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Rennie Center for Education Research & Policy

 114 State Street
 Boston, MA 02109
[P] (617) 354-0002
[F] --
http://www.renniecenter.org
[email protected]
Laura Dziorny
Twitter
INCORPORATED: 2005
 Printable Profile (Summary / Full)
EIN 51-0548106

LAST UPDATED: 06/14/2016
Organization DBA --
Former Names The Rennie Center for Education Research & Policy @ MassINC (2002)
Organization received a competitive grant from the Boston Foundation in the past five years Yes

Summary

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Mission StatementMORE »

 

The Rennie Center for Education Research & Policy’s mission is to improve public education through well-informed decision-making based on deep knowledge and evidence of effective policymaking and practice. 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. Through our staunch commitment to independent, non-partisan research and constructive conversations, we work to promote an education system that provides every child with the opportunity to be successful in school and in life.

Mission Statement

 

The Rennie Center for Education Research & Policy’s mission is to improve public education through well-informed decision-making based on deep knowledge and evidence of effective policymaking and practice. 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. Through our staunch commitment to independent, non-partisan research and constructive conversations, we work to promote an education system that provides every child with the opportunity to be successful in school and in life.


FinancialsMORE »

Fiscal Year July 01, 2015 to June 30, 2016
Projected Income $1,400,000.00
Projected Expense $1,400,000.00

ProgramsMORE »

  • a) Independent Research
  • b) Constructive Discourse
  • c) Outreach and Engagement
  • d) Labor-Management Collaboration

Revenue vs. Expense ($000s)

Expense Breakdown 2014 (%)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

For more details regarding the organization's financial information, select the financial tab and review available comments.


Overview

Mission Statement

 

The Rennie Center for Education Research & Policy’s mission is to improve public education through well-informed decision-making based on deep knowledge and evidence of effective policymaking and practice. 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. Through our staunch commitment to independent, non-partisan research and constructive conversations, we work to promote an education system that provides every child with the opportunity to be successful in school and in life.


Background Statement

The Rennie Center for Education Research & Policy was launched by former Massachusetts Secretary of Education Paul Reville as a division of the Massachusetts Institute for a New Commonwealth (MassINC) in October 2002. In the summer of 2005, the Rennie Center became an independent non-profit organization committed to addressing the critical challenges of reforming education in Massachusetts. 
 
The Rennie Center is named in memory of John C. (Jack) Rennie, who was the spirit and prime moving force behind the Massachusetts Education Reform Act of 1993. We are proud to associate our work with the memory and spirit of Jack Rennie. Jack's consensus-building approach to public policy challenges, his belief in the power of a respectful, thoughtful, civic dialogue, and his passionate commitment to children are all qualities we hope will guide the work of the Rennie Center today.

Impact Statement

Over the past year, the Rennie Center has continued to leverage and grow our portfolio within our three interconnected sets of work—the Condition of Education in the Commonwealth, independent research projects, and on-the-ground programs. Within each area, we aim to promote constructive discourse on policy design and development through independent research and outreach to key stakeholders. The sections below outline our progress on each of our project activities.


 


  1. Develop and produce an annual report on the Condition of Education in the Commonwealth.

     

    The Condition of Education in the Commonwealth (COE) project illuminates areas of success and areas for continued improvement across the education pipeline. This project includes an annual data report and an action guide that highlights examples of promising practices. COE provides the platform for all our ongoing projects and underpins our outreach activities throughout the year, including newsletters and quarterly policy breakfasts. Going forward, we hope to expand our online presence to provide relevant and timely updates on important models for reform.

     

  2. Successfully carry out on-the-ground programs to promote key reforms

     

    Along with several partners, the Rennie Center is implementing the Massachusetts Institute for College and Career Readiness, in which researchers are paired with district staff in Gateway Cities to develop, implement, and evaluate programs that promote college and career readiness. We also manage the Massachusetts Education Partnership, which seeks to improve student learning and success through collaborative labor-management relations in school districts across the Commonwealth.

