Children and Youth;Education and Literacy;Government Reform
On July 1, 2005, Massachusetts became the first state in the nation to launch an independent department with a primary focus on early education and care. This innovative governance structure was created to have equal standing with the state's Department of Education (DOE) and Board of Higher Education (BHE). In Massachusetts and nationally, the new Department of Early Education and Care (EEC) was greeted with excitement, high expectations and a keen sense of watchfulness. The newly consolidated Department was given oversight of early education and care providers and after-school programs for children ages 0-14 (and through age 16 for children with special needs). EEC was expected to improve upon the previous governance structure and forge new ground in early education through the development of a system of universal, high-quality prekindergarten (UPK) for every three-, four-, and five-year-old child in the Commonwealth.
The creation of the Department was viewed as an opportunity for Massachusetts "to lead the way in providing coordinated, cost-effective, high quality early education and care." The creation of the consolidated Department was the culmination of several years of work by advocates and policymakers and was influenced by a growing focus statewide and nationally on the importance of early education. The primary impetus for the creation of the Department was the interest in developing a system that ensured access to UPK through a mix of private and public providers, which the existing governance structure was not capable of overseeing. Several additional factors contributed to a heightened focus on the needs of young children. Brain research over the past decade has directed increased attention to early education as it showed the long-term impact of early education and its potential return on investment. Specifically, research has demonstrated that low-income children who benefit from a high-quality early education are more likely to excel in school, stay off welfare and out of jail, and to later become good parents themselves. Economic research also showed a potential return on investment in high-quality early education for low-income children could lead to as much as a 16% return on every dollar invested. A final factor included national growth in the number of women engaged in the workforce; a number which is projected to continue to grow.
This case study describes the evolution of EEC from its early conceptions to its impact over its first two and a half years. The goal is to provide a reference and resource for other state governments, advocacy groups and philanthropies seeking to develop a consolidated governance structure for early education and care. The case chronicles the purpose, history and evolution of EEC, articulates "lessons-learned" to date and identifies future opportunities and challenges for the agency as it strives to meet its statutory mandates.
August 1970
Geographic Focus: North America / United States (New England)
Children and Youth;Education and Literacy;Government Reform
On July 1, 2005, Massachusetts became the first state in the nation to launch an independent department with a primary focus on early education and care. This innovative governance structure was created to have equal standing with the state's Department of Education (DOE) and Board of Higher Education (BHE). In Massachusetts and nationally, the new Department of Early Education and Care (EEC) was greeted with excitement, high expectations and a keen sense of watchfulness. The newly consolidated Department was given oversight of early education and care providers and after-school programs for children ages 0-14 (and through age 16 for children with special needs). EEC was expected to improve upon the previous governance structure and forge new ground in early education through the development of a system of universal, high-quality prekindergarten (UPK) for every three-, four-, and five-year-old child in the Commonwealth.
The creation of the Department was viewed as an opportunity for Massachusetts "to lead the way in providing coordinated, cost-effective, high quality early education and care." The creation of the consolidated Department was the culmination of several years of work by advocates and policymakers and was influenced by a growing focus statewide and nationally on the importance of early education. The primary impetus for the creation of the Department was the interest in developing a system that ensured access to UPK through a mix of private and public providers, which the existing governance structure was not capable of overseeing. Several additional factors contributed to a heightened focus on the needs of young children. Brain research over the past decade has directed increased attention to early education as it showed the long-term impact of early education and its potential return on investment. Specifically, research has demonstrated that low-income children who benefit from a high-quality early education are more likely to excel in school, stay off welfare and out of jail, and to later become good parents themselves. Economic research also showed a potential return on investment in high-quality early education for low-income children could lead to as much as a 16% return on every dollar invested. A final factor included national growth in the number of women engaged in the workforce; a number which is projected to continue to grow.
This case study describes the evolution of EEC from its early conceptions to its impact over its first two and a half years. The goal is to provide a reference and resource for other state governments, advocacy groups and philanthropies seeking to develop a consolidated governance structure for early education and care. The case chronicles the purpose, history and evolution of EEC, articulates "lessons-learned" to date and identifies future opportunities and challenges for the agency as it strives to meet its statutory mandates.
August 1970
Geographic Focus: North America / United States (New England)
Children and Youth;Education and Literacy;Government Reform
On July 1, 2005, Massachusetts became the first state in the nation to launch an independent, consolidated department with a primary focus on early childhood learning and care. This innovative governance structure had equal standing with the state's Department of Education and Board of Higher Education. In Massachusetts, and nationally, the new Department of Early Education and Care (EEC) was greeted with excitement, high expectations and a keen sense of watchfulness. The new consolidated Department was expected to improve upon the previous system and forge new ground in early education through the development of a system of universal pre-kindergarten (UPK) for every three-, four-, and five-year-old child in the Commonwealth. The creation of the Department was viewed as an opportunity for Massachusetts "to lead the way in providing coordinated, cost-effective, high-quality early education and care."
