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S 380

A JOINT RESOLUTION TO APPROVE REGULATIONS OF THE DEPARTMENT OF TRANSPORTATION, RELATING TO SPECIFIC INFORMATION SERVICE SIGNING, DESIGNATED AS

2025-2026 Regular Session

Requires MA districts to set state/district targets to close achievement and suspension/expulsion gaps, with 3-year evidence-based plans, reporting, and public progress on equity.

Referred to Committee on Regulations, Admin. Proc., AI and Cybersecurity
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Bill Summary · S 380

Summary — S.380 (RAISE Act)

An Act requiring accountability for inequities in suspension and expulsion

Purpose / Intent

This bill directs the Massachusetts Department of Elementary and Secondary Education (the commissioner) and local school districts to set measurable statewide and district-level targets to reduce persistent disparities in academic achievement and in suspension/expulsion (measured in lost instructional time) across student subgroups. It emphasizes evidence‑based interventions, public reporting, and periodic district planning to improve equity and reduce exclusionary discipline.

Key provisions

  • Commissioner duties (amendment to G.L. c.69, §1S)

    • Establish statewide targets and annual benchmarks for closing disparities in achievement and in suspension/expulsion (including annual days of lost instruction) both in the aggregate and by subcategory (e.g., subject, grade).
    • Develop standard outcome metrics districts may use.

  • District planning and accountability

    • Each district must set targets aligned with state targets and adopt a 3‑year evidence‑based plan to meet them.
    • Plans are developed by the superintendent in consultation with the school committee and must consider input from parents and community stakeholders (including special education and EL advisory councils, school improvement councils, and educators).
    • Districts must submit their 3‑year plans to the department; plans that do not meet statutory requirements must be amended.

  • Required elements of district plans (examples listed)

    • A description of evidence‑based programs/supports to reduce disparities and suspensions/expulsions, such as:
    • (A) expanded learning time (longer day/year)
    • (B) more common planning time for teachers
    • (C) social services for social‑emotional and physical health
    • (D) targeted hiring
    • (E) improved professional development
    • (F) curriculum materials aligned to frameworks
    • (G) expanded early education/pre‑K (in partnership with community orgs)
    • (H) diversifying educator/administrator workforce
    • (I) additional college/career readiness pathways
    • (J) evidence‑based disciplinary/educational models (PBIS, RTI, restorative justice, trauma‑sensitive learning)
    • (K) intermediary disciplinary steps before suspension/expulsion (mediation, conflict resolution, restorative practices, collaborative problem solving)
    • (L) any other program deemed evidence‑based by the commissioner
    • If a district opts not to implement any listed approach, the plan must explain why it would be ineffective for that district.

  • Metrics and reporting

    • Suggested standard metrics include: statewide assessment results (including growth), English proficiency assessment results, grade‑level completion and attendance, participation in advanced coursework, rates of suspension/expulsion and lost instruction, and other climate/diversity/performance indicators.
    • Districts submit plans every 3 years and annually (by April 1) provide relevant data and any plan amendments; plans must be posted on both the district and department websites.
    • Commissioner must issue an annual statewide report (by December 31) on progress, with district‑ and school‑level data posted.

  • Amendments to disciplinary statute (G.L. c.71, §37H)

    • Introduces definitions such as “disparate rate of lost instruction” (text truncated in provided version).

Who is affected

  • Directly: public school districts, superintendents, school committees, educators, students (with focus on subgroups such as students with disabilities, English learners, and other historically marginalized groups), parents and community stakeholders, and DESE (commissioner).
  • Indirectly: community‑based partners, early education providers, and potentially local budgets (depending on interventions adopted).

Potential impact

  • Strengthens statewide and local accountability for disparities in achievement and exclusionary discipline.
  • Encourages adoption of evidence‑based, preventative, and restorative practices to reduce suspensions/expulsions and lost instructional time.
  • Increases transparency through public reporting of plans and outcome data.
  • May require additional district resources (staffing, professional development, expanded programs) to implement interventions and meet targets.

Procedural status & timeline

  • Introduced in the Senate: 2025‑02‑04 (filed 1/17/2025 in the Senate docket).
  • Referred to Education (multiple entries indicate referral to education committee); also listed as read twice and referred to HELP on 2025‑02‑04 in the metadata.
  • Hearing scheduled: 07/08/2025 (1:00–5:00 PM, B‑2) per legislative actions.
  • Sponsors listed in the bill text: Sen. Patricia D. Jehlen (lead) and Sen. James B. Eldridge (petitioners). (See “Notes” below regarding metadata inconsistencies.)

Notes / Data inconsistencies

  • The supplied metadata contains conflicting items (a title referring to BOCES and property tax levy limits, sponsor lists including federal senators, and duplicate/mismatched referral dates). The actual bill text presented is a Massachusetts state Senate bill (S.380) authored/introduced by Sen. Patricia Jehlen (with James Eldridge listed) titled the RAISE Act concerning suspension/expulsion and equity in schools. The summary above follows the bill text content; users should verify sponsor and procedural metadata with the official legislative website for the Commonwealth of Massachusetts. The provided version was truncated in places (notably the remainder of the G.L. c.71, §37H insertion), so final enacted language may contain additional definitions and provisions.

Compiled from official sources — confirm details with the bill’s official record.

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