     

  3. Become a knowledge-broker for connecting Massachusetts education policy to the national context.

     

Considerations from our research and programs have been featured in bills, cited at legislative hearings, used at the district level to guide decision-making, and recognized nationally by policymakers and the media.


Needs Statement

1. Development of Online System – We are interested in creating a platform for our Condition of Education in the Commonwealth project that will allow users to examine the data more deeply and link data with examples of best practice.



CEO Statement

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Board Chair Statement

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Geographic Area Served

Berkshires Region
Cape and Islands Region
Central Massachusetts Region
Greater Boston Region-All Neighborhoods
Greater Boston Region-Allston / Brighton Neighborhood
Greater Boston Region-Back Bay / Beacon Hill Neighborhood
Greater Boston Region-Charlestown Neighborhood
Greater Boston Region-Chinatown Neighborhood
Greater Boston Region-Dorchester Neighborhood
Greater Boston Region-Downtown Neighborhood
Greater Boston Region-East Boston Neighborhood
Greater Boston Region-Fenway / Kenmore Neighborhood
Greater Boston Region-Hyde Park Neighborhood
Greater Boston Region-Jamaica Plain Neighborhood
Greater Boston Region-Mattapan Neighborhood
Greater Boston Region-Mission Hill Neighborhood
Greater Boston Region-Roslindale Neighborhood
Greater Boston Region-Roxbury Neighborhood
Greater Boston Region-South Boston Neighborhood
Greater Boston Region-South End Neighborhood
Greater Boston Region-West Roxbury Neighborhood
Massachusetts-All Regions
Metrowest Region
Northeast Massachusetts Region
Pioneer Valley Region
Southeast Massachusetts Region
GREATER BOSTON REGION, MA
City of Boston- Citywide (please select all areas as well)
City of Boston- Allston/ Brighton
City of Boston- Back Bay
City of Boston- Beacon Hill/ West End
City of Boston- Charlestown
City of Boston- Chinatown/ Leather District
City of Boston- North Dorchester
City of Boston- South Dorchester
City of Boston- Downtown
City of Boston- East Boston
City of Boston- Fenway/ Kenmore
City of Boston- Hyde Park
City of Boston- Jamaica Plain
City of Boston- Mattapan
City of Boston- Mission Hill
City of Boston- North End
City of Boston- Roslindale
City of Boston- Roxbury
City of Boston- South Boston
City of Boston- South End/Bay Village
City of Boston- Harbor Islands
City of Boston- West Roxbury
BERKSHIRE REGION, MA
CAPE &ISLANDS REGION, MA
CENTRAL REGION, MA
METROWEST REGION, MA
NORTHEAST REGION, MA
PIONEER VALLEY REGION, MA
SOUTHEAST REGION, MA
STATEWIDE
GREATER BOSTON REGION, MA
City of Boston- Citywide (Indiv. neighborhoods also listed)
City of Boston- Allston/ Brighton
City of Boston- Back Bay
City of Boston- Beacon Hill/ West End
City of Boston- Charlestown
City of Boston- Chinatown/ Leather District
City of Boston- North Dorchester
City of Boston- South Dorchester
City of Boston- Downtown
City of Boston- East Boston
City of Boston- Fenway/ Kenmore
City of Boston- Hyde Park
City of Boston- Jamaica Plain
City of Boston- Mattapan
City of Boston- Mission Hill
City of Boston- North End
City of Boston- Roslindale
City of Boston- Roxbury
City of Boston- South Boston
City of Boston- South End/Bay Village
City of Boston- Harbor Islands
City of Boston- West Roxbury
BERKSHIRE REGION, MA
CAPE &ISLANDS REGION, MA
CENTRAL REGION, MA
METROWEST REGION, MA
NORTHEAST REGION, MA
PIONEER VALLEY REGION, MA
SOUTHEAST REGION, MA
STATEWIDE
The Rennie Center serves all of Massachusetts through its efforts to ensure that statewide education policy decisions are informed by evidence. Our work focuses on issues that are relevant and critical for the Commonwealth’s most vulnerable students: low-income and minority students, students with special needs, and those for whom English is not a first language.  Our research topics are particularly relevant for geographic areas that serve large populations of these students.

