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Massachusetts’ Race To The Top Plan

Paul Reville, Secretary of Education

Mitchell D. Chester, Commissioner of Elementary and Secondary Education

Carol Johnson, Superintendent, Boston Public Schools

Karla Baehr, Deputy Commissioner

Jeffrey Nellhaus, Deputy Commissioner

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Our vision is anchored in the Governor’s Readiness Agenda.

We will have succeeded whenevery student:

Is provided the understanding,

encouragement, support,

knowledge, and skills required to

exceed Massachusetts’

high expectations

Is taught by highly competent, well-

educated, strongly

supported, and effective

educators

Is prepared for postsecondary education and

careers, and also lifelong economic,

social and civic success

R e d a c t e

d

3

?

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1993 reforms left a gap in achieving that vision. Race to the Top funding can help us fill it faster.

Highstandards

Dramatic overall gains;

persistent achievement

gap

+ =

Ed reform 1: increased accountability for results

High quality resources and

support for districts and educators;

broad and deep implementation

Ed reform 2: increased support for educators

All students achieve at high levels

Assessment and

accountability+

Highstandards+ =

Assessment and

accountability+

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We have made great strides, but our work is unfinished.Race to the Top will get us to our goals faster.

200

210

220

230

240

250

260

270

280

2002 2003 2004 2005 2006 2007 2008 2009

MCAS grade 10 mathematicsScaled score of the average raw score

OverallProficient

Advanced

Needs improvement

5

We have made great strides, but our work is unfinished.Race to the Top will get us to our goals faster.

200

210

220

230

240

250

260

270

280

2002 2003 2004 2005 2006 2007 2008 2009

MCAS grade 10 mathematicsScaled score of the average raw score

Overall

Low incomeBlackHispanic

Students w/disabilitiesEnglish language learners

Proficient

Advanced

Needs improvement

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State education agency role in reform

We must go beyond a standards-based reform framework.

We must balance our compliance responsibilities with a focus on supporting improvement and promoting transformation.

We must support broad implementation of effective practices and approaches.

We must increase district capacity to support school improvement and turnaround.

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Alignment, commitment, capacity

Massachusetts priorities

Race to the Top priorities

• Educator effectiveness • Great teachers and leaders

• Curriculum and instruction

• Standards and assessments

• Data systems to support instruction

• Accountability and assistance

• Supports for students and families

• Turning around the lowest achieving schools

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Massachusetts’ objectives

1. Develop and retain an effective, academically capable, diverse, and culturally competent educator workforce

2. Provide curricular and instructional resources that support teacher effectiveness and success for all students

3. Concentrate great instruction and supports for educators, students, and families in our lowest performing schools

4. Increase our focus on college and career readiness for all students

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From this baseline, we will continue to increase achievement for all while

accelerating gains for those farthest behind.

200

210

220

230

240

250

260

270

280

2002 2003 2004 2005 2006 2007 2008 2009

MCAS grade 10 mathematicsScaled score of the average raw score

Overall

Low incomeBlackHispanic

Students w/disabilitiesEnglish language learners

Proficient

Advanced

Needs improvement

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Why Massachusetts? Why now?

We are already doing the work.

We have learned lessons from our previous work.

We have a unified leadership team.

We have a strong history of effective collaboration.

We will do reform with educators, not to them.

We will have a statewide impact.

We are committed to better results.

We are ready.