The proposed bill establishes a grant program to foster the development and advancement of teacher leadership programs in Massachusetts. Key components of the bill include the definition of terms essential to program implementation, such as "distributed leadership," "educational service agency," and "teacher leader." The Commissioner of Education is responsible for awarding competitive grants to various eligible entities like local educational agencies, educational service agencies, partnerships, and institutions with expertise in teacher leadership. The bill reserves a substantial portion of funds for planning, proposal development, technical assistance, and program administration. Grants are awarded for a three-year term, with the possibility of extensions based on program performance. Geographic diversity among recipients is also a mandated criterion. Applicants seeking these grants must provide comprehensive applications detailing their program plans, including shared decision-making, training, and support systems for teacher leaders. Programs should aim to retain teachers, especially from underrepresented groups, and promote teacher leadership roles without them having to leave the classroom. Financial compensation or options like paid time off can be offered to teacher leaders for their additional duties. Priority is given to high-need educational agencies and entities with proven teacher leadership models or a commitment to boosting teacher diversity. Administrative expenses from grant funds are tightly controlled, ensuring the majority of the funding supports program implementation. The bill also mandates data collection and reporting on teacher retention and program effectiveness, with findings to be published publicly. Additionally, planning grants are available to help entities develop their proposals, and an annual report on program success must be submitted to legislative bodies.

The National Association of College and University Business Officers’ annual study found that 107 institutions held endowments of $1 billion or more as of June 30, 2019. Together, these institutions of higher earning held $494 billion in assets, or roughly a tenth of the total net worth of all individual billionaires in the United States combined. The university figure is surely much higher today.

Universities and grant-making foundations pay a mere 1.4 percent in federal taxes on their net investment income, a fraction of the 23.8% wealthy people pay on their capital gains. To put this in perspective, if Gates made $100 million in trading Microsoft stock, he would pay $23.8 million in federal capital gains tax, plus any state income taxes he might owe. If the Bill and Melinda Gates Foundation made the same $100 million trading the same stock, it would pay a mere $1.4 million.

This legislation would tax private institutions with endowment funds that had aggregate funds of over $1 billion at rate of 2.5%.

All the money collected from this tax would be annually deposited into the Educational Opportunity for All Trust Fund, established under this legislation as well.

The Educational Opportunity for All Trust Fund would operate under the Executive Office of Education and would be directed by the Educational Opportunity for All Trust Fund Board of Trustees in consultation with the Dept. of Higher Education and the Dept. of Early Education and Care.

The Massachusetts legislative bill proposes the establishment of the Whole Child Grant Program Fund to support public school districts in enhancing the social, emotional, and physical wellbeing of students and educators. Administered by the Department of Elementary and Secondary Education, the fund will comprise appropriations, donations, and other authorized funds, with a provision preventing unspent funds from reverting to the General Fund at the fiscal year-end. The department will provide annual reports on the fund's sources and expenditures, which will be publicly accessible. The Whole Child Grant Program will distribute grants to public school districts, prioritizing allocations based on the percentage of low-income students. Grant funds can be used for a variety of initiatives, including hiring school nurses, counselors, psychologists, and other staff to achieve recommended staffing levels, implementing counseling programs, and enhancing mental and behavioral health services. Additional eligible uses include the development of policies for student safety and wellbeing, professional development for educators, management of student access to technology, and programs to recruit and retain a diverse educator workforce. School districts are required to submit detailed plans for the use of grant funds, ensuring they supplement existing funding. An annual reporting and compliance process will be implemented to monitor progress and ensure adherence to the program guidelines, with provisions for grant renewal upon successful compliance.

The proposed bill aims to set a minimum compensation standard for public school educators in Massachusetts to ensure that both teachers and education support professionals receive a living wage. Starting from July 1, 2025, teachers will be required to earn at least $70,000 annually, while education support professionals, a category that includes paraeducators, tutors, custodial and food service workers (excluding those roles requiring certification), will earn a minimum of $55,000. These salary levels are to be pro-rated over the school year, with school districts and educational collaboratives receiving state reimbursement for the additional costs of these salary increases. The reimbursement from the state will decrease over a three-year period following the initial implementation. Additionally, the bill stipulates periodic adjustments to these minimum compensation rates for inflation, beginning on July 1, 2035, and occurring every five years thereafter. The adjustments will be based on the Consumer Price Index and will come into effect each September following the adjustment period, still qualifying for the state reimbursement provision. By July 1, 2030, the minimum salaries are set to increase to $80,000 for teachers and $65,000 for education support professionals. The adjustments are structured not to affect existing state appropriations, and the bill allows for salaries exceeding these minimum standards, provided they align with current collective bargaining agreements.

This legislative bill introduces substantial reforms to improve the oversight and performance of underperforming schools in Massachusetts. Key provisions include the establishment of local stakeholder groups tasked with developing comprehensive support and improvement plans for identified schools. These groups will comprise superintendents, school committee members, union representatives, educators, parents, and community figures. The plans will employ evidence-based interventions such as class size reduction, professional development, and student mental and social health support services. The focus is on aligning strategies with the school’s vision and addressing unique challenges and strengths. Plans are set for a four-year duration, with annual reviews and possible extensions upon meeting exit criteria. Furthermore, the bill mandates a transition plan for districts in receivership, to conclude within a year, facilitated by necessary funding and technical assistance. A special commission is to be established to evaluate and recommend enhancements to the state's student, school, and district assessment systems, ensuring federal compliance while promoting authentic and less demographically biased evaluation methods. Additionally, the bill revises the financial arrangements between public school districts and charter schools, imposing a cap on charter school tuition payments at 9% of a district's net school spending, albeit with allowances for siblings attending charter schools to exceed this cap if necessary.

The proposed bill requires the Massachusetts Department of Higher Education to undertake a comprehensive evaluation of the standardized college entrance tests used in the admission

processes of public undergraduate programs. This review will focus on current trends within Massachusetts and other states, analyzing whether these tests are mandated, optional, or prohibited. The study will investigate how these practices affect student success and diversity, particularly focusing on racial, ethnic, and socioeconomic diversity, as well as impacts on immigrant and first-generation students. Additionally, the evaluation will assess if standardized tests such as the SAT and ACT effectively measure student achievements, abilities, and readiness for college, while also identifying any inherent biases that influence student diversity. To support this endeavor, the department will collaborate with educational leaders, students, and various organizations that have relevant expertise or express concern about standardized testing. The results of this review will be published on the department's website and submitted to pertinent legislative committees within a year of the bill becoming effective.