Academic Standards

The purpose of Pioneer's policy brief is to spell out the successful standards-based reforms that have made Massachusetts the highest performing K-12 state in the country, and to suggest how the BESE and the 21st Century Skills Task Force can strengthen the state's nationally recognized curriculum frameworks, student assessments, educator licensure regulations, and teacher subject area tests.

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.

Teachers are critical to attaining world-class levels of performance in mathematics and science. A growing body of research has documented a wide range in the effectiveness of individual teachers with respect to raising student achievement.

This position paper suggests how Massachusetts can strengthen K-12 mathematics education in its schools, drawing chiefly on the findings and recommendations presented in the final report of the National Mathematics Advisory Panel (henceforth referred to as the Panel). The Panel's report was released in March 2008 after two years of work and deliberation by seventeen researchers and scholars appointed by Secretary of Education Margaret Spellings.

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 study, produced by Pioneer Institute’s Center for School Reform, analyzes school district performance assessment data reported by the Massachusetts Office of Educational Quality and Accountability (EQA). This agency audits school districts regularly to evaluate their progress in implementing the reforms articulated by the Massachusetts Education Reform Act of 1993 (MERA).

This study, produced by Pioneer Institute’s Center for School Reform, analyzes school district performance assessment data reported by the Massachusetts Office of Educational Quality and Accountability (EQA). This agency regularly audits school districts to evaluate their progress in implementing the reforms articulated by the Massachusetts Education Reform Act of 1993 (MERA).

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.

Drawing from a telephone survey of 1,000 public school parents in the ten largest school districts in Massachusetts, this paper critically examines public school parents’ knowledge of and interest in alternative schooling options.

This report is an initial effort to provide systematic information on teacher contracts in Massachusetts. In the summer of 1999, the Pioneer Institute solicited copies of the current contract from all districts in the state. From those that responded, 40 districts were selected to reflect the diverse makeup of the Commonwealth. Although there was no attempt to make the sample statistically representative, the three largest urban systems were included, along with a sample of suburbs and small towns.