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 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;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
This White Paper on post secondary access and persistence of career and technical education (CTE) graduates, particularly those with disabilities, is produced in collaboration with the Center for Labor and Market Studies at Northeastern University. Currently, little is known about the actual post secondary enrollment of graduates from Massachusetts public high schools and less is known about the post secondary outcomes of the subset of high school graduates with disabilities. Yet, the labor market environment that these young adults will enter is one characterized by a large and growing lifetime earnings advantage to earning a college degree. The findings are based on data about nearly 4,600 high school students from the Classes of 2004 through 2006 who graduated from seven vocational-technical high schools in Massachusetts.
August 1970
Geographic Focus:
