Concord-Carlisle High School Reports on Equity Goals and Progress

CONCORD — Superintendent Dr. Laurie Hunter and Co-Principals Brian Miller and Katie Stahl are pleased to share an update on Concord-Carlisle High School’s efforts to expand academic opportunities, support student well-being and strengthen students’ sense of belonging.

School leaders presented the update at the School Committee meeting on Wednesday, Oct. 7.

The presentation covered Youth Risk Behavior Survey results, progress in expanding access to advanced coursework, fall initiatives and priorities for continued improvement. It also highlighted CCHS’s recent recognition as a Challenge Success Spotlight School for its work to support student well-being.

The academic work began with a review of student achievement and course enrollment data during the 2023-24 school year. The findings helped staff identify barriers to advanced coursework, particularly for Black and low-income students, and make changes to course offerings, prerequisites and student supports.

In English, these students were less likely to enroll in honors-level coursework despite earning similar grades to their peers. Social studies lacked an honors option, while lower-level math classes did not provide a practical pathway to Advanced Placement (AP) courses.

Because chemistry access depended on math placement, those barriers also limited access to upper-level science classes. The review also found lower enrollment in world languages and honors-level language courses, with limited opportunities to move between levels.

These findings led the CCHS leadership team to identify a need to redesign systems that had inadvertently created different academic experiences for students.

Leadership partnered with department chairs, engaged in difficult conversations about the reasons for the changes and provided support and encouragement to teachers as they co-designed course progression adjustments.

The school added honors-level coursework in social studies and AP coursework in English. Course levels in math and science were adjusted to expand access to upper-level coursework, and leadership reviewed and aligned curricula across course levels to create multiple entry points for students.

The course registration process was also altered. Prerequisite criteria were reviewed and adjusted to ensure they reflected what students needed to succeed in the next course. The school also set aside time to review course recommendations and enrollment requests for potential bias. Interested students and families were proactively encouraged to enroll in upper-level courses.

The school also created data systems to track academic progress and communicate with parents, implemented flexible high-dose tutoring programs and regularly reviewed progress within and across departments, including at faculty meetings.

Data presented at an August 2026 faculty meeting showed progress in the targeted areas.

The number of Black students enrolled in advanced courses increased across the following departments:

• Science
  • Enriched enrollment increased from 28% in 2024 to 47% in 2026.
  • Honors enrollment increased from 7% in 2024 to 24% in 2026.
  • AP enrollment increased from 4% in 2024 to 38% in 2025.
• English
  • Honors enrollment increased from 55% in 2023 to 72% in 2026.
• World language
  • Honors enrollment increased from 16% in 2023 to 28% in 2025.
  • AP enrollment increased from 0% in 2025 to 4% in 2026.
• Math
  • Enriched enrollment increased from 18% in 2023 to 73% in 2025.
  • Honors enrollment increased from 7% in 2023 to 18% in 2025.
  • AP enrollment increased from 2% in 2023 to 23% in 2026.

The number of low-income students enrolled in advanced courses increased across the following departments:

• Science
  • Enriched enrollment increased from 38% in 2024 to 44% in 2026. 
  • Honors enrollment increased from 14% in 2023 to 29% in 2025.
  • AP enrollment increased from 16% in 2023 to 28% in 2025.
• English
  • Honors enrollment increased from 50% in 2024 to 68% in 2025.
• World language
  • Honors enrollment increased from 29% in 2023 to 39% in 2026.
  • AP enrollment increased from 1% in 2024 to 6% in 2026.
• Math
  • Enriched enrollment increased from 16% in 2023 to 69% in 2025. 
  • Honors enrollment increased from 8% in 2023 to 18% in 2026.
  • AP enrollment increased from 12% in 2023 to 31% in 2026.

The school reported proportional enrollment across student subgroups in its first AP English classes, while social studies approached proportional honors enrollment.

Most students who moved from college preparatory to honors English continued to earn grades of B or better.

Honors enrollment among students in the Metropolitan Council for Educational Opportunity (METCO) program increased from 14% in 2024 to 65% in 2026, while average grades remained a B. AP enrollment increased from 4% in 2023 to 41% in 2026.

“We want students to see advanced coursework as an option for them and know they will have support if they decide to take that next step,” said Co-Principals Miller and Stahl. “Our teachers and department chairs have put a great deal of work into making that possible. It’s encouraging to see more students taking these courses and doing well, and we will keep looking at where students need more opportunities and support.”

Forty-six students are participating in CCHS’s first year of concurrent enrollment, taking either sociology or anatomy and physiology through the Commonwealth Dual Enrollment Partnership. Four students are enrolled in both courses.

2026 Youth Risk Behavior Survey Results

The spring 2026 Youth Risk Behavior Survey also showed progress in several areas of student health and well-being. The survey monitors behaviors that could lead to poor health among high school students.

Students reported a higher sense of belonging than in previous years. Ninety-four percent reported having a trusted adult at CCHS, and 98% reported having a trusted adult outside school. Students also reported getting more sleep than in previous years.

Several student health and well-being measures improved:

• Reports of self-harm decreased from 20% in 2022 to 9% in 2026.
• Reports of suicidal ideation decreased from 14% in 2020 to 4% in 2026.
• Reports of depression decreased from 27% in 2022 to 14% in 2024 and remained at 14% in 2026.
• Reports of bullying decreased from 10% in 2024 to 5% in 2026.
• Reports of vaping in the past 30 days decreased from 12% in 2020 to 3% in 2026.
• Reports of marijuana use in the past 30 days decreased from 13% in 2020 to 4% in 2026.
• Reports of sexual harassment decreased from 21% in 2022 to 8% in 2026.
  

The survey also identified areas of concern. LGBTQIA+ students reported higher levels of anxiety, depression and difficulty handling stress than respondents overall.

• While 19% of respondents overall reported anxiety, 50% of LGBTQIA+ respondents reported anxiety.
• While 27% of respondents overall reported difficulty handling stress, 58% of LGBTQIA+ respondents reported difficulty handling stress.
• While 14% of respondents overall reported depression, 44% of LGBTQIA+ respondents reported depression.
  

The school will continue individual outreach to students, targeted lessons in ninth-grade health and fitness classes, and efforts to strengthen supportive connections between students and staff. Alcohol use and binge drinking will remain a focus of health classes.

This fall, five Challenge Success working groups will focus on communication, equity and belonging, student engagement, academic integrity and artificial intelligence, and student stress and the culture of achievement. A student and staff survey is scheduled for Nov. 9.

To ensure continued progress, CCHS has identified focus areas for expanding equity and opportunity. The school will provide targeted support for student groups, including LGBTQIA+ support and inclusive practices, expand access to upper-level coursework for students with disabilities, and strengthen belonging for all students.

CCHS will continue to review its systems to provide access for historically marginalized students and help all students understand the opportunities available after high school. The school will also continue support and professional development focused on classroom discussion, collaboration and students taking greater responsibility for thinking through problems and developing ideas.

“Concord-Carlisle High School remains dedicated to its core commitment of removing barriers and creating access for more students to achieve high levels of success,” said Superintendent Hunter. “We are proud to see that these changes have tangible results. With the changes we’ve implemented, more of our historically marginalized students are enrolling in honors and AP courses. We will continue to provide academic access and support to all students and look forward to seeing them grow as they challenge themselves in the classroom.”

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