EDITOR’S NOTE: This includes a slight update from the January 15, 2026 article, to include some of the reaction from the community to the Board of School Commissioners’ final decision. 

The fate of three Baltimore City schools has been decided. The Baltimore City Annual Review of Schools (https://www.baltimorecityschools.org/page/annual-review) recommended actions to close, combine and change grade configurations at several area schools:

• The first recommendation was to close Dallas F. Nicholas, Sr. Elementary School in June 2026 and combine with Margaret Brent Elementary/Middle School for the school year 2026-27; Change the grade bands served at Margaret Brent from pre-K to 8 to pre-K to 5 for the 2026-27 school year; Rezone the portion of the Dallas Nicholas zone south of North Avenue to Johnston Square for future students. (Current students would enroll at Margaret Brent.)
• The second recommendation was to close Renaissance Academy High School in June 2026 with Frederick Douglass High School, Edmondson-Westside High School and Green Street Academy as identified receiving schools for students.
• The third recommendation was for non-renewal of Baltimore Collegiate School for Boys’ charter and closure of the school at the end of this school year.

Other actions to reconfigure, renew charters or designate existing schools as receivers for students at schools slated for closure were also outlined in the review report, again available at https://www.baltimorecityschools.org/page/annual-review.  Recommendations for renewal of charters can be made, with or without conditions, for 8 years, 5 years or 3 years, or a decision can be made for non-renewal.  The recommendation starts with the Charter and Operator-Led Advisory Board to the CEO (Dr. Sonja Santelises), who then passes the recommendation with her concurrence to the Board of School Commissioners for a final decision. 

In the end, the Board voted to spare Dallas F. Nicholas Elementary School and Renaissance Academy, but chose, after much debate, to close Baltimore Collegiate School for Boys, the only school in the state of Maryland that specifically serves young Black boys.  Results of the Board’s deliberations on six other charter schools are listed immediately after our report on the Board’s rationale and decision on Baltimore Collegiate School for Boys below.

The discussion and final vote by the Board of School Commissioners was held Wednesday, January 14, 2026. This post serves mainly as a documentation of the testimony given at a January 8 hearing in support of the three schools targeted for closure, to be compared to the Board’s January 14 final decision in each case as a means of determining just how much weight the voice of the people carries with administrators and bureaucrats, especially as far as the education of the city’s children, particularly its Afrikan American boys, is concerned.  In the case of Baltimore Collegiate School for Boys, the ratings metrics (which were harsher than previous review results despite what the school’s supporters insist were marked improvements made since the last review) were given much more weight than the testimony of administrators, students and supporters, as a result of which non-renewal of the charter and closure at the end of the current school year was recommended by the Board of School Commissioners in a somewhat contentious split vote at their January 14 meeting.

The January 8 Hearing

On January 8, 2026, the Baltimore City Schools Headquarters was once again the arena in which the battle to save three area schools threatened with closure was waged. On December 11, 2025, a hearing was held to listen to community comments about the recommended closure of Dallas F. Nicholas Sr. Elementary School (201 E. 32st Street; https://www.baltimorecityschools.org/o/bcps/page/39), New Song Community Learning Center (1530 Presstman Street), Renaissance Academy (1301 McCulloh Street; https://www.baltimorecityschools.org/o/renaissance/) and the Baltimore Collegiate School for Boys (2525 Kirk Avenue; https://baltimorecollegiate.com/). In part because of the unexpectedly large and vocal support at that hearing, the Board of School Commissioners voted to delay their final decision and hold another hearing on January 8, with a planned vote on January 14. See our article on that December 11 hearing here.

This time, there were only three schools threatened with closure, as apparently New Song’s primary issue was an internal one that was adequately rectified before this follow-up hearing.

Baltimore City Council member Odette Ramos (Baltimore City 14th District, which includes the neighborhoods of Abell, Better Waverly, Charles Village, Coldstream Homestead Montebello, Ednor Gardens-Lakeside, Guilford, Hampden, Harwood, Hillen, Hoes Heights, Homewood, Keswick, Lake Montebello, Oakenshawe, Original Northwood, Remington, Roland Park, Tuscany-Canterbury, Waverly, and Wyman Park), who has been a strong advocate for the threatened schools, made early introductory remarks, as well as City Council member Jermaine Jones (Baltimore City 12th District, which includes the neighborhoods of Ashland Park, Barclay, Broadway East, Central Baltimore, Charles North, Charles Village, Collington Square, Darley Park, Eager Park, Fells Point, Greater Greenmount, Greater Remington, Greenmount West, Historic Jonestown, Latrobe, Little Italy, Midtown, Midway, Mount Vernon Belvedere, South Clifton Park, Oldtown Mall, Oliver, Pleasant View Gardens, Washington Hill) and several parents. In general, early comments called for people in the community to get involved with the schools as mentors, and asked the Board of School Commissioners for “another chance” for the schools for another 2-3 years. The Board also received numerous emails and phone calls from concerned parents and community members, stressing concerns about the “domino effect” of closing these schools, especially at a time when the population in the affected districts is increasing and families are moving into many of these neighborhoods. It was noted that it is harder to open a new school than to support what is already there and that much of the information on school performance may be incomplete or inaccurate (for example, see Ms. Watts’ discussion of the Dallas F. Nicholas Sr. Elementary School family satisfaction survey results below) in part because of the problems of accurately interpreting post-Covid data.

