HD 846 establishes Massachusetts' Digital Equity Broadband Adoption Program to expand affordable internet access. The program provides $50 vouchers to eligible low-income residents - automatically including those receiving TANF, SNAP, Medicaid, or school lunch assistance - to cover broadband installation, equipment, or monthly service fees. Registered broadband providers must accept these vouchers as payment, and the program is funded through a 50% assessment on broadband providers via a new Broadband Adoption Digital Equity Fund. This directly affects Massachusetts residents who cannot afford internet service, aiming to reduce connectivity barriers through direct financial assistance.
By Mr. Crighton, a petition (accompanied by bill, Senate, No. 320) of Brendan P. Crighton, Angelo J. Puppolo, Jr. and Manny Cruz for legislation relative to the training, assessment, and assignment of qualified school interpreters in educational settings. Education.
This bill establishes Chapter 71C in Massachusetts education law to ensure equitable educational opportunities for gifted and beyond-grade-level students. It requires schools to provide a "free appropriate public education" (FAPE) tailored to their unique needs, including specialized programs and services, and prohibits denying these services based on standardized test results. The law defines key terms like "beyond grade-level" (students performing above grade-level curriculum), "twice-exceptional" (gifted students with disabilities), and mandates the Board of Education to create regulations for implementing these services. It directly affects public schools, districts, and students identified as gifted or beyond grade-level, aiming to support their academic, social, and emotional development.
This bill allows Massachusetts municipalities to create a reserve fund to manage future increases in regional school assessments. Municipalities can establish the fund by legislative vote, with the reserve limited to 10% of the annual regional assessment. When a regional assessment increase exceeds 3.5%, the fund can be used (after another legislative vote) to reduce the increase to no more than 2.5%. The fund's money can be invested per existing rules, with interest added back to the fund. It directly affects municipalities that adopt the provision, providing a mechanism to buffer sudden school funding jumps.
This bill establishes a standardized system for school interpreters to improve access for Limited English Proficient (LEP) parents and students. It creates three interpreter tiers: Tier 3 (required for specialized meetings like IEPs or discipline discussions), Tier 2 (for standard meetings), and Tier 1 (only for emergencies when higher tiers aren't available). The Department of Elementary and Secondary Education must develop training, assessment, and a public registry for Tier 3 interpreters, including required field experience and competency standards. The law mandates phased implementation, with full statewide use of Tier 3 interpreters for specialized meetings required after the commissioner certifies readiness. It directly affects schools, LEP families, and interpreters working in Massachusetts public schools.
By Representative Cabral of New Bedford, a petition (accompanied by bill, House, No. 520) of Antonio F. D. Cabral and others relative to the training, assessment, and assignment of qualified school interpreters in educational settings. Education.
This bill requires all public high schools to administer a civics test identical to the U.S. citizenship civics test before graduation. Students must score at least 60% (60 correct answers out of 100) to graduate or earn a general equivalency diploma, starting in the 2021-2022 school year, with retakes allowed until passing. Special education students are exempt from this requirement. The state education department must establish rules to monitor schools' compliance with this new graduation standard.
HD 91 amends Massachusetts state education law to require annual computer-adaptive assessments for K-12 students in English, Math, Science, and Social Studies, effective July 2021. The bill mandates assessments with flexible scoring (high ceiling/low floor) to identify specific mastered and unmastered learning standards for each student annually. It also requires these assessments to be criterion-referenced and flexible enough to measure which exact academic standards students meet, effective July 2023. The law directly affects all public school students and educators in Massachusetts by changing how student progress is measured and reported.
This bill requires Massachusetts state agencies to conduct a comprehensive assessment of postsecondary education programs in correctional facilities. It mandates evaluating current program access (including Pell Grant use), unmet demand among incarcerated people, facility infrastructure needs, and policy barriers like classification rules or transfer practices. The assessment will gather input from incarcerated students, higher education providers, and relevant state agencies to identify improvements needed for expanding high-quality, workforce-aligned education. The findings must be reported to the legislature by January 1, 2026, to guide future program expansion and coordination.
This bill (HD 1982, the RAISE Act) requires Massachusetts school districts to establish annual targets and 3-year plans to reduce racial and other disparities in student suspensions, expulsions, and academic achievement gaps. Districts must develop evidence-based strategies - such as restorative justice programs, extended learning time, staff training, and culturally responsive curricula - with input from parents and community stakeholders. They must publicly report annually on progress using defined metrics like suspension rates, days of lost instruction, and student assessment data. The law directly affects all public school districts and students in marginalized subgroups, aiming to hold districts accountable for systemic inequities in discipline and outcomes.
