The Board of Elementary and Secondary Education met for their regular monthly meeting on April 28, 2026. The agenda of the meeting can be found here; the video of the meeting is available here.
The Board opened with public comment. Much of the public comment, including largely favorable comments from both the MTA and AFT-MA, was on the proposed amendments to teacher licensure, providing for an alternative pathway to the MTEL communications and literacy test. This included a teacher for whom this MTEL has been a challenge, who said, “for me, teaching is not a job; it’s who I am.” Off agenda, there was also comment regarding the upcoming state graduation requirements and the career and technical education admission requirements.
Secretary of Education Steve Zrike, attending his first Board meeting in that office, introduced himself by speaking of his almost 25 years in public education, nearly all in Massachusetts. He said he saw his job as as a champion of educators, which for him includes anybody in schools who has an impact on children, and an advocate for children, particularly those who have not been well-served. He said that the best part of this job is seeing the amazing things across the state, before speaking of several experiences he has had since he started in this new role. He also spoke of the guidance recently released by the Department on deepfakes, including a reminder that creation, possession, or distribution of such materials that include anyone under 18 is illegal, whether the material is real or faked.
Commissioner Martinez said he always wishes he could bring a thousand people with him on his visits to districts to see the amazing things happening across the state, before delivering an extensive list of the various districts, schools, and programs he’d visited this month.
Following recent tradition, next month the Board will meet at Hudson High School, the school of student representative Isabella Chamberlain.
The Board next honored Miliken Award winner Elizabeth Metts, a ninth grade teacher at Excel Academy in East Boston. Speaking of her teaching, she said she balances high expectations with close relationships; “that balance drives everything I do.” She works with her students to transform themselves as learners into agents of change. Asked about her work as a CURATE Fellow, who evaluates curriculum for the state program, she said she particularly looks at inquiry-based learning and resources for multilingual learners.
DESE CFO Bill Bell next updated the Board on the FY27 state budget process to date, now including the House Ways & Means budget released two weeks ago. Bell noted that this was the sixth and final year of implementation of the Student Opportunity Act, which saw the biggest increases in aid going to districts with the highest enrollment of low income and English learner students. He noted that foundation enrollment decreased in 236 communities and increased in 81 communities, and that there is “always an increase in aid going to” districts year over year. The Governor’s minimum per pupil aid increase was $75/pupil; the House Ways & Means budget increases that to $160/pupil. The House Ways & Means budget includes a reserve account for districts that have seen unexpected decrease in English learners. Bell said it was “a little unclear how it would function” as (as was noted in the presentation) “[t]he methodology for distributing the funds is not specified.” Bell told the Board that both the Governor and Legislature have been using supplemental budgets to allocate Fair Share funding, and it is important, then, to look at the supplemental budgets together with the general fund. The circuit breaker and charter school tuition are projected to be fully funded, and both regional and non-resident vocational transportation projected to fund at 90%. Homeless student transportation is projected to reimburse at 52%. In the rural aid account, the Governor recommended $20M, while the House W&M funded the account (prior to amendments) at $10M. The Commissioner and Bell noted that priorities set by the administration, including literacy launch, high dosage tutoring, reimagining high school, mental health systems, social emotional learning, and accelerating achievement were not included.
The Board next received a report on resources for teachers on 9/11. Shared with the Board are three videos produced as part of the U.S. History collection of PBS Learning Media. This was developed in recognition that this September will mark 25 years since the attacks. Entitled “What happened on September 11, 2001,” “September 11, 2001: How the world changed,” and “September 11, 2001: Memorials and Remembrances,” the set also includes an interactive lesson for students.
The Board next took up the recommended amendments to the state regulations on teacher licensure. The final proposed regulations (which is as they were passed) can be found here. As a result of this change, there will be four alternatives to taking the MTEL communications and literacy test:
- completion of a Massachusetts-approved Educator Preparation Program
- License from another state;
- Master’s/Doctorate from an accredited degree program;
- 2 years of field-based experience and attestation from school or district leader
The regulation change is good for three years and requires annual reporting to the Board on impact and progress. The change will come at no cost to candidates. The Department will be able to take applications in a couple of weeks. The changes to the regulations passed unanimously.
Finally, the Board received a report on Safe Schools for LGBTQ+ students, about which the Commissioner shared a memo with district leaders this afternoon. This work is a joint effort of the Department and Massachusetts Commission of LGBTQ Youth; it is part of DESE’s Student and Family Support office, and it is part of how the state advances its educational vision for all students. Resources offered through this office include training and technical support, as well as support for the LGBTQ+ Youth Leadership Council. The report emphasized strongly that the rapidly changing national environment is part of what districts find themselves responding to. The report spoke of how essential it is that students feel safe, affirmed, and visible in their school environment. This can vary not only from district to district, but from classroom to classroom, where silence and inaction is noted by students. Districts have spoken of the need of the state reinforcing that districts are not navigating alone and the call for “clear messaging that’s aligned with inclusive values.” Districts are asking for clarity, consistency, and support. The work must remain grounded in the experiences of students.
The Board then adjourned. They will next meet on May 19 at Hudson High School.