2026-2027 MA Early College Commitment Form

2026 MA Early College Commitment Form-DUE BY APRIL 13, 2026

Welcome to the Massachusetts Early College (EC) Commitment form. This form must be completed by prospective new EC programs, including any partnership with a K–12 institution that does not currently hold an EC Designation.

The MA EC Commitment form includes a set of informational questions and assurances that serve as evidence that partners have engaged in preliminary discussions and planning for an EC program and are ready to formally commit to the EC Planning Phase with the desired outcome of MA EC Designation.

The Commitment form will be open from March 6 to April 13, 2026.

The Commitment form is required for eligibility for any of the other EC Designation phases. Please be advised that programs that do not uphold the assurances in the EC Commitment by the end of the Planning Phase may not move forward to Initial Designation.

For Designated partnerships looking to add an additional IHE partner, please request the Program Modification form. For questions on either the Commitment form or to request the Program Modification form, please reach out to Danielle Wheeler, MA EC Program Director at Danielle.Wheeler@mass.gov

PART 1: Early College Program Partners *This question is required.

K-12 School
K-12 District
Institution of Higher Education
If relevant, Additional K-12 School
If relevant, Additional K-12 District
If relevant, Additional Insitution of Higher Education
Other:

Comments

Please enter the contact information below for the two primary Application contacts.
These individuals will receive relevant updates, communication, and questions regarding the proposed Early College program.

You are also asked to provide contact information for the District Superintendent and the President of the College or University.

To add additional contact information to our contact mailing list, please email Kelly Kennedy: kelly.kennedy@p2c.org

Primary K-12 Designation Applicant Contact Information: *This question is required.

Name
Role
Institution
Email

District Superintendent *This question is required.

Name
Email

Primary IHE Designation Applicant Contact Information: *This question is required.

Name
Role
Institution
Email

College/University President *This question is required.

Name
Email

Part 2: Vision and Assurances

1. What is your vision and rationale for the program? Describe the planned partnership and shared vision for the proposed program, how it addresses a specific demonstrated need for your population, and the intended program impact. *This question is required.

Instructions for Assurances:

Please confirm that leaders from the partner institutions have reviewed and discussed the assurances, have a general understanding of the EC Guiding Principles and criteria, and are willing and able to commit to developing a successful program plan for intended launch in the following year.
Note: For the assurances related to the Guiding Principles, there is a reference to the Designation criteria it reflects. Once approved for Planning Phase, you will receive updated Guidance on the Criteria to assist you in meeting these assurances.

If you cannot answer "yes" to an assurance, please explain why at the end of the survey. Please note, that an inability to meet assurances may result in your partnership not being approved to pursue the Program Design Phase.

Commitment to Engagement: Both partners agree to fully engage in the Planning Phase including attending required activities (sending consistent teams from all partners), as well as conducting any pre-work and follow up tasks. Below is a description and general timeline of the required meetings. More details will be provided once approved for the Planning Phase.

Orientation to the New Designation Process, Part 1 and 2 – February and March
Leadership Meeting: Preparing to Launch the Planning Phase – May
Four Professional Learning Sessions for Program Design (Part 1,2,3,4) – TBD Summer/Fall
Program Plan Review and any requested interviews– Fall
My Career and Academic Plan (MyCAP) training if needed (requirement for Designation)

*This question is required.

Please note that for the following assurances, there is a reference to the Designation criteria it reflects. Once approved for Planning Phase, you will receive updated Guidance on the Criteria to assist you in meeting these assurances.

3. We are committed to building a program that supports Principle 1: Equitable Access through:

Space Cell	Yes	No
1. Designing a pathway program comprised of a supported strategic sequence of courses to increase college access and participation that extend opportunities beyond traditional dual enrollment (1.1)	1. Designing a pathway program comprised of a supported strategic sequence of courses to increase college access and participation that extend opportunities beyond traditional dual enrollment (1.1): Yes	1. Designing a pathway program comprised of a supported strategic sequence of courses to increase college access and participation that extend opportunities beyond traditional dual enrollment (1.1): No
2.Building an intentional outreach and recruitment plan accessible to all students, particularly those who might not otherwise feel able to pursue college. (1.2)	2.Building an intentional outreach and recruitment plan accessible to all students, particularly those who might not otherwise feel able to pursue college. (1.2): Yes	2.Building an intentional outreach and recruitment plan accessible to all students, particularly those who might not otherwise feel able to pursue college. (1.2): No
3. Establishing and maintaining a sustainable cohort with intentional enrollment strategies aligned with mission (1.3)	3. Establishing and maintaining a sustainable cohort with intentional enrollment strategies aligned with mission (1.3): Yes	3. Establishing and maintaining a sustainable cohort with intentional enrollment strategies aligned with mission (1.3): No
4. Building a program design in which all aspects of the program are free to students and their families. (1.4)	4. Building a program design in which all aspects of the program are free to students and their families. (1.4): Yes	4. Building a program design in which all aspects of the program are free to students and their families. (1.4): No
5. Building a program that does not exclude students based on past academic performance but rather onboards and supports broad student participation, especially for students who are underrepresented in higher education. (1.4)	5. Building a program that does not exclude students based on past academic performance but rather onboards and supports broad student participation, especially for students who are underrepresented in higher education. (1.4): Yes	5. Building a program that does not exclude students based on past academic performance but rather onboards and supports broad student participation, especially for students who are underrepresented in higher education. (1.4): No

4.
We are committed to building a program that supports Principle 2: Guided Academic Programs of Study through *This question is required.

