Massachusetts 2023-2024 Regular Session

Massachusetts House Bill H600 Compare Versions

Only one version of the bill is available at this time.

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1	1	1 of 1
2	2	HOUSE DOCKET, NO. 2973 FILED ON: 1/19/2023
3	3	HOUSE . . . . . . . . . . . . . . . No. 600
4	4	The Commonwealth of Massachusetts
5	5	_________________
6	6	PRESENTED BY:
7	7	Andres X. Vargas and Manny Cruz
8	8	_________________
9	9	To the Honorable Senate and House of Representatives of the Commonwealth of Massachusetts in General
10	10	Court assembled:
11	11	The undersigned legislators and/or citizens respectfully petition for the adoption of the accompanying bill:
12	12	An Act fulfilling the promise of education reform.
13	13	_______________
14	14	PETITION OF:
15	15	NAME:DISTRICT/ADDRESS :DATE ADDED:Andres X. Vargas3rd Essex1/19/2023Manny Cruz7th Essex1/19/2023Sal N. DiDomenicoMiddlesex and Suffolk1/26/2023James K. Hawkins2nd Bristol1/30/2023 1 of 5
16	16	HOUSE DOCKET, NO. 2973 FILED ON: 1/19/2023
17	17	HOUSE . . . . . . . . . . . . . . . No. 600
18	18	By Representatives Vargas of Haverhill and Cruz of Salem, a petition (accompanied by bill,
19	19	House, No. 600) of Andres X. Vargas, Manny Cruz and others for legislation to establish a
20	20	special commission (including members of the General Court) to be known as the promise
21	21	commission to conduct an ongoing study of all matters concerning education in the 21st century.
22	22	Education.
23	23	The Commonwealth of Massachusetts
24	24	_______________
25	25	In the One Hundred and Ninety-Third General Court
26	26	(2023-2024)
27	27	_______________
28	28	An Act fulfilling the promise of education reform.
29	29	Be it enacted by the Senate and House of Representatives in General Court assembled, and by the authority
30	30	of the same, as follows:
31	31	1 Section 1 (a). Whereas, seventeen years after adopting the Education Reform Act of
32	32	21993, the legislature acknowledged the need to reflect on the past, revisit the promise, and update
33	33	3the law to more accurately align with research and trends of a new era. The 2010 Achievement
34	34	4Gap Act embraced choice opportunities for families in low performing districts, expanded
35	35	5flexibilities for school leaders and integrated the turnaround expertise of educational
36	36	6management organizations; and
37	37	7
38	38	8 Whereas today, nearly thirty years after the original Act was signed, it is critical that
39	39	9leaders reconvene to review the current status and future needs of public education in the
40	40	10Commonwealth. The question ‘where do we want public education to be in five and ten years
41	41	11from today?’ must guide the work of these leaders and the answers require a comprehensive 2 of 5
42	42	12examination of issues that were hardly at the forefront of the 1993 agenda. A prescient 2014
43	43	13DESE report titled “Building on 20 Years of Massachusetts Education Reform” framed the
44	44	14obligation well: “As we begin our third decade under standards-based education, the
45	45	15Commonwealth is engaged in the next generation of challenges, no less daunting than the first”;
46	46	16and
47	47	17
48	48	18 Whereas, the Pandemic gave rise to ‘the Great Resignation’ in all sectors of the
49	49	19workforce. The teaching profession has not been immune. While it is difficult to track real-time
50	50	20turnover numbers, it is evident that a confluence of low morale, insufficient pay, longer hours, a
51	51	21lack of respect and more robust opportunities elsewhere has created a perfect storm in the
52	52	22profession. According to the National Center for Education Statistics, “44 percent of public
53	53	23schools reported teaching vacancies at the start of the 2022-2023 school year, with more than
54	54	24half due to resignations”; and
55	55	25
56	56	26 Whereas the work ahead must be laser focused on the workforce pipeline, and
57	57	27specifically, recruitment, retainment and support. In 2023, inclusion, diversity and equity are
58	58	28terms that apply equally as much to the student population as they do to those who teach
59	59	29students. Attracting underrepresented populations, including but not limited to those with
60	60	30disabilities, people of color and first-generation learners; and
61	61	31 3 of 5
62	62	32 Whereas growing the educator pipeline and retaining teachers requires classroom
63	63	33supports for them. Providing a pathway for professional development, expanding leadership
64	64	34preparation programs, supporting differentiated learning options and offering wraparound
65	65	35services to ensure teachers have healthy outlets to manage anxiety and stress are the building
66	66	36blocks of a happy and successful workforce; and
67	67	37
68	68	38 Whereas providing expanded resources to rapidly grow educator preparation programs is
69	69	39imperative to meet the dwindling numbers of teachers in the field. Developing and supporting
70	70	40school leaders coupled with efforts to expand and strengthen supports for classroom teachers
71	71	41including programs for mid-career professionals and opportunities for teacher coaches; and
72	72	42 Whereas an expanded definition of student wraparound services requires a significant
73	73	43investment of funding and a universal recognition that they are a vital resource to bolster the
74	74	44resiliency of students, families and caretakers; and
75	75	45
76	76	46 Whereas standards-based education in the 21st Century has evolved over the last three
77	77	47decades and today requires empathy, cultural competence, implicit bias awareness and a
78	78	48commitment to ensuring that all school communities embrace and strengthen each students’
79	79	49sense of identity.
80	80	50 4 of 5
81	81	51 Therefore, in order to fulfill the promise of education reform, a special commission,
82	82	52hereafter referred to as The Promise Commission, to revisit the promise, review the past and
83	83	53redefine the direction is required.
84	84	54
85	85	55 (b) The Promise Commission shall consist of eleven (11) members appointed as follows:
86	86	56The speaker of the house or designee, the president of the senate or designee, the commissioner
87	87	57of education, the commissioner of early childhood, the commissioner of higher education, a
88	88	58member appointed by the Massachusetts association of school superintendents, a member
89	89	59appointed by the Massachusetts association of school committees, a member appointed by the
90	90	60Massachusetts affiliate of the American federation of teachers, a member appointed by the
91	91	61Massachusetts teachers association, a member appointed by the Massachusetts education equity
92	92	62partnership, and a Massachusetts based member appointed by Latinos for education.
93	93	63
94	94	64 The Promise Commission shall conduct an ongoing study of all matters concerning
95	95	65education in the 21stCentury, including a strong emphasis on those outlined in Section (a); and
96	96	66further, shall be guided by five key elements of empathy: (1) understanding others, (2)
97	97	67developing others, (3) having a service orientation, (4) leveraging diversity and (5) political
98	98	68awareness.
99	99	69
100	100	70 The Promise Commission shall have two chairs elected by the members. The chairs may
101	101	71create issue oriented working groups as they deem necessary. 5 of 5
102	102	72
103	103	73 The Promise Commission shall meet not less than once per month and shall serve without
104	104	74compensation.
105	105	75
106	106	76 The Promise Commission shall develop a comprehensive report containing specific
107	107	77legislative policy and regulatory recommendations; and further, shall submit its report and
108	108	78recommendations to the legislature and governor on or before March 31, 2024.