These schools include in their services and curriculum a number of specialty programs that are needed for the children, including some with autism or emotional concerns; closing the schools without knowing how to replace those programs would be irresponsible. The overall appeal is to leave the schools open for the children if there isn’t such a cost savings from closing them.

Public comments were limited to those who had arrived several hours early to have their names placed on a speakers’ list, as well as several written comments that were sent to the Board in advance.

Dallas F. Nicholas Sr. Elementary School

This school, located at 201 E. 32st Street in the Barclay neighborhood (https://www.greatschools.org/maryland/baltimore/180-Dallas-F.-Nicholas-Sr.-Elementary-School/), is designated as an “open space” school, and is the one public school that was recommended for closure by the Board of School Commissioners.

The Board of School Commissioners’ argument for the closing of Dallas F. Nicholas seems primarily based on the school’s declining enrollment, which has been below 300 students for a number of years.  The recommendation was to close Dallas F. Nicholas and send the students to nearby Margaret Brent Elementary/Middle School, which has also seen declining enrollment.  The claim, voiced in the January 14 Board of School Commissioners meeting, was that students at Margaret Brent were outperforming those at Dallas F. Nicholas.  The CEO of the Board recommended the closure of Dallas F. Nicholas, the transfer of students to Margaret Brent for the 2026-2027 school year, and the designation of the Dallas F. Nicholas building for “future academic use”.

At the January 8 hearing, Ms. Smith, who taught special education students at Dallas F. Nicholas for 8 years, took issue with a number of statements made and actions taken regarding the school’s physical plant and offers of assistance. She expressed concern about word that the administration is recommending closing the school to use the building as administrative and storage space for office staff instead of students; new windows and elevators that had been recently installed were evidently for those purposes and not for the students. She also noted that claims that the district offered solutions to improve the attendance at Dallas F. Nicholas are at best disputed and at worst false; two programs were proposed over the last several years, but there has been no other support from the district. The staff at Dallas F. Nicholas had proposed before- and after-care programs to help improve enrollment, as well as partnerships with community organizations and programs. She noted that other “open space” schools were not recommended for closure despite district claims that “open space” schools were not effective. Her plea to the Board and to school administration leaders was to invest in Dallas F. Nicholas instead of closing it and to allow more time for the district to support Dallas as they have not done in the past, and to allow for more collaboration with community partners to show that they understand that “students, community and staff matter.”

The mother of an autistic student testified that her son has made great strides at Dallas F. Nicholas after a transfer from a school where his progress had been limited. She expressed gratitude for “the dedication of his teachers” as a major cause of his progress and development. Closure of the school would mean another upheaval for her son; disruption would bring more consequences for his progress and emotional well-being. “Cuts that destabilize our most vulnerable students … cost greater than any savings on a piece of paper.”

Ms. Watts, an educational associate working with the school family council chairperson, discussed an annual school family survey designed to assess the overall satisfaction with the school to be used for school improvement efforts. She compared survey data for Dallas F. Nicholas, located in the Barclay neighborhood and recommended for closure, with Margaret Brent Elementary/Middle School, located in Charles Village (100 E. 26th St., https://www.baltimorecityschools.org/page/53) and not threatened with closure. The data detailed the satisfaction levels of families of children at both schools from the current year to those from the previous year, so trends from last year to this year were also measured. While absolutely no one was advocating for the closing of Margaret Brent Elementary/Middle School (the prevailing points being that no school in Baltimore should be closed, especially those that are performing well for students), several discrepancies between family satisfaction survey results and improvement trends versus the Board of School Commissioners’ recommendation to close Dallas F. Nicholas could not be ignored.

• In the area of academic and career preparation, Margaret Brent School scored 74% satisfaction (a decrease from last year) while Dallas F. Nicholas scored 87% (an increase) and the overall district score was 77% satisfaction.
• In answer to the question “did anyone ask about the student’s learning needs?”, Margaret Brent was 64% (a decrease) while Dallas F. Nicholas was 81%.
• As for family composite scores, Margaret Brent was rated at 75% (a decrease), Dallas F. Nicholas was rated at 90% satisfaction (an increase), while the district overall was rated at 82%.
• In answer to the question “how connected is your family to the school and teachers?” Margaret Brent was rated at 52% (a decrease) while Dallas F. Nicholas was rated at 90% (an increase).
• In the area of family engagement, Margaret Brent was rated at 67% satisfaction (a decrease), Dallas F. Nicholas was rated at 89% (an increase) and the district overall was rated at 84%.
• In answer to “does your school connect you to resources?” Margaret Brent scored 61% and Dallas F. Nicholas scored 94%.
• In answer to “does your school give you ways to support your child’s academic success?” Margaret Brent was 71% and Dallas F. Nicholas was 94%.
• In overall satisfaction, Margaret Brent was 86% (a decrease), Dallas F. Nicholas was 92% (an increase), and the district overall was 83%.
• As for school climate, Margaret Brent was 74% (a decrease), Dallas F. Nicholas was 95% (an increase), and the district overall was 84%.
• In the area of school communication about student progress, Margaret Brent was 70% (a decrease), Dallas F. Nicholas was 85% (an increase), and the district overall was 78%.

