Rennie Center for Education Research & Policy

The Rennie Center is committed to engaging diverse perspectives and statewide voices in constructive discourse to ensure public education reform is research-based and focused on improving educational outcomes. By convening conferences, policy briefings, panel discussions, online forums, and other events, as well as in meetings with legislators, policymakers, and local leaders, we seek to minimize polarized, partisan communication and promote an invigorated, inclusive debate that leads to well-informed decision-making.

As Massachusetts' preeminent voice in public education reform, we create open spaces for educators and policymakers to consider evidence, discuss cutting edge issues, and develop new approaches to advance student learning and achievement. We help to facilitate well-informed decision-making based on deep knowledge and evidence of effective policymaking and practice. Specifically, we introduce our research into the field through convenings, publications (including issue briefs, policy briefs, one pagers, and research reports), our monthly newsletter, regular contact with the media, and engagement of policymakers and key stakeholders.

Few people hail teachers' unions as leaders of education reform. Teachers' unions are routinely characterized as part of the problem, protecting the interests of members at the expense of quality instruction and exercising unchecked political power. School districts fare little better in the public eye; they are often perceived as large, ineffective bureaucracies which perpetuate under-performance among low-income and minority students. Furthermore, community involvement in public education reform, though a widespread phenomenon, is largely unrecognized in the national policy debate about the future of schools. Given this, it is difficult to imagine three less likely partners in education reform than a local teachers' union, district leaders, and local organizations and foundations. Yet the work of some education and community leaders has shown that collaboration between labor, management, and community has the potential to build capacity and improve student learning.