Organization Categories

  1. Education - Research Institutes & Public Policy Analysis
  2. Education - Educational Services
  3. -

Independent research has been conducted on this organization's theory of change or on the effectiveness of this organization's program(s)

Yes

Programs

a) Independent Research

The Rennie Center is staunchly committed to producing independent, non-partisan research which helps leaders and those in the field to assess and better understand the effectiveness of the Commonwealth’s education policies. Our research reports and policy briefs are broadly disseminated to policy stakeholders in the public, private, nonprofit, and media sectors. We are expanding upon our action-oriented approach to research by intro¬ducing policy solutions in a local context and investigating their impact, an initiative we call policy design and development.
Budget  $300,000.00
Category  Education, General/Other Educational Research
Population Served Children and Youth (0 - 19 years) At-Risk Populations
Program Short-Term Success      
Program Long-Term Success      
Program Success Monitored By     
Examples of Program Success 
“The Rennie Center is an invaluable resource for me, my staff, and the Education Committee. In crafting legislation, and creating a vision for the future of education in Massachusetts, data and facts matter. I know I can always count on the Rennie Center’s reports to be thorough, precise, and in-touch with the most important issues in the education community. Every new publication gives me an education on education.”
- Senator Sonia Chang-Diaz, Senate Chair, Joint Committee on Education

b) Constructive Discourse

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.
Budget  $100,000.00
Category  Education, General/Other Education Policy Programs
Population Served Children and Youth (0 - 19 years) At-Risk Populations
Program Short-Term Success     
Program Long-Term Success     
Program Success Monitored By  --
Examples of Program Success 
“The Rennie Center has been the place with the table to which everybody comes.  They’re always a few steps ahead of the issue so we can hear balanced arguments, exchange thoughts, and work out long term solutions in a really rational way.  It’s a refreshing alternative to the political food fights around very complex issues that play out in soundbites that don’t serve the public well.”
- Glenn Koocher, Executive Director, Massachusetts Association of School Committees

c) Outreach and Engagement

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.
Budget  $100,000.00
Category  Education, General/Other Education Policy Programs
Population Served Children and Youth (0 - 19 years) At-Risk Populations
Program Short-Term Success     
Program Long-Term Success     
Program Success Monitored By  --
Examples of Program Success 
"The Rennie Center has established an excellent reputation in the education field and it provides valuable information to elected officials throughout the legislative process. I rely on the Center as a source of objective and detailed information on a variety of issues and it is often the first point of reference for me as I work on education policy."
- Representative Martha “Marty” Walz, Vice-chair, House Committee on Ways and Means

d) Labor-Management Collaboration

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.
Budget  $100,000.00
Category  Education, General/Other Partnerships in Education
Population Served Children and Youth (0 - 19 years) At-Risk Populations
Program Short-Term Success     
Program Long-Term Success 
“My experience as Superintendent in Springfield, working with the Rennie Center’s Labor Management Initiative, showed me the impact an outside expert can have in helping the district to improve communication and relationships between teachers and administrators and deepen our collaboration. The Center brought together different stakeholders in the education field to work to improve outcomes for students.”
- Dr. Alan Ingram   
Program Success Monitored By  --
Examples of Program Success 
Our most effective and sustained work has occurred in Springfield, where, together with a joint labor-management team, we have 1) expanded the reach and impact of labor-management collaboration within the Springfield Public Schools and increased its quality, 2) ensured that community partners – individual and institutional – now play key roles, both on governance/planning teams and as program partners, and 3) advanced the work of four “Collaboration Schools,” which are striving to raise the bar for all students and close achievement gaps through veteran Principal-Teacher coaching teams that work with Principals and teacher leaders, use student outcomes data to drive decision-making, and align the professional learning for adults with the needs of students. Most recently, we produced a case study that highlights the work by union, district, and community leaders in Springfield Public Schools, offering a compelling picture of labor-management-community collaboration in practice. 

