An effective public agenda is best shaped by including policymakers and the public in the process of generating, reviewing, and sharing new information. The Rennie Center is dedicated to widely disseminating its independent research to enrich policy conversations on key educational issues and, in service of this goal, available as a valuable resource to national and local media. 

For media inquiries please contact Laura Dziorny at (617) 354-0002 x. 1.

In the News

Current state of education in Massachusetts forum

Hector Molina
WWLP 22News

Dozens of education officials from across the state were in Springfield Thursday morning for the 2019 Condition of Education in the Commonwealth. The forum discussed ways educators can get students more involved in making decisions regarding their own curriculum.

The State of SEL in Massachusetts

Nick Woolf
Inside SEL

This movement to “go deeper” in public education was on full display earlier this month. On May 1, the Rennie Center [in partnership with Transforming Education and the Social Emotional Learning Alliance for Massachusetts (SEL4MA)] hosted a full day summit that focused on the past, present and future of social-emotional learning in Massachusetts. The sold-out event – Social-Emotional Learning: Lessons Learned and Opportunities for Massachusetts – convened over 350 educators, district leaders, researchers, and community organizers across the state to hear from 50 speakers across 15 different breakout sessions, each providing a unique perspective on SEL (from equitable expectations to teacher development to school-community partnerships).

Three Ways to Save Amidst Summer Budget Cuts

School Transportation News

Education spending was cut by nearly $4 billion this fiscal year, leaving school districts scrambling to identify areas to streamline. But administrators can’t drop classes or instructional time in the face of budgetary restrictions, and delaying dollars for sports or arts programs can get political and face opposition from parents and the community.

Students' Voice Missing from Ed Funding Debate

Chad d'Entremont

The debate on  education funding currently swirling inside and outside the State House focuses on what the state is putting into education and how those dollars can support the best possible outcomes for all students. Much of the discussion has focused on helping schools or districts “give our kids the education they deserve,” as Gov. Baker said at a State House press conference. But like so many other policy debates, these conversations depict students as passive participants in school improvement, waiting for their future success to be decided by adults. In reality, though, success is not something that happens to students. Students must participate actively in their own learning for any change, no matter how well-designed, to generate positive outcomes.

Baker higher ed plan called unprecedented, inadequate

Katie Lannan
State House News Service

Gov. Charlie Baker's budget proposal takes steps that are "crucially important" to efforts around building equity and closing achievement gaps in colleges and universities, according the state's higher education commissioner. Meanwhile, a coalition of education groups and teachers unions is pushing for the passage of legislation calling for $500 million in new funding for public colleges and universities.

The Rennie Center calls for transforming educational policy-making by including more students' voices

Alyssa Haywoode
Eye on Early Education

Adding more students’ voices to educational policy debates was the theme of the Rennie Center’s annual Condition of Education event, which was held last week in Boston. At the event Rennie released an accompanying report, “Student Voice: How Young People Can Shape the Future of Education.” Building on this theme, Rennie’s event featured older students who reflected on their past academic experiences. This year’s Condition of Education report also looks at how Worcester has incorporated the voices of preschool aged children.

Should students have a say on policy? 

Eli Sherman
The Patriot Ledger

When Maya Mathews was in fifth grade, her favorite subject was math. But when she entered sixth grade and asked to be placed in a more-advanced math track, her request was denied because a teacher said she “lacked the confidence necessary to handle a more rigorous curriculum,” Mathews recounted. Mathews described her elementary-school experience to a room filled with educators, policymakers and researchers in Boston, underscoring the importance of listening to students when it comes to individual interests. “A little moment from a teacher can accompany a learner well beyond the classroom,” she said.

When Educators Lead the Way: Teacher-Driven Change at One Boston School

Annelise Eaton, Jennifer Poulos, Alison B. Stevens, Janet Anderson
American Educator

This article is excerpted from our report with EdVestors, Teaming Up for Change: Teacher-Driven Transformation at the Mildred Avenue K–8 School.

Newsom's 'cradle-to-career' education pledge will require sweeping changes in California

Karin Fischer

Lt. Gov. Gavin Newsom, California’s likely next governor, is calling for an all-out assault to change the state’s educational outcomes, one that starts before birth and extends through school, college and into the workplace.

Let’s be The Best in Public Education

John Monfredo

It has been over two years since talks began about writing a strategic plan for the Worcester Public Schools. The written plan went before the School Committee and after a month of public debate the plan has been moved to the next level … implementation. 

Press Releases


The Rennie Center for Education Research & Policy released its annual status report to an audience of 300 state leaders, legislators, students, and educators this morning. The Condition of Education in the Commonwealth report looks at school performance in Massachusetts, highlighting successes while zeroing in on areas in need of improvement. This year's report examines the role students play in shaping our education system.

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Excellence through Social Emotional Learning Network Featured in Report from National Commission on Social, Emotional, and Academic Development

The Excellence through Social Emotional Learning (exSEL) Network is included as an exemplary approach to supporting students’ social, emotional, and academic development in a report released this week by a prestigious national commission. The Aspen Institute National Commission on Social, Emotional, and Academic Development’s “From a Nation at Risk to a Nation at Hope” asserts that our nation is at a turning point, understanding that social, emotional, and cognitive development underpins children’s academic learning.

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The Rennie Center for Education Research & Policy invites journalists to the release of its annual Condition of Education in the Commonwealth report. This report looks at state-level indicators of school performance, highlighting successes while zeroing in on areas in need of improvement.

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The Rennie Center has made long-time board member Dr. Celine Coggins its new board chair. Dr. Coggins, who has been involved with the Rennie Center since its founding in 2005, was recently appointed Executive Director of Grantmakers for Education. She previously led Teach Plus, a nonprofit with a mission to empower educators. She originally launched Teach Plus as a subsidiary of the Rennie Center and has since overseen its rise to a national network of more than 24,000 teachers.

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The Rennie Center for Education Research & Policy is one of 100 local nonprofits to receive $100,000 through the Cummings Foundation’s “$100K for 100” program. The organization was chosen from a total of 597 applicants during a competitive review process. The Rennie Center will use this funding to support select school districts in designing initiatives to support the development of students’ social and emotional skills. 

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Springfield Public Schools is featured in a report released by the Rennie Center for Education Research & Policy that looks at student progress in Massachusetts while pointing to areas for continued improvement. This year’s Condition of Education in the Commonwealth report highlights Springfield’s innovative early childhood education program as a model of success.

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The Rennie Center for Education Research & Policy invites journalists to a discussion on the status of education in Western Massachusetts and the impact of local early learning programs. Springfield’s innovation around early childhood education was highlighted as a model of success in this year’s Condition of Education in the Commonwealth Report.

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