High-quality early education

Children aged 0-5 receiving a subsidy and enrolled in quality early education programs

Definition: Percent of children aged 0-5 eligible for financial assistance administered through the Massachusetts Department of Early Education and Care and enrolled in high-quality early education programs. The Massachusetts Department of Early Education and Care (EEC) uses a Quality Rating and Improvement System (QRIS) to assess, improve, and communicate the level of quality in early education and care settings. Following the system’s launch in 2011, programs submitted applications to EEC to join the QRIS and be granted a level of quality. This is based off of programs’ self-assessed rating and not EEC granted ratings. EEC defines programs self-assessed at level 2 or above as “high quality” programs.

This indicator is included in the Readiness & Early Learning section of the Condition of Education in the Commonwealth Data Report. Quality early learning experiences create a strong foundation for future success and are linked to improved academic performance. Critical factors include ensuring access to high-quality early education and care, assessing school readiness, and providing full-day kindergarten to ensure all children are on track to be proficient readers by third grade.

Source: Massachusetts Department of Early Education and Care: data provided by staff

Low socioeconomic status: For the purposes of this report, low socioeconomic status is used as an umbrella term for such designations as: subsidy eligibility, low income, economically disadvantaged, and Pell grant recipients as defined by the Massachusetts Department of Early Education and Care, Massachusetts Department of Elementary and Secondary Education, or Massachusetts Department of Higher Education.

The Massachusetts Department of Early Education and Care (EEC) identifies families who meet the financial requirements of a subsidy by demonstrating a total gross household income at or below 50% of the state median income (SMI). Families may remain eligible for EEC financial assistance if the total gross household income remains at or below 85% of the SMI. Families of children with Special Needs/Disabilities satisfy the income requirement by demonstrating a total gross household income at or below 85% of the SMI. These families remain eligible if the total gross household income remains at or below 100% of the SMI.

Source: Massachusetts Department of Early Education and Care.

Note: It is important for users of this data to understand that for “subsidy eligible” children enrollment percentages and achievement data cannot be directly compared to other low income designations.

*While comparing indicators, please keep in mind that different data sources use different definitions of student subgroups.

Blog

Rethinking Grading

March 28, 2024

Schools have assessed student learning and growth with essentially the same grading system for more than a century. Since this system was created, the field has learned so much more about the way students learn, the systemic inequities embedded in the design of traditional grading and assessment, and what type of learning leads to success in life. Grading should be aligned with what we know about the learning process, child and adolescent development, and the demands of career, college, and community life. But traditional grading is so deeply ingrained in our culture, that making changes to this system can seem like an insurmountable task. That’s why we partnered with DESE and reDesign to support five unique high schools as they interrogate their traditional grading practices and make shifts toward new systems that better measure student learning and growth.