The Massachusetts Board of Elementary and Secondary Education had their regular monthly meeting on November 18, 2025. The agenda can be found here; a recording of the meeting is here.
The meeting was chaired by Vice Chair Matt Hills, Chair Katherine Craven being remote. The Board heard public testimony on the graduation council (including submission of an MTA report); on high dosage tutoring; on childhood obesity and district nutrition and physical education; on subseparate and mainstreamed classrooms for students on IEPs; on alternative paths to teacher licensure, per the regulation amendments proposed; on the impact of facilities on student achievement (including reference to a recent report from Mass Inc and the Worcester Regional Research Bureau); and equity in excellence in education.
Vice Chair Hills congratulated Member Mary Ann Stewart for her recent award of Life Membership by the Massachusetts Association of School Committees.
Secretary Tutwiler noted the artwork in the Department recognizing Hispanic Heritage Month. He spoke of the importance of support for the hierarchy of needs of students in order for them to learn: for them to have stable housing, food security, and support for physical and mental health. He shared the relief of the reopening of the federal government, recognizing the further insecurity of food access the closure had caused. Massachusetts is one of nine states in the country with universal free breakfast and lunch, and he recognized Springfield’s Breakfast in the Classroom program as being particularly successful in its support of students.
Commissioner Martinez said that on December 2 and 3, districts that have regained pre-pandemic levels in math and/or ELA MCAS will be presenting their best practices. He said the Department will have 1300 slots for professional development for educators in Literacy Launch. He recognized the 50th anniversary of IDEA, noting that it was based on the 1972 law passed first by Massachusetts.
Regarding Lawrence and Southbridge, he said that their turnaround plans would be renewed for “up to three years,” saying the Department “will be working with local school committees to build their capacities for local governance,” as returning the districts to local governance is the goal.
The Board next turned to setting budget priorities for FY27. These go to the Secretary who submits them to the Governor for consideration in her proposed budget. Noting that the vast majority of funding that comes to the Department is formula-funded state aid, the budget subcommittee recommended:
- literacy launch
- comprehensive support for high needs schools
- expanding college and career pathways
- building educator pipeline
The budget subcommittee also discussed high-dosage tutoring; rural aid reimbursement; and funding in case of federal grant reductions in the 2026-27 school year. CFO Bill Bell noted that the last would be “contingent on federal action,” as all current year funding has been received. He said this part was “very much a watch and be ready to react.”
Bell also noted that FY27 would be the final year of the phase in of the Student Opportunity Act.
The Department, jointly with the Department of Revenue, was tasked with a local contribution study; they are midway through a series of hearings.
Member Ericka Fisher asked about connecting the teacher pipeline with support for high needs schools. The Commissioner said that the Department has to submit their budget in account lines, but the work is all connected. Member Stewart spoke with concern about the competitive nature of funding for mental health; relatedly, Member Kristen Smidy noted the inequality of access to supports across the state, particularly in rural areas, connecting this specifically to the report on rural schools.
The budget priorities as proposed were passed unanimously.
The Board next turned to proposed amendments on educator licensure. The strikethrough of the proposed amendments can be found here. Currently, educators must pass two tests–communications and literacy assessment; and a subject matter knowledge assessment–in order to obtain licensure. While these have been shown to have some predictive power for educator success in the classroom, they can also serve as a barrier.
The proposed alternatives for communication and literacy skills test are:
- completion of an approved educator preparation program
- license from another state
- master’s or doctorate from accredited degree program
- 2 years of field experience and recommendation from school and district leader
The proposed alternatives for subject matter knowledge test will require a portfolio; access to the portfolio option requires:
- completion of an approved educator preparation program in the field of license taught
- license from another state in the field
- master’s doctorate in field of license sought
- 2 years of field experience in role/license sought + recommendation
Note: the foundations of reading and reading specialist subject matter tests CANNOT be waived by this amendment.
The proposed amendment includes a five year evaluation of the process.
A public comment period of 60 days is proposed through January 20, 2026, with the vote proposed at the March 24 meeting.
There was some discussion of the evaluation of licensure programs in Massachusetts, with a request for additional information for the Board. Vice Chair Hills spent some time on the process for Board feedback before it comes back for a vote.
The vote to send the proposed amendments out for public comment passed unanimously.
Finally, the Board received the first release of the staff attendance report for schools and districts.
Districts were told beginning in February that this information would be publicly released this year; they had several reminders also to review and correct the information as needed. The report includes attendance rates at teacher, administrator, and all staff level, and average number of absences. District is suppressed for six or fewer people (to protect privacy). This is to focus on the importance of student access not only to teachers but to all staff in schools. The Commissioner noted that districts are in different places with regard to this; they are encouraged to explore their data and tell their story. Rob Curtin, presenting the data, said this “release of data is coming to you without a lot of academic analysis…there will be plenty of time and plenty of people who will be interested in asking the questions.” The Commissioner said it was another way for the Department to understand what is going on in districts.
The Board is scheduled to meet next on Tuesday, December 15, 2025.