“In summary, according to the district data from the school family surveys, Dallas families are more satisfied than Margaret Brent families. In every category, Dallas F. Nicholas has a better satisfaction rating than Margaret Brent and the district average. So the question we leave you with is why are we moving families from a school they are overwhelmingly satisfied with to a school where the current families are dissatisfied? We ask that Dallas is reconsidered for closure so that we can continue to build on our progress. Thank you.”

The parent of a first grader at Dallas F. Nicholas expressed concern that parents were not considered in the recommendation to close the school. Neighborhood differences were also not considered. This is important as the district where Dallas F. Nicholas is located is 75% Afrikan American, while the district where Margaret Brent is located (Charles Village) is 25% Afrikan American. She noted that there is evidence that closing schools in majority Black neighborhoods “accelerates gentrification.”

Dallas F. Nicholas was originally selected as a windowless, “open-plan” school while Margaret Brent, established 3 years later, was designed as a windowed school, which is connected to the neighborhood demographic. “Windowless schools were designed by the architectural elites to disconnect students in majority Black and Brown neighborhoods from what was perceived as blight outside of their school. And isn’t it ironic that that same architectural style is now being used as justification to further disinvest us from our schools? I don’t appreciate that.”

Claims that Dallas F. Nicholas was underperforming in math are contradicted by data that show that it is actually outperforming Margaret Brent over a 3 year average in math; there are similar discrepancies in language learning. Claims that students would be moved from a “2 star school” to a “3 star school” also are contradicted by data that show Dallas F. Nicholas is already a “3 star school” over the 3 year average.

Mark Blackman spoke about the support of the community for Dallas F. Nicholas, the district’s own data which show Dallas F. Nicholas is highly performing and the fact that the neighborhoods are very different; Barclay (Black and Brown and increasing in population) and Charles Village (mostly White, hugging the eastern boundary of the Johns Hopkins University campus). “We do not want our school building to become district administrative offices. … Our neighborhood needs Dallas elementary school, where it is. … Our parents, neighbors, families and kids need this school. … I get it. Baltimore City has a problem. We currently have more public school buildings than public school children to fill them. But identifying and agreeing on a problem does not justify a wrong solution or an incorrect one, and closing Dallas Nicholas would be both. It is an incorrect assessment to say one of these two schools must close, and if it isn’t, they chose the wrong school. You have many reasons to vote no on this recommendation.”

He noted that “for many people in our community 2025 has been a year of trauma and we would like 2026 to be something different. … I do not know how many times in your role as a school commissioner you have to make a difficult decision, but I do know that this does not have to be one. This can be an easy decision of you let it. Thank you.”

Kelly Bryan has taught at Dallas F. Nicholas for 6 years. She questioned the timing of capital improvement funds that the district had poured into the school, “implying that they wanted to provide for our students”. Metal murals reading “Dallas Pride”, a new nurses’ suite with room for children and patients with beds, replacement of brand new windows, lights and elevator in the building, “under the guise that it is for children, and then taking it away.”

A note was read from another parent stating that her child learns better in a school that is not overpopulated and the teachers know her by name. Learning objectives are being met, and her daughter is happy and feels loved.

Darren Kaufman, who works for a local area community development non profit, operating since 2008, said of Dallas F. Nicholas School that “it’s our best opportunity to really meet families where they are.”

