What Time Is It In Massachusetts? Understanding Student Learning Time Regulations

When you ask, “What Time Is It In Massachusetts?” you might be looking for the current hour and minute. But for those involved in education within the Commonwealth, “time” takes on a more structured and regulated meaning. Massachusetts General Law (M.G.L.) c. 69, section 1G mandates the Board of Elementary and Secondary Education to define the minimum length of a school day and the school year. This is meticulously detailed in regulation 603 CMR 27.00, focusing on Student Learning Time. This regulation ensures that every public school provides sufficient “structured learning time” for students to achieve competency in core and other essential subjects, while also setting health and safety standards, particularly crucial in times of emergencies.

This document will delve into the key aspects of 603 CMR 27.00, offering a comprehensive understanding of these regulations for educators, parents, and anyone interested in the framework governing educational time in Massachusetts. While knowing the time in Massachusetts on your watch is simple, understanding school time regulations requires a closer look at the specifics laid out in this crucial piece of legislation.

Scope and Purpose of 603 CMR 27.00

Regulation 603 CMR 27.00 is officially issued by the Board of Elementary and Secondary Education, drawing its authority from Massachusetts General Law chapters 69, sections 1G and 1B. These laws empower the Board to establish minimum standards for school days and school years, and to ensure safe learning environments for all students in Massachusetts public schools.

The core objectives of 603 CMR 27.00 are twofold:

Ensuring Adequate Structured Learning Time: The regulation aims to guarantee that every public school across Massachusetts provides students with the necessary “structured learning time.” This dedicated time is crucial for students to gain proficiency in “core subjects” and “other subjects,” as precisely defined within the regulation itself.
Establishing Health and Safety Standards: Recognizing the importance of a secure learning environment, particularly during crises, 603 CMR 27.00 sets forth health and safety benchmarks for schools. These standards are especially pertinent during declared states of emergency or other critical situations that could compromise school safety, as determined by the Board.

It’s important to note that while these regulations are designed to ensure quality education and safe environments, they are not intended to create individual legal rights for students or those acting on their behalf. The focus is on systemic standards for all public schools in Massachusetts.

Key Definitions in 603 CMR 27.00

To fully grasp the regulations concerning student learning time, understanding the definitions provided in 603 CMR 27.00 is essential. Here are some key terms:

Asynchronous learning: This refers to learning that occurs at a student’s own pace and on their individual schedule. It contrasts with learning that happens in real-time with an instructor.
Board: Simply put, “Board” refers to the Board of Elementary and Secondary Education, the issuing authority of this regulation.
Commissioner: This denotes the Commissioner of Elementary and Secondary Education, the executive leader of the Department.
Core subjects: These are the fundamental academic areas as defined in M.G.L. c. 69, section 1D. They include science, technology, mathematics, history and social science, English, foreign languages, and the arts. Vocational-technical education programs also fall under this category.
Department: “Department” signifies the Department of Elementary and Secondary Education, the state agency overseeing public education.
District: This term encompasses various types of public school systems, including municipal and regional school districts, county agricultural schools, and any other public school established by law or charter.
Elementary school: This includes schools providing instruction from grades one through eight, or combinations thereof, and can also include middle schools depending on local designation.
Live instruction: This is a combination of traditional in-person instruction and remote synchronous instruction, offering a blend of learning environments.
Optional school programs: These are enrichment activities offered by school districts that are not part of the core or other required subjects. Examples include clubs, sports, and non-academic field trips. This time does not count towards structured learning time requirements.
Other subjects: These are subjects beyond the core academic areas that are mandated by M.G.L. c. 71, sections 1 and 3, and additional subjects approved by the local school committee.
Remote learning: This type of learning takes place outside the traditional classroom setting, where students and teachers are geographically separated. It can be synchronous or asynchronous but must include opportunities for regular teacher interaction.
School services: These are support services provided by school districts to enhance student well-being and learning readiness. Examples include special education services, health screenings, and school meals.
Secondary school: This category covers schools teaching grades six through twelve, or various combinations, excluding middle schools that are designated as elementary schools.
Structured learning time: This is the core concept of the regulation. It refers to time dedicated to scheduled instruction, learning activities, or assessments within the curriculum of core and other subjects. It can include classroom time, directed study, technology-assisted learning, and even statewide assessments. Hybrid and remote learning models can also qualify as structured learning time if they meet specific requirements outlined in 603 CMR 27.08(3).
Synchronous learning: This is real-time, teacher-directed learning that happens with a group of students, such as in live classes or group work.

Understanding these definitions is crucial for interpreting the requirements and guidelines set forth in 603 CMR 27.00. When considering “what time is it in Massachusetts” in an educational context, it’s not just about the clock, but about how “structured learning time” is organized and regulated within these definitions.

