The Massachusetts Equity Plan aims to meet our moral imperative that all students — particularly those who are economically disadvantaged, students of color, English Learners, and/or students with disabilities — have equal access to excellent teachers and principals. The 2017 Equity Plan Update provides recent information on new and ongoing equity initiatives, as well as new and updated data on statewide gaps in equitable access.
For a quick overview of equity strategies and statewide data, please see the Massachusetts Playbooks for Equitable Access to Excellent Educators.
Massachusetts equity strategies do not call for redistribution of teachers, but rather focus on increasing students' experiences with quality teachers through approaches such as increasing overall teacher effectiveness, reducing teacher turnover, and hiring qualified, effective new teachers.
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 excellent 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 whether educators are working in their field of licensure
Educator Evaluation Rating Gap
based on Summative Performance Ratings
Engagement with stakeholders — including educators, parents, and Educator Preparation Programs — was instrumental to developing the equity plan, particularly the analysis of the equity gaps' root causes.
See the 2017 Equity Plan Update for more information about, and examples of, statewide equity data.
Classes in high-poverty schools are more than 8 times more likely to be taught by out-of-field teachers, compared to classes in low-poverty schools.
Hispanic/Latino students were more than twice as likely as white students to be assigned to a teacher rated Needs Improvement/Unsatisfactory, over the past three years.
English Learners were more than twice as likely as non-English Learners to be assigned to at least one out-of-field teacher in 2015-16.
* DESE compared the 25% of schools with the largest proportion of economically disadvantaged students (high poverty) to the 25% with the smallest proportion of economically disadvantaged students (low poverty) in 2015-16. The same applies to schools with large and small proportions of students of color.
Note: School & District Profiles data are publicly available. Hyperlinks are included below.
Edwin Analytics Reports are only available to certain school and district personnel.
Educator Evaluation Rating Gap:
Last Updated: June 3, 2020
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