The January 14 Board of School Commissioners Vote

The January 14 Board of School Commissioners initial questions around the closing of Dallas F. Nicholas involved Board members asking questions about the process rather than confronting the question of proceeding with the plan to close the school in the first place and the resistance shown by the community against this move. Comments in the January 14 meeting to “preserve the legacy of the closing school” were made.  Plans to accommodate students with special needs (such as autism) as a result of the closure of Dallas F. Nicholas would be handled by the Office of Special Education.  Some Board members called for “rigorous discussion” around this decision, and the Vice Chair stated that she was “torn” about the proposed closure.  Comments were also made about the smaller class sizes and personal instruction that were available in schools, like Dallas F. Nicholas, had smaller enrollments, especially for students facing challenges, and the need to better support schools with smaller enrollments was mentioned.  The “intimate feeling” offered by such schools was often offset by challenges in adequately staffing the schools, which could impact the sustainability of the school and its ability to grow in the future.  Also, in several cases residents are choosing smaller schools because of the more personal, intimate and individualized instruction especially for the more vulnerable students, and closing such schools cuts against the investment of families to schools such as Dallas F. Nicholas as well as the more general issue of residents’ access to school choice.  Concerns about the disruption to be experienced by vulnerable students were also voiced.  Meanwhile, one argument made was that “it’s not sustainable, and our funding model is not built that way. … I don’t want to send the message that we can sustain” the funding of smaller schools such as Dallas F. Nicholas.  Without supplemental funding, the school could not continue under the Code of Maryland Regulations (COMAR), which is not designed for schools under a certain funding level.  It was moved that the recommendation be deferred until the following year’s annual review process based on the testimony at the two hearings, the COMAR regulations and other considerations and concerns voiced leading up to the vote.  The motion passed, 7 to 4, to defer the decision to close Dallas F. Nicholas until the following year’s annual review, to consider testimony in the hearings, the COMAR regulations and other concerns.  A related recommendation to reconfigure Margaret Brent Elementary/Middle School (the deferral of the Dallas F. Nicholas closure made this recommendation impractical for Margaret Brent) was unanimously deferred to the following year’s annual review process in a vote taken later in this meeting.

Renaissance Academy

The IEP (Individualized Education Program) Chair of Renaissance Academy noted that most of the arguments to close the school are the same ones he would use to keep it open. Renaissance is the smallest high school in the city, it is an alternative school for those not over age and under credited, and they work hard to ensure students are supported and make it to graduation before winding up in an alternative program. A number of students transfer from Douglass, Carver, Patterson, Edmondson and nearly every other high school because they were struggling in a larger school. Students support each other and accept each other for who they are as well as receiving support from the staff. There is a need for the smaller institutions when the larger ones fail to provide the support students need.

Joshua Collier, a teacher at Renaissance for 3 years, stated that “the primary purpose of a school is student success, not cost efficacy alone. … closing a school that works … contradicts our obligation [to what we’ve] set out to do.” The budget cutting plan represents a “stopgap of $300,000 a year, which is one 3 thousandth of your budget, and you’re proposing displacing one tenth of a percent of your students. That is a 300 percent failure. This school has become a destination for students who have struggled elsewhere, including those larger, better-funded schools. Small class sizes are a requisite for the majority of my students. I have students that will crash out if there is more than 15 people in the room. … We’re not here to balance the budget. That’s not our purpose. Our purpose, as it was instituted by [US president Lyndon Johnson] back in the 60s, our purpose is to teach students. … to teach students where they are. Gotta meet them where they are. So, if we’re gonna meet them where they are, it might cost more, especially students that have needs. So the larger schools are not a proven alternative … so why are we sending them back? … we have an equity and ethical responsibility to our most challenged students.”

Chaplain Denise Reid, parent, spoke about her daughter’s story of success at the school, largely because of the small school size that gave her “space, attention and intentional care. Low enrollment should not be seen as a failure. It should be seen as an opportunity. Small schools require investment, not abandonment. When we allocate funds only to large schools, we send a message that students who need smaller, more personalized environments are less deserving. That is not equity. Renaissance Academy serves students who thrive in small settings, students who need extra encouragement, structure and connection. … Please do not silence a school that helps students find their voice.”

A 12th grader at Renaissance provided testimony from a student’s perspective. High school “students are often overlooked … and are not understood” in larger settings. Preparation “is not measured purely by size or conforming. … Preparation is measured by confidence, resilience, critical thinking and belief that you matter. These are the very qualities that small schools cultivate. Thus, when you question the value of this school, you are questioning the students who attend it. You are questioning their potential, their worth, and their future. Our students are not a problem to be solved or a narrative to be managed. They are the future leaders, workers and creators. Changemakers. Closing our school does not strengthen our community. It fractures it. It sends a message that those who do not fit into their criteria or in a certain mold are disposable. That if you don’t meet a certain criterion, you are cast aside rather than supported. Instead of closing us down, we ask you to stand with us, help us grow, help us improve, help us build stronger community, one that lifts people up instead of pushing them out. One that recognizes real change often begins in small places. Small groups of people that are given a chance to thrive. We are not asking to be ignored. We are asking to be seen for who we truly are. A school where students thrive, opportunity exists, and our future is being shaped every day. Do not reduce us to a number. Do not define us by a narrative. See us as a school, see us as a community, and most importantly, see our students as the future they are. Thank you.”

Steven Thomas of the Judge Alexander Williams Jr Center for Education, Justice and Ethics and the PS103 Thurgood Marshall Amity Center “formally advocates that Renaissance Academy remain open for the next 3 years under a redesigned and clearly articulated model. The discussion before this Board has made clear that Renaissance has evolved into a stabilization, re-engagement and healing environment for students impacted by trauma, many of whom are not well served in larger school settings. Closing the school without an equivalent replacement risks returning students to environments that previously failed them and displacing costs related to transportation, safety and support rather than resolving them. JAWC stands ready and willing to partner with the district and school leadership on a time-limited redesign plan that aligns Renaissance with what it has in practice become: a high-touch model that gives students the opportunities to heal, re-engage and ultimately thrive.”

