1. 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

2. Our vision is anchored in the Governor’s Readiness Agenda.
R e d a c t e d
We will have succeeded when
every student:
Is taught by highly competent, well-educated, strongly supported, and effective educators
Is provided the understanding, encouragement, support, knowledge, and skills required to exceed Massachusetts’ high expectations
Is prepared for postsecondary education and careers, and also lifelong economic, social and civic success 2

3. 1993 reforms left a gap in achieving that vision
1993 reforms left a gap in achieving that vision. Race to the Top funding can help us fill it faster.
Ed reform 1: increased accountability for results ?
Dramatic overall gains; persistent achievement gap + +
Assessment and accountability =
High
standards
Ed reform 2: increased support for educators
High quality resources and support for districts and educators; broad and deep implementation + +
Assessment and accountability =
All students achieve at high levels
High
standards 3

4. We have made great strides, but our work is unfinished
We have made great strides, but our work is unfinished. Race to the Top will get us to our goals faster.
MCAS grade 10 mathematics
Scaled score of the average raw score
Advanced
Overall
Proficient
Needs improvement

5. We have made great strides, but our work is unfinished
We have made great strides, but our work is unfinished. Race to the Top will get us to our goals faster.
MCAS grade 10 mathematics
Scaled score of the average raw score
Advanced
Overall
Proficient
Low income
Black
Hispanic
Students w/disabilities
English language learners
Needs improvement

6. 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.

7. 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

8. Massachusetts’ objectives
Develop and retain an effective, academically capable, diverse, and culturally competent educator workforce
Provide curricular and instructional resources that support teacher effectiveness and success for all students
Concentrate great instruction and supports for educators, students, and families in our lowest performing schools
Increase our focus on college and career readiness for all students

9. From this baseline, we will continue to increase achievement for all while accelerating gains for those farthest behind.
MCAS grade 10 mathematics
Scaled score of the average raw score
Advanced
Overall
Proficient
Low income
Black
Hispanic
Students w/disabilities
English language learners
Needs improvement

10. 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.