Research & Policy News
Research CornerParticipate in ResearchCheck back for opportunities!
Posting ResearchWe support research that will provide reliable, useful information that is aligned with the mission of CEC and that we determine will help the teaching profession and/or the field of special education move forward. Your research must be vetted by an IRB and we require documentation of approval.
We review requests for posting research opportunities on a monthly basis. We reserve the right to determine that research does not align with our mission, vision or goals. If we determine your research is aligned with our requirements, you will see it posted on our website; in most cases, due to the volume of requests we receive, we will not be able to respond to individual inquiries. To begin the process, please provide evidence of IRB approval to massachusettscec@gmail.com with the subject line 'Last Name: Request for Research Assistance.' 
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Policy UpdatesWe provide updates on special education legislation and policy to help our members stay current. See below for updates from Liam Rutter-Stokes, our Children's Action Network Coordinator!
Representative Peisch Looks Forward: Proposes ‘Education Partnership Zones’ to Improve Struggling School
Representative Alice Peisch (D. Wellesley), chair of the Joint Education Committee in the MA Legislature proposes ‘education partnership zones’ to aid struggling school districts. Peisch argues that Education Partnership Zones will schools to design and implement their own school improvement plans and accountability measures. Under the plan, teachers would have more autonomy and a stronger voice in school-wide decision making.
For more information: Thousands of Protesters Gather at Faneuil Hall to Fight the Repeal of the Affordable Care ActProtesters from across the state gathered last Sunday outside of Boston’s Faneuil Hall in response to President-Elect Donald Trump’s proposal to repeal and replace the Affordable Care Act. The Affordable Care Act has been widely touted as benefitting the disability community by increasing access to affordable healthcare and barring insurance companies from discriminating against individuals with pre-existing health care needs. Approximately 6,000 protesters gathered at the hall and were joined by prominent political voices such as Senator Elizabeth Warren (D. MA) and Mayor Marty Walsh (D. MA).
For more information: Sharon School Committee Rallies Against Value-Added Measures
On January 11th, the Sharon School Committee voted to write a letter in opposition to proposed legislation that would directly tie teacher evaluations to student test scores.
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Across the Nation
Betsy DeVos Confirmed as Secretary of Education - Faces Immediate Backlash
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Congress Files Joint Resolution to Repeal ESSA Accountability Regulations
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Betsy DeVos was confirmed as Secretary of Education in a historic 51-50 vote in the senate, following the tie breaking vote cast by Vice President Pence. Betsy DeVos faced harsh criticism from the Democratic party, who cited her inexperience, lack of qualifications, business ties, and historic dismantling of public education as highly problematic for the nation’s children. Controversy quickly ensued as DeVos took the helm of the department. The IDEA resource website was removed for maintenance and protesters temporarily blocked her from entering a D.C public school.
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The Republican controlled House of Representatives has put forth a joint resolution to remove accountability regulations embedded within ESSA. The accountability regulations in question require schools to establish timelines for addressing underperforming schools, the incorporation of ELL students accountability measures, and how schools will be rated. The move is viewed by proponents of the existing ESSA frameworks as a catalyst for reducing protections for minority students. Opponents of the ESSA regulations argue for an increase in state control over accountability measures. .
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U.S Supreme Court hears arguments in the case of
Endrew v. Douglas County School District
The case seeks the Supreme Court’s guidance on what level of educational benefit school districts are required to provide students with disabilities with. Advocates argued that setting higher standards for educational benefit for students with disabilities would lead to greater levels of academic progress. Opponents cited fears of budgetary strains and litigation.
Background of the case
Endrew F. had been enrolled in a CT public school. By the 4th grade he struggled to make progress in the general curriculum. His family became concerned when IEP goals were mostly unchanging year to year, and enrolled him in a private school where his family reported him as thriving. When the family requested reimbursement from the school district (Douglas County) they were denied. The family sued the district, citing that their son had been denied FAPE. The federal court ruled in favor of the district, claiming that under IDEA, districts are only required to provide educational benefit that is merely de minis (non-trivial). The case is now being heard by the U.S Supreme Court.
Arguments made by the Prosecution:
For more information:
SCOTUS Blog
Background of the case
Endrew F. had been enrolled in a CT public school. By the 4th grade he struggled to make progress in the general curriculum. His family became concerned when IEP goals were mostly unchanging year to year, and enrolled him in a private school where his family reported him as thriving. When the family requested reimbursement from the school district (Douglas County) they were denied. The family sued the district, citing that their son had been denied FAPE. The federal court ruled in favor of the district, claiming that under IDEA, districts are only required to provide educational benefit that is merely de minis (non-trivial). The case is now being heard by the U.S Supreme Court.
Arguments made by the Prosecution:
- IDEA text contends that schools are required to provide educational programming that is reasonably calculated to provide a student with opportunities substantially equal to those of their peers
- Language in IDEA supports a more stringent standard such as: “provide a meaningful educational benefit”; “make progress in the general education curriculum”
- Fisher proposed a new standard: “A student’s IEP should generally “be tailored to achieve a general educational curriculum at grade level”; if that is not possible, the IEP should use alternative benchmarks that are “the highest possible achievable by the student.”
For more information:
SCOTUS Blog
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