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Bill

S 458

trespass

2025-2026 Regular Session Introduced by Brian Adams and 4 co-sponsors

The bill expands high school access to industry-recognized credentials, with per-student incentives and development funds to align school programs with labor market needs.

Referred to Committee on Judiciary
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Bill Summary · S 458

Summary — S.458 (2025): "An Act expanding high school student access to earn industry recognized credentials"

Note: The supplied packet contained conflicting metadata (different titles and sponsors). This summary is based on the bill text filed in the Massachusetts Senate by Sen. John C. Velis (with Kelly W. Pease listed as petitioner), which would add a new section to Chapter 69 of the Massachusetts General Laws to expand high school access to industry-recognized certifications.

Purpose and intent

To increase Massachusetts public high school students’ access to industry-recognized credentials that lead to higher-quality employment or college credit, and to align secondary education more closely with labor market demand.

Key provisions

  • Adds a new Section 37 to Chapter 69 (definitions and program framework).
  • Definitions:
    • “Executive Office” = Executive Office of Labor and Workforce Development.
    • “Department” = Department of Elementary and Secondary Education (DESE).
    • “Employment value” = occupation value based on entry wage, employment growth, and annual openings.
  • Annual occupational list:
    • The Executive Office will annually provide DESE a ranked list of occupations in high need of skilled employees that require (or are materially aided by) industry-recognized certifications.
    • The list is ranked by employment value; the top 20% are designated “high employment value.”
    • Occupations leading to wages below 70% of the Commonwealth’s average annual wage are excluded unless the certification is stackable to a higher-paying occupation.
    • DESE must publish the current list and make it available to districts and the public.
  • Certification awards to school districts (subject to appropriation):
    • $750 per student who earns a certification for an occupation of high employment value, or a certification recognized by any Massachusetts public higher‑education institution for academic credit.
    • $600 per student who earns a certification that does not meet the above but meets regional demand as identified by the local MassHire Workforce Board.
    • Districts must allocate at least 80% of any award to the school whose students earned the certification. Awards may not supplant basic operating funds and must be used to support/maintain certification programs (e.g., instructor stipends, subsidizing fees for low-income students).
  • Certification development awards (subject to appropriation):
    • DESE may award funds to districts for program development (instructor training, equipment, instructional materials, etc.) to prepare students for qualifying certifications.
  • Reporting:
    • DESE must prepare an annual report with counts of students seeking and earning certifications (including disaggregation for low-income, ELL, and special education students) and an analysis of any funding shortfall.

Who is affected

  • Public school districts and high schools (particularly career and technical education programs)
  • High school students (including low‑income, ELL, and SPED populations)
  • DESE and the Executive Office of Labor and Workforce Development
  • Local MassHire Workforce Boards
  • State budget (awards are subject to appropriation)

Fiscal and procedural points

  • All awards and development grants are subject to appropriation; actual fiscal impact depends on future budget action.
  • Implementation depends on annual occupational lists and available appropriations.
  • Legislative status (from provided actions): introduced in 2025, referred to relevant committees (Education and Finance) with a hearing scheduled for 06/03/2025. (Exact procedural steps may change as the bill advances.)

Potential impacts

  • Incentivizes districts to expand certification pathways and to support low‑income students’ access.
  • Strengthens alignment between secondary education and labor market demand.
  • Fiscal impact contingent on appropriations; districts could receive modest per‑student payments but may require start‑up investment for program development.

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

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