The creation of the Department was the culmination of several years of work by advocates and policymakers and was influenced by a growing focus statewide and nationally on the importance of high-quality early education. The primary impetus for the agency was to develop a system of UPK through a mix of private and public providers, which the existing governance structure was not capable of overseeing. Several additional factors contributed to a heightened focus on the needs of the youngest children. Brain research over the past decade has directed increased attention to early education as it showed the long-term impact of high-quality early education and its potential return on investment. Specifically, research has shown that low-income children who participate in a high-quality early education are more likely to excel in school, stay off welfare and out of jail, and to later become good parents themselves. Research into the economics of early education also showed that investments in high-quality early education could lead to as much as a 16% return on investment. Growth nationally in the number of women engaged in the workforce further elevated the focus on the need to provide access to high-quality early education and care --and this growth is projected to continue.
Another important factor influencing the creation of the Department was the move toward standards and accountability in K-12 education, which aspires to have all children achieve to their fullest potential. Increasingly, it has become evident that a high-quality early education experience is a fundamental component of an educational continuum that ensures that children, especially those at-risk, have the necessary foundation to succeed in the K-12 system and in life.
This case study describes the evolution of EEC from its early conceptions to its impact in its first two and a half years. The goal of the study is to provide a reference and resource for other state governments, advocacy groups and philanthropies seeking to develop a consolidated governance structure for early education and care. While this case focuses primarily on EEC's services for children ages three through five, it is important to note that the agency serves children age birth through 14. Through this case, we chronicle the purpose, history and evolution of EEC, articulate "lessons-learned" to date and identify future opportunities and challenges for EEC as it strives to meet its statutory mandates.
The report is divided into the following sections:
- Part One - the consolidation and creation of EEC;
- Part Two - EEC's structure and responsibilities; and
- Part Three - EEC's progress to date, as well as the challenges that lie ahead and lessons for other states.
August 1970
Geographic Focus:
Children and Youth;Education and Literacy;Government Reform
On July 1, 2005, Massachusetts became the first state in the nation to launch an independent, consolidated department with a primary focus on early childhood learning and care. This innovative governance structure had equal standing with the state's Department of Education and Board of Higher Education. In Massachusetts, and nationally, the new Department of Early Education and Care (EEC) was greeted with excitement, high expectations and a keen sense of watchfulness. The new consolidated Department was expected to improve upon the previous system and forge new ground in early education through the development of a system of universal pre-kindergarten (UPK) for every three-, four-, and five-year-old child in the Commonwealth. The creation of the Department was viewed as an opportunity for Massachusetts "to lead the way in providing coordinated, cost-effective, high-quality early education and care."
The creation of the Department was the culmination of several years of work by advocates and policymakers and was influenced by a growing focus statewide and nationally on the importance of high-quality early education. The primary impetus for the agency was to develop a system of UPK through a mix of private and public providers, which the existing governance structure was not capable of overseeing. Several additional factors contributed to a heightened focus on the needs of the youngest children. Brain research over the past decade has directed increased attention to early education as it showed the long-term impact of high-quality early education and its potential return on investment. Specifically, research has shown that low-income children who participate in a high-quality early education are more likely to excel in school, stay off welfare and out of jail, and to later become good parents themselves. Research into the economics of early education also showed that investments in high-quality early education could lead to as much as a 16% return on investment. Growth nationally in the number of women engaged in the workforce further elevated the focus on the need to provide access to high-quality early education and care --and this growth is projected to continue.
Another important factor influencing the creation of the Department was the move toward standards and accountability in K-12 education, which aspires to have all children achieve to their fullest potential. Increasingly, it has become evident that a high-quality early education experience is a fundamental component of an educational continuum that ensures that children, especially those at-risk, have the necessary foundation to succeed in the K-12 system and in life.
This case study describes the evolution of EEC from its early conceptions to its impact in its first two and a half years. The goal of the study is to provide a reference and resource for other state governments, advocacy groups and philanthropies seeking to develop a consolidated governance structure for early education and care. While this case focuses primarily on EEC's services for children ages three through five, it is important to note that the agency serves children age birth through 14. Through this case, we chronicle the purpose, history and evolution of EEC, articulate "lessons-learned" to date and identify future opportunities and challenges for EEC as it strives to meet its statutory mandates.
The report is divided into the following sections:
- Part One - the consolidation and creation of EEC;
- Part Two - EEC's structure and responsibilities; and
- Part Three - EEC's progress to date, as well as the challenges that lie ahead and lessons for other states.
