Section 1 (a). Whereas, seventeen years after adopting the Education Reform Act of 1993, the legislature acknowledged the need to reflect on the past, revisit the promise, and update the law to more accurately align with research and trends of a new era. The 2010 Achievement Gap Act embraced choice opportunities for families in low performing districts, expanded flexibilities for school leaders and integrated the turnaround expertise of educational management organizations; and

Whereas today, nearly thirty years after the original Act was signed, it is critical that leaders reconvene to review the current status and future needs of public education in the Commonwealth. The question ‘where do we want public education to be in five and ten years from today?’ must guide the work of these leaders and the answers require a comprehensive examination of issues that were hardly at the forefront of the 1993 agenda. A prescient 2014 DESE report titled “Building on 20 Years of Massachusetts Education Reform” framed the obligation well: “As we begin our third decade under standards-based education, the Commonwealth is engaged in the next generation of challenges, no less daunting than the first”; and

Whereas, the Pandemic gave rise to ‘the Great Resignation’ in all sectors of the workforce. The teaching profession has not been immune. While it is difficult to track real-time turnover numbers, it is evident that a confluence of low morale, insufficient pay, longer hours, a lack of respect and more robust opportunities elsewhere has created a perfect storm in the profession. According to the National Center for Education Statistics, “44 percent of public schools reported teaching vacancies at the start of the 2022-2023 school year, with more than half due to resignations”; and

Whereas the work ahead must be laser focused on the workforce pipeline, and specifically, recruitment, retainment and support. In 2023, inclusion, diversity and equity are terms that apply equally as much to the student population as they do to those who teach students. Attracting underrepresented populations, including but not limited to those with disabilities, people of color and first-generation learners; and

Whereas growing the educator pipeline and retaining teachers requires classroom supports for them. Providing a pathway for professional development, expanding leadership preparation programs, supporting differentiated learning options and offering wraparound services to ensure teachers have healthy outlets to manage anxiety and stress are the building blocks of a happy and successful workforce; and

Whereas providing expanded resources to rapidly grow educator preparation programs is imperative to meet the dwindling numbers of teachers in the field. Developing and supporting school leaders coupled with efforts to expand and strengthen supports for classroom teachers including programs for mid-career professionals and opportunities for teacher coaches; and

Whereas an expanded definition of student wraparound services requires a significant investment of funding and a universal recognition that they are a vital resource to bolster the resiliency of students, families and caretakers; and

Whereas standards-based education in the 21st Century has evolved over the last three decades and today requires empathy, cultural competence, implicit bias awareness and a commitment to ensuring that all school communities embrace and strengthen each students’ sense of identity.

Therefore, in order to fulfill the promise of education reform, a special commission, hereafter referred to as The Promise Commission, to revisit the promise, review the past and redefine the direction is required.

(b) The Promise Commission shall consist of eleven (11) members appointed as follows: The speaker of the house or designee, the president of the senate or designee, the commissioner of education, the commissioner of early childhood, the commissioner of higher education, a member appointed by the Massachusetts association of school superintendents, a member appointed by the Massachusetts association of school committees, a member appointed by the Massachusetts affiliate of the American federation of teachers, a member appointed by the Massachusetts teachers association, a member appointed by the Massachusetts education equity partnership, and a Massachusetts based member appointed by Latinos for education.

The Promise Commission shall conduct an ongoing study of all matters concerning education in the 21stCentury, including a strong emphasis on those outlined in Section (a); and further, shall be guided by five key elements of empathy: (1) understanding others, (2) developing others, (3) having a service orientation, (4) leveraging diversity and (5) political awareness.

The Promise Commission shall have two chairs elected by the members. The chairs may create issue oriented working groups as they deem necessary.

The Promise Commission shall meet not less than once per month and shall serve without compensation.

The Promise Commission shall develop a comprehensive report containing specific legislative policy and regulatory recommendations; and further, shall submit its report and recommendations to the legislature and governor on or before March 31, 2024.