The January 14 Board of School Commissioners Vote

The January 14 Board of School Commissioners meeting considered the recommendation to close Renaissance Academy.  Renaissance has been among the smallest schools in the city for some time in terms of enrollment.  Relatively low graduation rates and the low enrollment led to the recommendation to close Renaissance and relocate students to Edmondson-Westside High School, Frederick Douglass High School and Green Street Academy.  As for utilization of the building, if the recommendation to close of Renaissance and the transfer of its students is approved, the building would be “occupied some other way”, which was a rather vague answer to the question.  The ability of Renaissance to accept students who have struggled at other schools was noted as a concern around closing it.  While this fact brought Renaissance some praise from Board members, the question of sustainability with such a small school was still in the forefront, especially with a school that has few, if any, extra-curricular activities for students.  As with Dallas F. Nicholas, Board members admitted “struggling” with the decision to close Renaissance.  It was stated that “moving forward, we will have to do getter as a district” in delivering the “childhood experiences they deserve” to students, an apparent acknowledgement that the system as a whole has not served the city’s students as well as it should have.  Renaissance’s ability to work with over age and under credited students remains a concern that must be addressed when choosing to close a school, however.  The motion to also defer this decision, to include finding ways to restructure Renaissance, was passed 10 to 1.  Thus, the closure of Renaissance Academy is deferred until the following year’s annual review, similar to the decision to defer the closing of Dallas F. Nicholas, once again to consider public testimony in the December 11 and January 8 hearings, the COMAR regulations and other concerns.

Baltimore Collegiate School for Boys

Maryland Delegate Scott Phillips, 10th Legislative District, Northwest Baltimore County, made a statement of support. He co-founded Black Professional Men in 1991 with the CEO of the organization that runs the school, Mr. Edwin Avent. “The Collegiate School is not just another school, as you know. It is the only all boys school of its type in the state of Maryland. The only one. There are similar schools in Chicago, in Philadelphia and other places around the country, and those schools get a considerable amount of support, because there is an acknowledgement that the pedagogy for educating young black boys can be critical, particularly boys that may be challenged. We all know the data. Black and Brown boys in our city are disproportionately represented in suspensions, special education placements, academic failure, and eventually in the justice system. I actually serve on the Juvenile Justice Reform and Best Practices Commission. And in that role, one of the things I know is that we are over-represented … in that system. So, closing this school will not help to fix those challenges. It also will not be in the best interests, I think, of the parents and the students and the staff, just due to the disruption that it will cause to those who have chosen this unique academic experience. … There are some things that you can’t count, you can’t put your finger on. When I talk to Edwin and I talk to staff and I go there at the beginning of every year and we do this handshake thing where there are probably 100 to 150 men standing around the room with these young boys, offering them encouragement for the year, you can’t put your finger on the impact that that will have on these young men. When you think about the fact that it is my understanding that these young men, after they have gotten out of collegiate school and they end up in one of these high schools, they are actually graduating at a higher rate than the average of Baltimore City, you can’t put your finger on that. So as you’re making these decisions, just understand that there is a sauce in this thing we call male education, that may not be reflected specifically in the metrics that you’re working with, but it tends to work. … When I think about some of the young men we’ve dealt with, many many years ago, a name comes to mind. David Harris, the former chief of staff of Governor [Wes] Moore. He was one of those kids that we worked with 30 years ago. He wasn’t necessarily destined for where he ended up. And so my request is simple … to just keep this school open. We may need to put some additional resources in. I know there’s a model for charter schools, they’ve got to come up with their own money, but I think collectively we want it to be successful. So maybe we get outside the model a little bit, and look at how we keep this school open. We want to give these gentlemen stability, we want to give these families hope, and we want to remain committed to this opportunity to ensure the future of the Afrikan American male. I will end with this last comment; one of my mentors and very close friends, he said it repeatedly: ‘Our children are the messengers to a world that we will never see.’ If we close this school, what message are we sending? I thank you very much.”

Baltimore area activist Bill Goodin noted that Baltimore Collegiate School for Boys has been fulfilling its commitment to produce young men who are “respectful, making sure they respect one another, making sure they become appropriate, accountable professionals … We have to say, why are we trying to close a school that should be an example for other schools to follow? … A lot of times people say keep your eyes on the prize, well they are the prize. … Where are your eyes? … We want to make sure that young guys don’t end up in prison, don’t end up dead, don’t end up on drugs, but when you have somebody come along trying to make sure that doesn’t happen, then we have to fight the educators, the people who are supposed to really be concerned about young people, and we’re doing the same stuff we were doing back in 1950. Why are we fighting for education today for Black people to get educated?” Baba Goodin also criticized the way in which the hearing was conducted, noting that he had arrived several hours before the session to ensure he was included on the list of speakers. “Now, in my opinion, everybody here should have an opportunity to speak, because they’re here because they’re concerned, but you don’t give them that opportunity to be heard. So only a few people have that opportunity to speak for everybody, and that’s not right. … Why do we come up with schemes to make sure that people don’t participate? People waiting upstairs for two and three hours just to have an opportunity to come down here to have five minutes to try to protect a school that everybody should be fighting for. I’m very angry that we’re living in a time in 2026, when we’re doing the same kind of stuff we were doing in the 1950s [when education was often denied to Black people]. Why are we fighting for the right for Black boys to get educated in a Black city? Not just a Black city, but a Black city where most of the administrators in the political entity are Black? … Be conscious of the decision you make, and don’t be a rubber stamp [for revocation of charters and closing of schools].”