August 1970
Geographic Focus:
Children and Youth;Education and Literacy;Government Reform
On July 1, 2005, Massachusetts became the first state in the nation to launch an independent, consolidated department with a primary focus on early childhood learning and care. This innovative governance structure had equal standing with the state's Department of Education and Board of Higher Education. In Massachusetts, and nationally, the new Department of Early Education and Care (EEC) was greeted with excitement, high expectations and a keen sense of watchfulness. The new consolidated Department was expected to improve upon the previous system and forge new ground in early education through the development of a system of universal pre-kindergarten (UPK) for every three-, four-, and five-year-old child in the Commonwealth. The creation of the Department was viewed as an opportunity for Massachusetts "to lead the way in providing coordinated, cost-effective, high-quality early education and care."
The creation of the Department was the culmination of several years of work by advocates and policymakers and was influenced by a growing focus statewide and nationally on the importance of high-quality early education. The primary impetus for the agency was to develop a system of UPK through a mix of private and public providers, which the existing governance structure was not capable of overseeing. Several additional factors contributed to a heightened focus on the needs of the youngest children. Brain research over the past decade has directed increased attention to early education as it showed the long-term impact of high-quality early education and its potential return on investment. Specifically, research has shown that low-income children who participate in a high-quality early education are more likely to excel in school, stay off welfare and out of jail, and to later become good parents themselves. Research into the economics of early education also showed that investments in high-quality early education could lead to as much as a 16% return on investment. Growth nationally in the number of women engaged in the workforce further elevated the focus on the need to provide access to high-quality early education and care --and this growth is projected to continue.
Another important factor influencing the creation of the Department was the move toward standards and accountability in K-12 education, which aspires to have all children achieve to their fullest potential. Increasingly, it has become evident that a high-quality early education experience is a fundamental component of an educational continuum that ensures that children, especially those at-risk, have the necessary foundation to succeed in the K-12 system and in life.
This case study describes the evolution of EEC from its early conceptions to its impact in its first two and a half years. The goal of the study is to provide a reference and resource for other state governments, advocacy groups and philanthropies seeking to develop a consolidated governance structure for early education and care. While this case focuses primarily on EEC's services for children ages three through five, it is important to note that the agency serves children age birth through 14. Through this case, we chronicle the purpose, history and evolution of EEC, articulate "lessons-learned" to date and identify future opportunities and challenges for EEC as it strives to meet its statutory mandates.
The report is divided into the following sections:
- Part One - the consolidation and creation of EEC;
- Part Two - EEC's structure and responsibilities; and
- Part Three - EEC's progress to date, as well as the challenges that lie ahead and lessons for other states.
August 1970
Geographic Focus:
Children and Youth, Disabilities, Education and Literacy
Data from the 2008 administration of the Massachusetts Comprehensive Assessment System (MCAS) examination reveal an alarming 84% of districts did not meet Adequate Yearly Progress for the "special education subgroup" in both subject areas. In addition, 53% of Grade 10 special education students failed to earn a passing score on the MCAS in all three subject areas (ELA, math, science and technology).
In light of these findings, the Rennie Center's recent report, entitled Seeking Effective Policies and Practices for Students with Special Needs, highlights schools making progress in educating students with special needs. The Rennie Center's study features four districts, two vocational technical high schools and one additional K-8 school that is "beating the odds" in serving students with special needs. The report examines the status of special education in the Commonwealth including legislation surrounding special education, the incidence of students receiving special education services and the distribution of students by disability type in different types of districts. These include the state's ten large urban districts, the 50 most demographically advantaged districts, charter schools and vocational technical schools. Among the findings, vocational technical schools educate more special education students (23%) than all other types of districts yet spend less on special education students and get solid results. Out of the 25 districts with the lowest percentage of special education spending, 23 are vocational schools.
The report identifies the core practices of districts ranking in the top 5-10% for growth in the performance of students with special needs. Districts that are making progress no longer isolate students with special needs in separate classrooms; instead they adapt their general education classrooms to accommodate the needs of all students. These districts have adopted a culture in which faculty view "all kids as my kids" and in which general and special education teachers collaborate to design curriculum that meets the needs of all learners -- including those with special needs.
In a series of recommended next steps, the report offers several considerations for district leaders and state policymakers. It highlights the importance of data, including the use of ongoing formative assessment to provide teachers with timely feedback. The report recommends that schools and districts adapt their instructional practice and curriculum to best meet diverse students' needs.
The Rennie Center report also pushes for further study of effective practices found within the state's thirty vocational technical schools. Finally, the report urges the Department of Elementary and Secondary Education and districts to work together to disseminate effective practices in educating students with special needs.
