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HOUSE DOCKET, NO. 92 FILED ON: 1/6/2025
HOUSE . . . . . . . . . . . . . . . No. 661
The Commonwealth of Massachusetts
_________________
PRESENTED BY:
Kelly W. Pease
_________________
To the Honorable Senate and House of Representatives of the Commonwealth of Massachusetts in General
Court assembled:
The undersigned legislators and/or citizens respectfully petition for the adoption of the accompanying bill:
An Act relative to equitable accelerated learning opportunities for public school students.
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PETITION OF:
NAME:DISTRICT/ADDRESS :DATE ADDED:Kelly W. Pease4th Hampden1/6/2025Francisco E. Paulino16th Essex1/14/2025 1 of 3
HOUSE DOCKET, NO. 92 FILED ON: 1/6/2025
HOUSE . . . . . . . . . . . . . . . No. 661
By Representative Pease of Westfield, a petition (accompanied by bill, House, No. 661) of Kelly
W. Pease and Francisco E. Paulino relative to accelerated learning opportunities for public
school students. Education.
The Commonwealth of Massachusetts
_______________
In the One Hundred and Ninety-Fourth General Court
(2025-2026)
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An Act relative to equitable accelerated learning opportunities for public school students.
Be it enacted by the Senate and House of Representatives in General Court assembled, and by the authority
of the same, as follows:
1 Section 1B of Chapter 69 of the General Laws as appearing in the 2020 Official Edition
2is hereby amended by inserting after the 25th paragraph the following paragraphs:
3 “The board of elementary and secondary education shall establish regulations regarding,
4in the K-12 public schools of the Commonwealth, the use of whole-grade and content-specific
5academic acceleration designed to match the level, complexity, and pace of instruction of the
6curriculum to the readiness and motivation of the student; enabling accelerated students to
7master knowledge and skills, as they may be capable, at a rate faster or at an age earlier than the
8typical age-average student. Said regulations shall authorize, provide a framework, and direct
9school districts to provide access to appropriate curriculum, instruction and pacing for students
10who demonstrate readiness for academic content, skills or understanding at a level beyond the
11curriculum ordinarily taught to students of a certain age. 2 of 3
12 To ensure equity in education, the acceleration regulations established pursuant to this
13section shall direct that schools evaluate all children to determine the need for acceleration
14accommodations, not only those students recommended for acceleration by teachers and parents.
15Said regulations shall require the use of screening assessments, and an evaluation tool designed
16to take personal bias out of the decision-making process when considering a child for
17acceleration; and to ensure that acceleration decisions are evidence-based, systematic,
18thoughtful, well-reasoned, and defensible. Such regulations shall require that any determination
19made regarding acceleration accommodations for a student shall be documented in a written
20acceleration plan including, at a minimum, relevant academic and social-emotional supports.
21 Said written acceleration plan shall be implemented by administrators, counselors, and
22teachers. All districts shall provide professional development for educators to ensure a
23supportive environment for accelerated students and document it in their plans pursuant to
24Chapter 71 Section 38Q . The Department of Elementary and Secondary Education shall
25develop and make available professional development and other assistance for implementation of
26acceleration plans.
27 In developing said regulations, the department shall consider, at a minimum, the
28following acceleration strategies:
29 Single subject acceleration;
30 Combined classes (multi-age);
31 Online courses and open educational resources;
32 Concurrent or dual enrollment, and early college; 3 of 3
33 Curriculum compacting;
34 Credit by examination or prior experience;
35 Credit toward graduation requirements for high-school level courses taken during
36elementary and middle school
37 Competency/mastery-based learning and advancement;
38 Whole-grade acceleration (one or more);
39 Self-paced instruction;
40 Mentoring;
41 Early entrance to first grade;
42 Early graduation”