An 8th grader at Baltimore Collegiate School talked about how the school has helped him develop as an individual, overcome his challenges and rise to a high achieving group, lifting his grades to A’s and A-plusses. “closing the school will prevent future young Black boys to have a great education.”

A written statement was read from Mark Washington: “Today, we’re not just talking about a school. We’re talking about fairness. We’re talking about truth. Above all we’re talking about young lives whose futures are being shaped by the decisions made in this room. Baltimore Collegiate Charter School exists because this city dares to believe that Black boys deserve excellence, not excuses. When we make an honest, apples-to-apples comparison and look at the data with integrity, the truth is clear: Baltimore Collegiate boys outperform their peers in traditional city schools. That is not opinion, that is fact. … This school transformed a once abandoned building into a place of purpose and possibility. It stabilized the neighborhood, rallied families [through] hard work and community effort. To close it now is to unravel that progress and to send a dangerous message that even when communities succeed, the work can be erased overnight. … What is at stake here is not convenience, it is credibility. It is community trust. It is the future of young men who are already beating the odds. Baltimore Collegiate is not perfect but it is working. It provides structure, safety and opportunity. It anchors a community. And it delivers outcomes we should be strengthening, not shutting down. So today, I ask you to see the full picture. See the students, see the families, see the community. Let us choose truth over timing, progress over politics, promise over paperwork. Because saving Baltimore Collegiate is not about holding on to the past, it is about holding faith in the future.”

Parents also submitted statements attesting to the school’s positive impact on their children who are current and former (graduating) students and pleaded with the Board to reconsider the closing of the school. “Baltimore Collegiate is a source of pride, tradition and hope, a place that has proven time and time again that children can rise when given the right support. … We are ready to advocate, volunteer and partner in any way necessary to help strengthen the school. We simply ask for the chance to preserve this vital resource for our children and future generations to come.”

Edwin Avent, founder and CEO of Baltimore City School for Boys (BCSB), cited the city’s current statistics to highlight the critical role played by Baltimore Collegiate in the education of young Black boys. “Baltimore city graduation rates for Black economically disadvantaged boys is close to 60%. In some years it is lower. That means 4 out of 10 young men never earn a high school diploma. That leads them to the school-to-prison pipeline. Now, let me share what happens to boys who attend Baltimore Collegiate School for Boys. Over the last several graduating classes, BCSB alumni have gone on to graduate high school at rates between 85 and 92 percent. In 2025, 86% of our alumni graduated, in both 2023 and 24, 92% of our alumni graduated from high school on time, and nearly half of those boys are now in a 2 or 4 year college. These are not selected students. These are Black boys from the same neighborhoods facing the same economic challenges reflected in the citywide data. The difference is not who they are; the difference is the school they attended. BCSB works, and it works long after our students leave our building. So I ask the Board, plainly, how does it make sense to recommend closing a school where 9 out of 10 Black boys graduate high school when only 6 out of 10 graduate from [other] schools? But this decision is not just about academic outcomes. This is also about sustainability. I heard you loud and clear when it comes to the finances. Here, too, are some of the facts. BCSB has a clear and realistic fund raising plan projecting over half a million dollars per year over the next two years and more going forward. It includes major gifts, foundation support, community fund raising, and annual appeals. This is not aspirational; it is a structured plan, with identified revenue streams and timelines.” He also outlined a plan to ensure the availability of the building the school occupies through an agreement with a foundation that would obtain the building.

Kelvin Bridgers, principal of BCSB, spoke about the academic data, and shared several graphs comparing academic data at the beginning of the year with middle-of-the-year data, demonstrating the students’ progress. In the 2025-2026 school year, academic data showed an improvement of students from the 29th percentile in the beginning of the year to the 50th percentile by mid-year in literacy and from the 22nd percentile to the 55th percentile in mathematics. In addition, more math teachers have been hired to continue and speed up the progress in academics.

Jibril Berry, a student at Delaware State University who aspires to be a corporate attorney who attended BCSB from 2015-2018, spoke about the importance of the positive male role models BCSB provides to the students and the inspiration that gives them.