CEO/Executive Director/Board Comments

“The Rennie Center has been a valuable asset to the Department and the Commonwealth.  They help to plumb the rich data sets that the state possesses, thus augmenting state-conducted analyses to more fully realize the insights that can be gleaned from evidence.  The Rennie Center conducts both rapid response and longer-range, in-depth policy analyses that provide strategic input to discussions and decision-making at the state level."

  - Commissioner Mitchell Chester, Massachusetts Department of Elementary and Secondary Education


Management


CEO/Executive Director Dr. Chad d'Entremont
CEO Term Start Jan 2012
CEO Email [email protected]
CEO Experience --
Co-CEO --
Co-CEO Term Start --
Co-CEO Email --
Co-CEO Experience --

Former CEOs and Terms

Name Start End
Ms. Jill Norton Aug 2007 Dec 2011
Secretary S. Paul Reville July 2005 Aug 2007

Senior Staff

Name Title Experience/Biography
Laura Dziorny Chief of Staff --
Jennifer Poulos Director of Research --

Awards

Award Awarding Organization Year
-- -- --

Affiliations

Affiliation Year
-- --
Member of state association of nonprofits? Yes
Name of state association Massachusetts Nonprofit Network

External Assessments and Accreditations

External Assessment or Accreditation Year
-- --

Collaborations

Partnerships are a critical means of providing expertise that enables the Rennie Center to delve deeper into a broad array of policy areas and reach all relevant constituents. We actively seek out organizations with content expertise and those with diverse viewpoints to serve as advisors, partners and presenters in our research, convenings, and labor-management work. Our ability to maintain longstanding partnerships and work with new and diverse partners reflects our reputation as an independent, non-partisan voice.

 

In particular, as part of the Condition of Education project, we have conducted extensive outreach and identified key allies among thought leaders in public education, including the Secretary of Education and department commissioners as well as individuals operating in the non-profit and for-profit sectors. At the same time, we are expanding and deepening our strategic partnerships to establish the Massachusetts Education Partnership as a platform for labor-management collaboration in Massachusetts and beyond, developing connections with organizations doing similar work around the country in order to identify opportunities to improve (and, potentially, expand) our practice.

CEO/Executive Director/Board Comments

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Foundation Comments

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Staff Information

Number of Full Time Staff 8
Number of Part Time Staff 3
Number of Volunteers 0
Number of Contract Staff 0
Staff Retention Rate % --

Staff Demographics

Ethnicity African American/Black: 1
Asian American/Pacific Islander: 2
Caucasian: 7
Hispanic/Latino: 1
Native American/American Indian: 0
Other: 0
Other (if specified): 0
Gender Female: 10
Male: 1
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Yes
Organization has Strategic Plan? Yes
Years Strategic Plan Considers --
Management Succession Plan --
Business Continuity of Operations Plan --
Organization Policies And Procedures Yes
Nondiscrimination Policy Yes
Whistle Blower Policy Yes
Document Destruction Policy Yes
Directors and Officers Insurance Policy Yes
State Charitable Solicitations Permit Exempt
State Registration Exempt

Risk Management Provisions

Commercial General Liability
Directors and Officers Policy
Employment Practices Liability
Workers Compensation and Employers' Liability

Reporting and Evaluations

Management Reports to Board? Yes
CEO Formal Evaluation and Frequency Yes Annually
Senior Management Formal Evaluation and Frequency Yes Annually
Non Management Formal Evaluation and Frequency Yes Annually

Governance


Board Chair Dr. Pendred Noyce
Board Chair Company Affiliation The Noyce Foundation
Board Chair Term July 2005 -
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Ms. Maura Banta IBM Voting
Ms. Laurie Brennan TERC Voting
Dr. Celine Coggins Teach Plus Voting
Dr. Pendred Noyce The Noyce Foundation Voting
Mr. S. Paul Reville Harvard Graduate School of Education Voting
Mr. Robert Schwartz Harvard University Voting