School Year Requirements: Days and Schedule

Regulation 603 CMR 27.00 outlines specific requirements for the school year to ensure sufficient learning time. Each school committee in Massachusetts plays a vital role in setting these schedules.

Annual Schedule Establishment: Before each school year commences, every school committee is responsible for creating school year schedules for each public school under their supervision. These schedules must be tailored to the unique learning needs of the students within each school. The school committee is guided by the student learning time plan recommended by the school council and should prioritize maximizing high-quality teaching, learning, and professional development opportunities.
Minimum School Days: The regulation mandates a minimum of 185 school days in each school year for every elementary, middle, and secondary school within a district. This ensures a consistent duration for educational engagement across all grade levels.
Operational School Days: School districts are required to operate their schools for at least 180 days within a school year. This provides a baseline for the actual instructional time delivered to students.
Encouragement for Extended Learning: While minimums are set, school committees are encouraged to exceed these numbers. Offering extended day and extended year programs is seen as a positive way to broaden student learning opportunities beyond the basic requirements.
Kindergarten Flexibility: Kindergarten programs have some scheduling flexibility. School committees can establish separate school year and school day schedules for kindergarten, as long as they provide a minimum of 425 annual hours of structured learning time, as per 603 CMR 8.00: Kindergartens: Minimum School Age. For districts with two daily kindergarten sessions, schedules must ensure equal instructional time for all kindergarten students.

These regulations ensure that every student in Massachusetts receives a substantial amount of learning time across the school year. While “what time is it in Massachusetts” might vary by the clock, the regulation makes sure that the amount of learning time is consistent and meets a defined minimum standard each year.

Structured Learning Time: Hour Requirements

Beyond the number of school days, 603 CMR 27.00 also specifies the minimum hours of structured learning time students must receive each school year. This ensures that the time spent in school is effectively dedicated to learning.

Elementary School Minimum: Starting in the 1997-1998 school year, elementary schools are required to schedule at least 900 hours of structured learning time per school year for every student. It’s crucial to understand what doesn’t count towards this time: breakfast and lunch, passing periods, homeroom, recess, non-directed study, school services, and optional school programs. The focus is firmly on instructional time.
Secondary School Minimum: Similarly, from the 1997-1998 school year onwards, secondary schools must schedule a minimum of 990 hours of structured learning time annually for each student. Like elementary schools, time spent on non-instructional activities such as meals, breaks, and optional programs cannot be included in this minimum hour calculation.

These hourly requirements reinforce the commitment to providing ample instructional time to students. Knowing “what time it is in Massachusetts” on the clock is less relevant than ensuring that schools are providing the required amount of “structured learning time” as mandated by these regulations.

Early Release for High School Seniors

603 CMR 27.00 acknowledges a specific scenario for high school seniors, allowing for some flexibility in their school year end date.

Policy Encouragement: The Board encourages school districts to schedule high school graduation as close as possible to the regular school closing date. This is to maximize learning time for seniors and minimize disruption for other students.
Permitted Early Conclusion: Despite the minimum school year requirements, school committees have the discretion to allow the graduating senior class of a high school or vocational/technical school to conclude their school year up to 12 school days before the regular scheduled closing date of the school. Graduation ceremonies can also be held at this earlier date.

This provision offers a balance between maximizing learning time and recognizing the culmination of high school for graduating seniors.

Waivers and Modifications: Flexibility in Regulations

While 603 CMR 27.00 sets clear standards, it also includes mechanisms for waivers and modifications to accommodate unique circumstances or encourage innovation.

Waivers for Innovation: The Board can grant waivers for any requirement in 603 CMR 27.00 if a school committee applies in writing and the Commissioner of Education recommends it, provided there is “good cause.” School committees are encouraged to seek waivers to implement innovative programs or schedules aimed at improving student learning.
Emergency Waivers: The Commissioner of Education has the authority to grant waivers for the minimum school year requirement (180 days) if an emergency or extraordinary event forces school closures.
Modifications During Emergencies: In the event of a declared public health emergency by the Governor, or if the Board determines exigent circumstances exist that threaten student safety, the Commissioner can modify the minimum school year and structured learning time requirements. This allows for adaptable responses to unforeseen crises.
Waivers for Specific Remote/Hybrid Requirements: The Commissioner can also grant waivers for specific requirements related to hybrid and remote learning models, as detailed in 603 CMR 27.08(2)(d), 603 CMR 27.08(3)(a)1 and 603 CMR 27.08(3)(b)5 and 6, offering flexibility in implementing these alternative learning approaches.

