The Founders of the American experiment in democracy assumed that understanding American history was essential in a Union where publicspirited citizenship and the capacity to live under laws “wholesome and necessary for the public good” would characterize the new nation. To proceed without the knowledge of history, in their view, was a sure path to “a tragedy or a farce.”

The fate of poetry in the school curriculum may seem like an odd subject for a Pioneer Institute report. But we are struck by the absence of comments on what constitutes literary study in the schools from organizations that might be expected to have a professional interest in the school curriculum (e.g., National Council of Teachers of English, International Reading Association, Association of Supervisors and Curriculum Developers) and from higher education sources that might be expected to have a discipline-based interest in the topic (e.g., American Academy of Arts and Sciences, Modern Language Association).

When Abraham Lincoln breathed his last at 7:22 a.m. on April 15, 1865, Secretary of War Edwin M. Stanton intoned: "Now he belongs to the ages."

The first part of this report looks closely at the background, structure, and function of the DESE in an attempt to understand how the agency has operated, how it currently operates, and what challenges, if any, the structure and operation of DESE pose for its ability to effectively exercise its increased authority. The second part recounts the recent history of the Department, especially its role in implementing the first wave of education reform, which came in the form of the 1993 Massachusetts Education Reform Act. In doing so, this work uncovers some of DESE's strengths and weaknesses in an attempt to highlight potential obstacles to successfully implementing the second wave of reform.

The results of this study show that factory model contracts are more likely to be found in the Commonwealth's lowest-performing school districts, many of which serve disproportionate numbers of poor and minority students. This policy brief concludes with six recommendations for actions that school districts can take to ensure that teacher collective bargaining contracts in the state of Massachusetts become better aligned with the professional model.

This new Pioneer Institute policy brief on student writing in our schools will be helpful if it highlights the understanding that students will need to write often and at length in college and beyond.

The tests Massachusetts uses for licensing teachers, the Massachusetts Tests for Educator Licensure (MTEL), have been developed for the state by the Evaluation Systems group of Pearson (ESP) under continuously renewed contracts with the Department of Elementary and Secondary Education (DESE). Prospective teachers in Massachusetts must take a reading and writing skills test as well as a test of their subject-area knowledge.

Enrollment in public schools in Massachusetts has fallen by 24,000 students, or 2.5 percent, over the past five years. The total number of students in Massachusetts public schools is now just 936,000. The decline started several years ago, and is likely to accelerate over the next decade. The drop in enrollment is steepest in Western Massachusetts and Cape Cod, and urban districts are losing students faster than suburban districts.

Considering this record of low student achievement and the deep pockets of chronic under-performance, the Patrick Administration's Readiness Project and Board of Elementary and Secondary Education (BESE) are right to call for a long, hard look at the state's achievement gaps, education accountability, targeted assistance, and policymaking.

This paper proposes specific policy changes that could result in a more efficient, effective, and equitable system of public education in the Commonwealth of Massachusetts. Although collaboratives are local organizations focused on meeting local needs in a cost-effective manner, the state needs to take a leadership role in fostering their development and utilization.