Constituent Board Members

Name Company Affiliations Status
-- -- --

Youth Board Members

Name Company Affiliations Status
-- -- --

Advisory Board Members

Name Company Affiliations Status
-- -- --

Board Demographics

Ethnicity African American/Black: 0
Asian American/Pacific Islander: 0
Caucasian: 6
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 0
Other (if specified): --
Gender Female: 4
Male: 3
Not Specified 0

Board Information

Board Term Lengths --
Board Term Limits --
Board Meeting Attendance % --
Written Board Selection Criteria No
Written Conflict Of Interest Policy Yes
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions --
Constituency Includes Client Representation Yes

Standing Committees

  • Finance

CEO/Executive Director/Board Comments

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Foundation Comments

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Financials


Revenue vs. Expense ($000s)

Expense Breakdown 2014 (%)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2014 2013 2012
Total Revenue $1,182,443 $924,266 $662,804
Total Expenses $1,113,313 $912,619 $694,244

Prior Three Years Revenue Sources

Fiscal Year 2014 2013 2012
Foundation and
Corporation Contributions
$608,310 $577,586 $574,623
Government Contributions $0 $0 $0
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified -- -- --
Individual Contributions -- -- --
Indirect Public Support -- -- --
Earned Revenue $536,866 $291,665 $62,428
Investment Income, Net of Losses $37,267 $28,140 $10,631
Membership Dues -- -- --
Special Events -- -- --
Revenue In-Kind -- $26,875 $15,122
Other -- -- --

Prior Three Years Expense Allocations

Fiscal Year 2014 2013 2012
Program Expense $898,146 $722,657 $513,833
Administration Expense $138,210 $113,858 $122,060
Fundraising Expense $76,957 $76,104 $58,351
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 1.06 1.01 0.95
Program Expense/Total Expenses 81% 79% 74%
Fundraising Expense/Contributed Revenue 13% 13% 10%

Prior Three Years Assets and Liabilities

Fiscal Year 2014 2013 2012
Total Assets $1,060,267 $751,533 $696,763
Current Assets $1,054,742 $739,187 $682,121
Long-Term Liabilities $0 $0 $0
Current Liabilities $325,186 $85,582 $42,459
Total Net Assets $735,081 $665,951 $654,304

Prior Three Years Top Three Funding Sources

Fiscal Year 2014 2013 2012
1st (Source and Amount) -- --
-- --
-- --
2nd (Source and Amount) -- --
-- --
-- --
3rd (Source and Amount) -- --
-- --
-- --

Financial Planning

Endowment Value --
Spending Policy --
Percentage(If selected) --
Credit Line No
Reserve Fund No
How many months does reserve cover? --

Capital Campaign

Are you currently in a Capital Campaign? No
Capital Campaign Purpose --
Campaign Goal --
Capital Campaign Dates -
Capital Campaign Raised-to-Date Amount --
Capital Campaign Anticipated in Next 5 Years? --

Short Term Solvency

Fiscal Year 2014 2013 2012
Current Ratio: Current Assets/Current Liabilities 3.24 8.64 16.07

Long Term Solvency

Fiscal Year 2014 2013 2012
Long-term Liabilities/Total Assets 0% 0% 0%

CEO/Executive Director/Board Comments

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Foundation Comments

Financial summary data in the charts and graphs above is per the organization's Audited Financials.
 
 

Documents


Impact

The Impact tab is a section on the Giving Common added in October 2013; as such the majority of nonprofits have not yet had the chance to complete this voluntary section. The purpose of the Impact section is to ask five deceptively simple questions that require reflection and promote communication about what really matters – results. The goal is to encourage strategic thinking about how a nonprofit will achieve its goals. The following Impact questions are being completed by nonprofits slowly, thoughtfully and at the right time for their respective organizations to ensure the most accurate information possible.


1. What is your organization aiming to accomplish?

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2. What are your strategies for making this happen?

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3. What are your organization’s capabilities for doing this?

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4. How will your organization know if you are making progress?

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5. What have and haven’t you accomplished so far?

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