August 1970
Geographic Focus:
Children and Youth;Education and Literacy;Employment and Labor
One in five Massachusetts students does not graduate from high school in four years. At a time when a high school diploma is essential to ensuring future success, such large numbers of students struggling to earn a diploma is cause for concern. Yet, there are Massachusetts schools and districts making progress; a review of district data over the past four years revealed that several districts and schools throughout the Commonwealth are steadily reducing their dropout rates. The Rennie Center's latest policy brief, Meeting the Challenge: Promising Practices for Reducing the Dropout Rate in Massachusetts Schools and Districts analyzes practices and policies within these schools and districts to help inform the work of educators and policymakers and to address the question: "In schools that are reducing their dropout rates, what is working?"
The Rennie Center's research is based on interviews with district leaders and principals from 11 high schools in 9 Massachusetts districts that have reduced their student dropout rates over the past four years. Through these interviews, several themes emerged. Nearly all of these districts and schools: 1) used data to identify students at-risk of dropping out (including early indicators of potential dropouts and high school attendance); 2) offered targeted interventions such as personalizing the learning environment and supporting the transition to ninth grade; 3) connected high school to college and careers; 4) provided alternatives to traditional high school; and 5) formed collaborations and partnerships to bring in additional resources for students at-risk of dropping out.
Considerations Based On Findings
The Importance of Leadership - All of the schools studied in this policy brief had leaders who initiated and sustained a focus on students at-risk of dropping out. These leaders placed a high value on struggling students and emphasized the needs of these students with their entire faculty so that adults in the school felt a sense of ownership for the outcomes of these students.
No Silver Bullets - Students at-risk of dropping out have varied needs and the schools studied in this brief provided a correspondingly diverse set of interventions and supports to address students' behavioral/emotional and academic needs.
Persistent Effort Over Time - It is important to note that for the schools that participated in this study, there have been no quick fixes. The success of these schools' efforts has been dependent on a sustained focus on the needs of these learners and a steadfast commitment of resources over time.
More Than Academics - Rather than focusing exclusively on providing academic supports for students at-risk of dropping out, the schools studied in this brief combined academic support with initiatives to foster students' increased engagement in school.
Follow-Up with Dropouts - Most of the schools did not follow up with students once they had dropped out - either to find out why they had dropped out, or to encourage them to return to some course of study that would lead to a diploma. This is an area that warrants future attention.
The policy brief was the subject of discussion at a public event on February 12, 2009. For more information about the dropout crisis in Massachusetts, visit: www.projectdropout.org.
August 1970
Geographic Focus:
Children and Youth, Education and Literacy, Employment and Labor
In the United States, nearly 1.23 million public school students from the class of 2008 failed to graduate with a diploma. In Massachusetts, 91 students drop out of high school each day. Nationally, and in our state, there has been much recent attention paid to the dropout crisis. One initiative being used by states in their efforts to reduce the dropout rate is to increase the compulsory attendance age to 18. In Massachusetts, the current compulsory attendance age is 16.
The passage of a new law in August 2008 led to the establishment of a state-level Graduation and Dropout Prevention and Recovery Commission in Massachusetts. The Commission is charged with making informed recommendations on ten issues, including whether or not the compulsory attendance age should be raised from 16 to 18.
The Rennie Center's recent policy brief, entitled Raise the Age, Lower the Dropout Rate? Considerations for Policymakers, focuses on the question: Is there empirical evidence to support Massachusetts raising its compulsory school attendance age to 18?
Through an examination of research and analysis of other states' policies, the Rennie Center examines the arguments for and against raising the compulsory age of school attendance to 18 and concludes that there is no credible empirical evidence to support this policy alone as an effective strategy to combat the dropout crisis. The Center argues that prior to considering a raise in the compulsory age of attendance, the Commonwealth should focus its energy and resources on developing policies and programs that research has shown to be successful in helping at-risk students stay in school and persist to earning a diploma.
We recommend the following considerations for policymakers. Our hope is that this information will contribute to the current policy discussions focused on the issue of raising the age of compulsory school attendance in Massachusetts.
- Consider empirical evidence.
- Address student disengagement and alienation from school.
- Improve attendance monitoring and early intervention systems.
- Increase alternative education options.
- Examine and consider eliminating some of the existing exemptions that permit 14- and 15-year-olds to leave school prior to graduation.
- Examine and consider updating the current process for legally leaving school.
- Examine the fiscal impact of increasing the age of compulsory school attendance, including examination of: the cost of enforcement; funding outreach programs; increasing capacity to serve youth who would return to school; expansion and professional development of teacher workforce; expansion and professional development of school staff.
August 1970
Geographic Focus:
