vermont’s education system is at the center of Globe staff writer Christopher Huffaker’s exploration of the “Northern nosedive,” a significant decline in academic outcomes across New England that predates the Covid-19 pandemic and stands in contrast to literacy gains in Mississippi and Louisiana, two of the nation’s poorest states. “No state fell as far in early reading over the last decade as Vermont,” Huffaker writes. “But leadership in New England has shown limited interest in truly confronting the region’s decline.”
“As an education leader, and as a parent of school-aged children, these are difficult words to read,” said Vermont Secretary of Education Zoie Saunders. “However, we need to own the reality that Vermont can do a better job of serving our students and supporting our teachers, particularly in rural and economically disadvantaged areas of the state.”
Comparing the trajectory of New England to other regions of the country, the Globe story highlights both the challenges and the urgency of providing an excellent education in economically disadvantaged areas, from Newport City, Vt., to Natchitoches Parish in Louisiana. “Yes, poverty, trauma, and other problems at home make it difficult to learn, but they also make it all the more important,” writes Huffaker.
Although Vermont came in 37th on fourth-grade reading on the Nation’s Report Card in 2024 (also known as NAEP), Vermont’s relative affluence compared to other states appears to be masking the fact that Vermont is falling even further behind in serving economically disadvantaged students. According to an analysis by the Urban Institute of 2024, NAEP scores that adjusts for demographics like income, Vermont performed lower than nearly every state in the nation in fourth-grade reading.
“As a career educator, I know how important it is that we resist the urge to assign blame and instead recognize that many of our toughest challenges are deeply systemic,” said the agency’s Chief Academic Officer Dr. Erin Davis. “This perspective is crucial for me as a proud product of Vermont’s public education system and informs my commitment to collaborative, root-cause solutions that uphold the values of Vermont and honor the hard work and expertise of our educators.”
Over the past 12 months, the agency has taken an honest, and often difficult, look at how the state has failed to support the implementation of key pieces of education policy. In response, the agency has embarked on major efforts that include the following:
Developing a long-overdue strategic plan while addressing the immediate needs of our education system. As part of that effort, the agency has undergone a full reorganization.
Engaging with education leaders from across the state to develop a vision for Vermont’s education system and define a path forward to enhance academic excellence, expand college and career readiness, ensure safe and healthy schools, and promote personalized learning pathways that inspire every student.
Publishing a Special Education Report, which identified that challenges in special education stem from underlying issues with education quality for all learners.
Working with educators, students and communities across the state to develop statewide graduation requirements. This is a critical step to ensuring that we set high standards of excellence and achievement for every student.
“A commitment to education is woven into the fabric of Vermont,” reflected Secretary Saunders. “Over the past year and a half, we have focused on transforming our system, all in pursuit of education quality. Vermont has already taken a clear-eyed look at the challenges we face, and together we are charting a course toward an education system that will lead the nation.”
