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S 454

Relates to parole eligibility for certain incarcerated persons age fifty-five or older

2025 Regular Session Introduced by Jamaal Bailey and 31 co-sponsors

Directs a study by DESE and partners to analyze how special education services are delivered, including inclusive in-district and out-of-district models and costs, with recommendat

REFERRED TO CRIME VICTIMS, CRIME AND CORRECTION
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Bill Summary · S 454

Summary — S.454 (2025): Study on Delivery of Special Education Services

Status: Introduced; referred to committee (see note on metadata below)
Introduced: January 13, 2025 (filed); bill text requires report by May 1, 2026
Primary filer (in bill text): Sen. Bruce E. Tarr

Purpose

To direct the Massachusetts Department of Elementary and Secondary Education (DESE), in partnership with at least one public institution of higher education, local educational authorities, and private educational providers, to conduct a comprehensive study of how special education services are delivered to students with disabilities. The goal is to produce an intersectional analysis, identify best practices and models (inclusive and out‑of‑district), evaluate costs and benefits, and propose ways to provide individualized instruction inclusively.

Key provisions

  • Requires DESE, in partnership with specified stakeholders, to study delivery of education and services for students with disabilities under Chapter 71B and applicable federal law (IDEA and Section 504).
  • Directs the study to include:
    1. An intersectional examination of social and societal impacts on diagnosis and service delivery, including race, ethnicity, gender, immigration status, parents’ education, and socioeconomic status.
    2. A comprehensive evaluation of current and potential service-delivery models (inclusive in‑district and out‑of‑district), with an analysis of costs and benefits — specifically personnel compensation, transportation, housing, specialized services/supports, and assistive technologies.
    3. Proposed methods for delivering individualized instruction in inclusive settings.
  • “Notwithstanding any general or special law to the contrary” — the directive overrides conflicting statutes to enable the study.
  • DESE must file recommendations, including any proposed legislation, with the Joint Committee on Education and the clerks of the Senate and House by May 1, 2026.

Who is affected

  • DESE (lead agency) and partnering higher‑education institutions, local school districts, and private special‑education providers.
  • Students with disabilities and their families (diagnosis, placement, services).
  • School and district budgets (personnel, transportation, housing, technology) — potential future fiscal impacts if recommendations are adopted.
  • State Legislature — recipient of the report and potential future legislation.

Timeline and procedural notes

  • Study commences upon enactment; final report and any legislative proposals due by May 1, 2026.
  • Bill text was filed Jan 13, 2025; subsequent committee referrals/hearings should be confirmed with the official legislative docket.

Potential impacts

  • Could inform policy shifts toward more inclusive in‑district supports or redesign of out‑of‑district placements.
  • May produce recommended changes with budgetary implications (staffing, transportation, assistive tech).
  • Intersectional analysis may lead to targeted policies addressing disparities in diagnosis and placement across demographic groups.

Note on metadata: Several parts of the supplied metadata conflict (e.g., an initial title referencing parole eligibility and sponsor lists that appear from other jurisdictions). This summary is based on the bill text filed Jan 13, 2025, titled “An Act relative to conducting a study on the delivery of special education services.” For committee status, sponsors, or hearing dates, consult the official legislative docket to resolve discrepancies.

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

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