The January 14 Board of School Commissioners Vote

The January 14 Board of School Commissioners meeting considered the recommendation not to renew the charter for Baltimore Collegiate School for Boys, operated by 5 Smooth Stones Foundation since 2015.  The performance ratings consulted in determining the renewal of other charter schools (see below) were not kind to Baltimore Collegiate in the areas of Student Achievement, Climate and Finance/Governance, with “Developing” or “Not Effective” assessments.  The recommendation from the Charter and Operator-Led Advisory Board, concurred by CEO Santelises, was non-renewal and closure at the end of the school year.  The data seemed in conflict with information from other sources that Baltimore Collegiate was “on par” with other schools, the support of City Council member Odette Ramos, the impassioned testimonies from community members at the December 11 and January 8 hearings, and higher reported graduation rates compared to other schools, all of which at least one Board member found “confusing”.  Graduation rates are not considered for middle schools because of the gap between graduation from middle school and graduation from high school, and thus Baltimore Collegiate’s future high school graduation rates, which had been cited as an indicator of the school’s success, were not considered.  Several Board members admitted “struggling” with the decision.  Cases of students whose progress improved at Baltimore Collegiate complicated the decision, especially considering the importance of supporting schools where young men are affirmed and that parents are sending them to.  Is “every other school” really performing better than Baltimore Collegiate as is implied by one of the measures the Board is using for guidance?  And are there areas of growth, as attested by supporters of the school, from the renewal review three years ago that are not being reflected in the ratings?  Is there no prospect of the school pulling things together, with or without the assistance and guidance of the Board? 

In the end, the Board determined, based on the ratings and their financial concerns, that there is a “clear underperformance” and “things are not working” even though they all said they want the school to succeed.  The fact remains that “the system has gaps with too many young men” as one supporter on the Board stated, and they are responsible for a city that has young men who need a level of guidance, affirmation and Black male support that is often not provided by other academic institutions but is offered at Baltimore Collegiate School.  Still, the weight of the performance ratings and the concerns raised by several Board members ultimately outweighed the passionate support from the community and from some City Council members for Baltimore Collegiate School for Boys.  This vote was held after all the other votes (listed below) were completed, and most those who voted for the non-renewal did so “with heavy hearts”.  The recommendation to deny renewal to Baltimore Collegiate School for Boys and close it at the end of the school year was approved with 6 in favor, 4 against and one abstention.

Since the Board of School Commissioners vote, reaction from supporters and a number of community activists has been angry but resolute in support of Baltimore Collegiate School for Boys.  Those members of the community who have sons enrolled in the school, have visited the school, have participated in the annual “handshake” ceremony welcoming students to a new school year and have personally met with Mr. Avent are naturally protective of the school’s efforts, especially since Baltimore Collegiate took on the challenge to “stand in the gap” to catch young Black boys, many of whom come from disadvantaged families and neighborhoods, before they “fall through the cracks” in the city’s educational system and find themselves in the “school to prison pipeline”.  Concerns have been heightened by statements from supporters that the “measurements, surveys and evaluations … were higher this time around compared to the last time … but they graded [the school] more harshly”, with ratings of “Developing” in all three major categories in the previous review that were downgraded to “Not Effective” in two of the major areas despite what were described as significant improvements by school administrators and supporters.  There is also the question of what the raw data actually say, since what was apparently consulted by the Board of School Commissioners to decide on the school’s charter were data that had already been processed into aggregate scores for English Language Arts and Math under the Maryland Comprehensive Assessment Program (MCAP) and “Effective”, “Developing” and “Not Effective” ratings instead of the raw data that purportedly led to these assessments.  How the raw data was converted into these scores and ratings was not discussed in the online meeting, and may not be well understood by Board members who were depending on these assessments to make decisions on renewals, student transfers and school closures.  This could be problematic, especially since the Board’s discussion noted a level of “confusion” with regard to what seemed to be conflicting assessments.  These apparent discrepancies between the Charter and Operator-Led Advisory Board, the firm contracted by the Board who conducted the surveys and assessments, and the school’s administrators and supporters who have attested to the school’s importance and improvement efforts have led to some suspicions of an ulterior motive to close the only school in Baltimore city dealing specifically with Black boys.

Other Charter School Renewal Votes

The Baltimore Curriculum Project’s operation of Pimlico Elementary/Middle School was recommended for a 3-year renewal (July 1, 2026-June 31, 2029) with ratings of “Developing” or “Effective” in the three main areas (Student Achievement, Climate and Finance/Governance).  The Board voted to accept the recommendation pf a 3-year renewal by a unanimous vote. 

The Baltimore International Academy, operated by Baltimore International Academy, Inc. since 2007, was recommended for a 3-year renewal with ratings in the three main areas of “Effective” but with challenges in the area of Programming for Students with Disabilities, which was “concerning” and thus prevented a 5-year renewal.  The Board voted to accept the 3-year renewal recommendation by a unanimous vote. 

The Baltimore Leadership School for Young Women, operated by Baltimore Leadership School for Young Women, Inc. since 2009 and became a charter school in 2010.  The school was recommended for a 3-year renewal with ratings of “Developing” or “Effective” in the three main areas, and “Highly Effective” in College and Career Readiness, though Not Effective in Math 6-8 and Algebra I.  The Board voted to accept the recommendation of a 3-year renewal by a 9 to 0 vote with one absence and one abstention.