These waiver and modification provisions ensure that the regulations can be adapted to address unforeseen challenges and foster educational innovation, while still maintaining the core principles of structured learning time and student safety.

Implementation and Effective Dates

Understanding when 603 CMR 27.00 and its amendments became effective is important for historical context and current compliance.

Original Effective Date: The initial requirements of 603 CMR 27.00 became effective on July 1, 1995, governing public schools starting from the 1995-1996 school year. However, the structured learning time requirements (hours) had a later effective date.
Structured Learning Time Implementation Delay: The structured learning time requirements (minimum hours for elementary and secondary schools) became effective on July 1, 1997, applying to the 1997-1998 school year and onwards.
Transitional Period (1995-1997): During the 1995-1996 and 1996-1997 school years, schools were encouraged to meet the structured learning time goals to the extent possible. However, slightly different, less stringent minimum learning time requirements were in place during this transition, focusing on offering 900 hours for elementary and 990 hours for secondary schools, where “learning time” was defined more broadly than “structured learning time.”
School Improvement Plans and Learning Time Implementation Plans: Schools and districts were required to develop plans to ensure compliance with the learning time requirements. School councils had to submit recommended scheduling changes as part of their school improvement plans. By June 30, 1996, every school district had to submit a Learning Time Implementation Plan to the Department of Elementary and Secondary Education for review and approval, detailing how they would meet the structured learning time requirements by September 1997.

These implementation details highlight the phased approach to enacting the structured learning time requirements, allowing schools and districts time to adapt and plan for full compliance.

Health and Safety Standards During Emergencies

A significant portion of 603 CMR 27.00 addresses health and safety standards, particularly relevant during states of emergency or exigent circumstances. This section gained increased importance in recent years.

Commissioner’s Authority in Emergencies: If the Governor declares a public health emergency, or if the Board determines exigent circumstances exist that threaten student safety, the Commissioner of Education is empowered to issue health and safety requirements and guidance for school districts, in consultation with medical experts and state health officials.
District Plans Prioritizing In-Person Learning: In such emergency situations, the Commissioner requires each district to develop and submit a plan that prioritizes providing in-person instruction in a safe environment. These plans must include:
- Health and safety procedures consistent with the Commissioner’s requirements.
- A description of the in-person learning model the district will use, ensuring modifications for health and safety.
Alternative Education Models: The Commissioner can mandate that districts include alternative education models in their plans, such as hybrid or remote learning, to address situations where in-person attendance is not safe for all students.
Commissioner’s Power to Limit Alternative Models: The Commissioner can, after consulting with medical experts, decide that in-person learning is safe with health measures and notify districts they may no longer use alternative models (like remote or hybrid) to meet minimum learning time requirements. However, an exception was made for the 2020-2021 school year, allowing remote learning for students whose parents chose it.
Hybrid Learning Model Requirements: Hybrid learning models (blending in-person and remote learning) must provide at least 35 hours of live instruction over a 10-school day period, averaged across grades, effective January 19, 2021.
Remote Learning Model Requirements: Remote learning models have specific requirements to ensure quality and engagement:
- Procedures for participation, including attendance tracking.
- Remote academic work aligned to state standards.
- Grading policies for remote work.
- Regular communication between teachers/administrators and families, including translation services.
- Synchronous instruction each school day (effective January 19, 2021).
- At least 40 hours of synchronous instruction over a 10-school day period, averaged across grades, effective January 19, 2021.
District-Approved Models: Districts can propose and the Commissioner can approve other education models beyond hybrid and remote.
Summer School Programs: During emergencies, the Commissioner directs districts providing in-person summer school to implement consistent health and safety procedures.
Plan Submission and Posting: The Commissioner determines the format for district plan submission and may provide templates and guidance. Districts are required to post their plans on their websites for public access.
Duration of Emergency Provisions: The authorities granted to the Commissioner under 603 CMR 27.08 remain in effect until the Board determines that students can safely attend classes without extra health and safety measures.

This section of 603 CMR 27.00 demonstrates the regulation’s adaptability to crisis situations, ensuring both continued learning and student safety are prioritized. It moves beyond just “what time is it in Massachusetts” in a regular sense, to considering how time and learning are structured and delivered even when normalcy is disrupted by emergencies.

Regulatory Authority: 603 CMR 27.00 is established under the authority of M.G.L. c. 69, s.1G and M.G.L. c. 69, s. 1B.

Disclaimer: For the official text of these regulations, please consult the Massachusetts State House Bookstore.

Image alt text: Logo of the Massachusetts State House Bookstore, your official source for state regulations and publications.

Last Updated: November 14, 2022