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Massachusetts Plan for Equitable Access to Excellent Educators, 2015-2019

Equity Banner


The Equity Plan aims to ensure that all students - particularly low income and minority students - have equal access to excellent teachers and principals. It is a response to the US Education Department's requirement that each state submit such a plan.

The plan does not call for redistribution of teachers, but rather focuses on increasing students' experiences with quality teachers through approaches such as increasing overall teacher effectiveness, reducing teacher turnover, and hiring qualified, effective new teachers.

Learn about equitable access data for your school or district

We know that the quality of educators is the single greatest in-school factor in determining student success. We also know that the Commonwealth currently faces inequities in students' access to quality educators. Specifically, schools teaching primarily low income and/or minority students employ fewer experienced, highly qualified, and effective educators.

The data show three main statewide gaps in access to educators:

  • Educator Experience Gap
    based on years of experience working in Massachusetts public schools

  • Educator Preparation Gap
    based on licensure and highly qualified status

  • Educator Effectiveness Gap
    based on Summative Performance Rating and Student Impact Rating

Engagement with stakeholders - including educators, parents, and Educator Preparation Programs - was instrumental to developing the plan, particularly the analysis of the equity gaps' root causes.

The Equity Plan discusses and addresses key root causes of the gaps in student access to educators:

Root Causes of Equity Gaps - Retention/attrition, hiring practices, assignment practices, arrow showing that these lead to the experience gap. Inadequate preparation, inadequate pipeline, fiscal feasibility, readiness for diverse student needs, arrow showing that these lead to the preparation gap. Hiring practices, assignment practices, retention/attrition, climate and culture, readiness for diverse students needs, arrow showing that these lead to the effectiveness gap.


Overview of Statewide Equity Gaps:

Number of Teachers Per 100 in High and Low Poverty Schools - Ineffective teachers make up 2.9% of teachers in low poverty schools, and 9.7% of teachers in high poverty schools. Out-of-field teachers make up 1.3% of teachers in low poverty schools, and 9% of teachers in high poverty schools. Finally, first year teachers make up 5.8% of teachers in low poverty schools, and 10% of teachers in high poverty schools.

Number of Teachers Per 100 in High and Low Minority Schools - Ineffective teachers make up 3.4% of teachers in low minority schools, and 9.1% of teachers in high minority schools. Out-of-field teachers make up 1.1% of teachers in low minority schools, and 9% of teachers in high minority schools. Finally, first year teachers make up 5.2% of teachers in low minority schools, and 10.2% of teachers in high minority schools

ESE compared the 25% of schools with the largest proportion of low income students (high poverty) to the 25% with the smallest proportion of low income students (low poverty). The same applies to high and low minority schools.
Data Source: Educator Personnel Information System (EPIMS) 2013-2014 Data Collection

To provide your own input or to ask any questions, please email educatordevelopment@doe.ma.edu



Last Updated: August 3, 2016
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