The Lilla G. Frederick School, a beloved institution in Grove Hall, is set to close its doors for good at the end of this school year, following the Boston School Committee’s decision to phase out standalone middle schools in a bid to address declining enrollment across the district.
As Honesty Graham, a student at Frederick, expressed, the closure signifies not only the end of the school itself but also a significant change for the tight-knit friend group that will be split up as they transition to various high schools.
The Frederick has been the last middle school standing in a process that began in 2018 when the district announced plans to phase out middle schools over a five-year period.
At the time, more than a hundred members of the community—students, teachers, and parents—voiced their opposition to the closure plans during a Boston School Committee meeting.
Yet, by the time the vote to close the Frederick came around in 2024, the community chose not to mount a protest, resigning themselves to the inevitable changes coming to their neighborhood.
Over the decades, education experts have recognized the struggles of standalone middle schools as many districts across the country have opted to phase them out.
Historically, sixty years ago, there was hope that middle schools could effectively cater to the unique needs of young adolescents.
However, more recent findings suggest that the challenges faced during transitions between schools can outweigh the benefits offered by middle school specialization, leading to declines in students’ academic achievement.
In response to these findings and the pressures of dwindling enrollment, the Boston district has integrated middle grades into several high schools while other middle schools have been shut down or merged with high schools.
With the Frederick’s closure on the horizon, the community rallied to ensure that the legacy of Lilla G. Frederick would be honored, advocating for the retention of her name on the building housing the new elementary school that will replace it.
As staff member Andrew Brown pointed out, while beginnings are often celebrated, it’s equally important to have inspiring closures.
The Frederick opened in 2003 as New Boston Pilot Middle School, a significant victory and investment in a neighborhood that had long endured educational and economic struggles, especially after its local high school, the Burke, temporarily lost accreditation.
Once a vacant lot notorious for crime, the school’s establishment was championed by Project R.I.G.H.T., a community organization aimed at combatting violence and fostering community involvement.
Lilla G. Frederick, one of the organization’s founders, was instrumental in garnering support from local residents during the planning process, with the school ultimately operating as a semi-autonomous pilot school featuring multiple board seats for community members.
“This school represented a major investment that helped to reverse a long history of disinvestment,” noted Michael Kozu, co-director of Project R.I.G.H.T.
With a mission to act as a community hub, the Frederick adapted over the years to become a location for various community activities, including hosting a church, serving as a polling site, and even providing support for the previously incarcerated.
In recognition of Lilla G. Frederick’s contributions to the community, the school was named in her honor following her passing in 2005.
In her 2024 address to the School Committee, board chair Emmanuel Tikili reiterated the commitment to continue honoring Frederick’s legacy through the name of the newly repurposed building.
Throughout its history, the Frederick fostered a strong sense of community, becoming a pioneer in educational initiatives.
It introduced a one-to-one laptop program before such practices became widespread, creating opportunities for both students and their families to engage with technology—a partnership that attracted national attention.
The school also worked closely with organizations such as Boston Children’s Hospital to implement targeted mental health care programs for students.
In its early days, its social worker, Susan Lovett, highlighted the uniqueness of their role, noting how current district-wide social worker positions did not yet exist.
Lovett recalled, “We wanted the school to be as resourced as some of the schools in Boston’s wealthiest suburbs are,” which led to partnerships that provided diverse opportunities like ballet programs and athletic teams, such as wrestling and volleyball.
As the Frederick approached its final year, students were encouraged to focus on the memories and experiences they shared rather than the impending closure.
The culmination of the school year included a field trip to Six Flags, orchestrated to celebrate the friendships and experiences students had enjoyed together.
“It was fun while it lasted,” reflected eighth-grade student Alieshaa Felix.
Throughout its two decades, the school’s student demographic underwent significant changes, adapting to the needs of the local population.
Initially serving a predominantly Black American student body, the school ultimately catered primarily to immigrant families from diverse backgrounds including Haitian, Cape Verdean, and Latin American origins.
In its concluding year, the school’s student population was comprised of 56 percent Latino and 38 percent Black students, with over 90 percent classified as low-income, two-thirds identifying as non-native English speakers, and more than 25 percent having disabilities.
As is common with schools facing closure, Frederick’s academic performance did not meet the hoped-for benchmarks; standardized testing results consistently fell behind both state and district averages.
Leadership challenges also marked its history, as seen when two principals were ousted in 2012 and 2013 for various misconducts, contributing to the gradual decline in enrollment from nearly 700 students at the outset to fewer than half of that by its closure.
Despite these academic challenges, the school remained a key pillar within the Grove Hall community, as mentioned by former parent Gloria West.
She recounted the sense of urgency felt by staff to provide care, such as noticing when students arrived soaked in rain and offering them dry socks.
The supportive environment cultivated a culture where students took the initiative to participate in activities like organizing their teachers’ offices during a designated “week of joy.”
Reflecting on her time at the school, former student Sinaika François expressed a longing for more grades, sharing how she did not want to leave when her time came to graduate.
François’ younger brother, Erntz, will complete eighth grade at East Boston High School next year, bringing the family’s connection to Frederick to a close.
As a new elementary school, combining Winthrop and Clap elementary schools, prepares to establish its roots in the Frederick’s building, district officials emphasize their commitment to fewer but larger schools that can offer more robust educational options to students.
Yet as the middle school model fades, the district acknowledges the challenges inherent in effectively educating students through innovative means.
Penny Bishop, dean of the Boston University School of Education and a noted expert on middle-grade education, elaborated on the specific needs of young adolescents; they crave belonging but also require space for independence, necessitating a balance of structure that often goes unmet in schools dominated by younger or older students.
She emphasized that there is nothing essential about separate building structures for middle grades students, but as community-centered schools like Frederick illustrated, these students need support systems to thrive.
At the Frederick, methods such as team grouping not only fostered a sense of community but also provided students with opportunities to take on responsibilities and have a say in matters like school spirit week planning.
Honesty underscored the school’s success in creating a positive atmosphere: “A good community, teachers you can count on, good environment where you can feel safe and feel welcome and learn … and you can still have fun.”
As plans for her future shape up, Honesty is contemplating the possibility of leaving the district entirely for a high school in Dedham, a move that will further scatter her classmates throughout the city.
With the faculty also facing changes, many of whom have dedicated years to the Frederick and have been there longer than many current students have lived, the sense of community is set to evolve.
Last Wednesday, the school community came together for a momentous promotion ceremony at the nearby Albert D. Holland School of Technology, celebrating the last graduating class of Frederick eighth graders.
Families filled the auditorium, adorned with balloons and flowers, as students dressed in three-piece suits, polished sneakers, gowns, and party dresses celebrated the completion of their middle school journey.
Principal Meghan McGoldrick emphasized the importance of sharing the final year with fondness and gratitude.
“We promised ourselves and each other that this final year will be one of our very best years ever together,” she affirmed. “We have kept that promise.”
Student Shari Martinez David, who delivered a speech during the ceremony, focused on the optimism of their shared future ahead.
“We made it, and we’re ready for whatever’s coming ahead,” she declared. “This isn’t the end of the story.”
image source from：bostonglobe
