Growing up at the Robert F. Kennedy School, I was fortunate to know Mr. Kelly, an assistant principal who embodied educational excellence. Quintessentially “old school,” he didn’t suffer fools and made a clear, uncompromising distinction between “good” and “great.” Mr. Kelly’s leadership was a testament to an era when educators saw their role as more than administrators – they were shapers of young minds, demanding we reach beyond our perceived limitations.
His voice echoes in my mind as Cambridge Public Schools faces a critical moment of transformation with the proposed closing of the Kennedy-Longfellow School. This is not just about a building, but about our collective commitment to educational excellence and our ability to turn challenges into opportunities.
Cambridge is a city of extraordinary resources, intellectual capital and progressive thinking. Yet we find ourselves trapped in a cycle of finger-pointing that serves no one, least of all our students. The time has come to move beyond blame and toward genuine, collaborative solutions.
The proposed closing of the Kennedy-Longfellow School represents more than a logistical challenge. It symbolizes a broader need to reassess our approach to educational policy. Controlled Choice student placement and the Innovation Agenda – once celebrated as progressive initiatives – now reveal their structural limitations. We must have the courage to examine these past decisions critically, not with accusation but with a genuine desire to understand and improve.
Our greatest failure has not been in any single policy or decision, but in our collective inability to maintain meaningful partnerships between schools, families and the community. Parents – the most powerful advocates for their children – have been increasingly marginalized, their energy and insights overlooked.
This moment demands more than administrative reshuffling. It requires a fundamental recommitment to relationships. Every student – regardless of their background or learning needs – deserves our full attention, resources and belief in their potential.
To move forward, Cambridge must:
- Rebuild trust through transparent, inclusive decision-making processes
- Reestablish meaningful family engagement as a core educational strategy
- Create adaptive policies that recognize the unique needs of all students
- Invest in professional development that empowers educators to innovate
- Develop comprehensive support systems that address both academic and social-emotional learning
The schools’ closing need not be a story of loss, but an opportunity for reimagining educational possibilities. We have the intellectual resources, the community passion and the fundamental commitment to make this transition not just manageable, but transformative.
Mr. Kelly would likely say that this is our moment to prove the difference between being good and being great. Our children are watching. Our community is listening. This is our moment to demonstrate that in Cambridge, we don’t just talk about potential – we realize it.
Tony Clark is the co-founder and co-president of the My Brother’s Keeper, Cambridge, Task Force and a professor of African American literature and learning communities.
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