Lillie May Carroll Jackson School was recommended for a 3-year renewal with conditions (among them a financial plan), with ratings of “Developing” or “Effective”, and an “Effective” rating in the “5Essentials” survey indicating the school is “organized for success”.  Financial issues were described as “concerning”.  After discussion, the Board voted to accept the recommendation of a 3-year renewal with conditions by a unanimous 10 to 0 vote with one absence. 

Clay Hill Public Charter School, operated by Bluebird Education Network, is up for their first renewal.  Based on Effective ratings in all three major areas (Student Achievement, Climate and Finance/Governance), it was recommended for a 5-year (July 1, 2026-June 30, 2031) renewal.  It was rated as “well organized for success” with a Highly Effective “5Essentials” score.  The Board voted to accept the recommendation of a 5-year renewal by a unanimous 10 to 0 vote with one absence. 

Coppin Academy, operated by Coppin State University in grades 9-12 since 2005 and becoming a charter school in 2007, was rated “Effective” or “Developing” in the three major areas.  The initial recommendation by the CEO was a 3-year renewal.  In view of the commitment of Coppin State University, its outperforming of schools in areas with similar poverty levels and the need to invest in West Baltimore in the same way as has been done in East Baltimore, it was suggested for the Board to consider increasing the renewal to 5 years despite a “Developing” rating in the area of Climate.  Another suggestion was a conditional 5-year renewal based on improvement of the Climate rating as opposed to a 3-year renewal with no conditions.  The recommendation of a modified 5-year conditional renewal was accepted by the Board by a margin of 6 yes, 3 no, 1 absent and 1 abstention.

Preliminary Conclusions

In a city that, like many urban centers that are economically and politically marginalized, is constantly struggling to save its children from becoming “statistics” to be pushed into the “school-to-prison pipeline”, hearings and meetings such as these often strain one’s sense of logic and justice. When it is time to arm police with increasingly deadly military-grade weapons and welcome “law enforcement” agencies such as Immigration and Customs Enforcement (ICE) into our communities to harass and terrorize residents, the money flows from both federal and local coffers regardless of political corruption or professional incompetence. When corporations insist that they need tax breaks and subsidies to stay in town, political leaders rush to unlock the safe despite the numerous skeletons in these corporations’ closets or the blood on their hands. At election time, we often enthusiastically go to the polls to vote for egocentric, addle-brained or corrupt leaders, often without batting an eye. But when the closing of schools, recreation centers, libraries and firehouses is the topic, often the money is not there to continue to fund them, complicated metrics are trotted out to justify their non-renewal or abolishment without offers of financial options or professional assistance, and when dedicated education professionals and community activists plead to administrators, their entreaties are too often ignored or are drowned out by statistics and regulations. The recent drop in crime statistics in Baltimore, Chicago, Pittsburgh and other major cities led now by Black mayors has been closely tied to those administrations’ efforts to provide support to violence-interrupters, schools and related community organizations on the ground. Despite the denials by right-wing politicians who insist on “tough on crime” over-weaponization of police, these community-directed efforts to alleviate citywide suffering and the violence it generates have clearly borne fruit, and strong schools are a major part of that effort. In this case, much of the impetus to close these schools seems tied more to low enrollment (and the smaller class sizes that result) than to performance of the students who attend these schools, and when performance is the concern, the deficits the students face at the start due to poverty or previous education system failures are often overlooked, and school administrators who may have more commitment and enthusiasm than expertise are faced with near-insurmountable obstacles without the needed support from the regulators. For decades, educators, activists and even conservative charter-school advocates have argued that smaller class sizes, more personal instruction and an increase in Black male role models are key to reversing the trend toward marginalization and criminalization of our youth. Now that these schools have reached many of those once-lauded milestones, financial regulators and officials who might not even understand the numbers (as indicated by the discrepancies in family satisfaction data for Dallas F. Nicholas, as detailed in Ms. Watts’ testimony on January 8) have made the recommendation to cut these institutions off at the knees just as they seem to be making hard fought progress with the city’s youth. It’s deeply unfortunate that Baltimore Collegiate School for Boys was not granted a renewal of its charter. It’s also unfortunate that their aggregated performance ratings alone compelled the Board to recommend the non-renewal.  At the same time, the decisions to spare Dallas F. Nicholas Elementary School and Renaissance Academy, and to renew the other charter schools, were important victories for the city’s children who already struggle to overcome the odds imposed on them without having to face the closing of their schools. Perhaps, in the event that the Board of School Commissioners’ decision cannot be reversed, if alternative funding and expertise can be mustered and the substantive concerns answered, Baltimore Collegiate School for Boys can rise from this setback with some of the same heart, grit and determination that has been shown by the community members and activists who have been fighting for them, and will continue to fight for them, with the assistance of the city of Baltimore or without it.