Space Cell	Yes	No
1. Integrating Early College program into the broader school plan for all partner institutions, complementing other pathways or programs.(2.1)	1. Integrating Early College program into the broader school plan for all partner institutions, complementing other pathways or programs.(2.1) : Yes	1. Integrating Early College program into the broader school plan for all partner institutions, complementing other pathways or programs.(2.1) : No
2. Creating a coherent guided academic program that is comprised of courses that are widely transferable and meet high school graduation requirements, MassCore and MassTransfer. (2.1)	2. Creating a coherent guided academic program that is comprised of courses that are widely transferable and meet high school graduation requirements, MassCore and MassTransfer. (2.1) : Yes	2. Creating a coherent guided academic program that is comprised of courses that are widely transferable and meet high school graduation requirements, MassCore and MassTransfer. (2.1) : No
3. Integrating the program into the schedule for the regular school day, including formalized supports accessible to all students. (2.1)	3. Integrating the program into the schedule for the regular school day, including formalized supports accessible to all students. (2.1): Yes	3. Integrating the program into the schedule for the regular school day, including formalized supports accessible to all students. (2.1): No
4. Providing onboarding and supports for pursuing college coursework using a variety of strategies including sustained vertical curriculum alignment, academic skill building , intentional and accessible academic supports and broadening measures of course readiness to increase student access. (2.2)	4. Providing onboarding and supports for pursuing college coursework using a variety of strategies including sustained vertical curriculum alignment, academic skill building , intentional and accessible academic supports and broadening measures of course readiness to increase student access. (2.2) : Yes	4. Providing onboarding and supports for pursuing college coursework using a variety of strategies including sustained vertical curriculum alignment, academic skill building , intentional and accessible academic supports and broadening measures of course readiness to increase student access. (2.2) : No
5. Planning for immersive college experiences on the college campus (and we understand that fully asynchronous program models are not allowable). (2.3)	5. Planning for immersive college experiences on the college campus (and we understand that fully asynchronous program models are not allowable). (2.3) : Yes	5. Planning for immersive college experiences on the college campus (and we understand that fully asynchronous program models are not allowable). (2.3) : No
6. Providing clear and transparent academic policies that are aligned across institutions, covering course enrollment, add/drop, formalized early warning systems, failures, and transferability of credits to students and families. (2.4)	6. Providing clear and transparent academic policies that are aligned across institutions, covering course enrollment, add/drop, formalized early warning systems, failures, and transferability of credits to students and families. (2.4) : Yes	6. Providing clear and transparent academic policies that are aligned across institutions, covering course enrollment, add/drop, formalized early warning systems, failures, and transferability of credits to students and families. (2.4) : No
7. Planning early intervention and supports so students and educators are regularly apprised of student progress. (2.4)	7. Planning early intervention and supports so students and educators are regularly apprised of student progress. (2.4) : Yes	7. Planning early intervention and supports so students and educators are regularly apprised of student progress. (2.4) : No

5.
We are committed to building a program that supports Principle 3: Enhanced Student Supports through *This question is required.

Space Cell	Yes	No
1.. Building an enhanced academic support plan for EC students that is embedded into school day so EC students can access easily. (3.1)	1.. Building an enhanced academic support plan for EC students that is embedded into school day so EC students can access easily. (3.1) : Yes	1.. Building an enhanced academic support plan for EC students that is embedded into school day so EC students can access easily. (3.1) : No
2. Building a plan to provide wrap around enhanced non-academic supports.   Non-academic supports include SEL supports, cultivating students’ college going identity through college exposure, financial aid planning, and college application support. (3.2)	2. Building a plan to provide wrap around enhanced non-academic supports.   Non-academic supports include SEL supports, cultivating students’ college going identity through college exposure, financial aid planning, and college application support. (3.2)  : Yes	2. Building a plan to provide wrap around enhanced non-academic supports.   Non-academic supports include SEL supports, cultivating students’ college going identity through college exposure, financial aid planning, and college application support. (3.2)  : No
3. Providing enhanced academic and non-academic services, coordinated and delivered by all partners, with the necessary infrastructure and finances, separate and apart from DESE and/or DHE funding. (3.2)	3. Providing enhanced academic and non-academic services, coordinated and delivered by all partners, with the necessary infrastructure and finances, separate and apart from DESE and/or DHE funding. (3.2) : Yes	3. Providing enhanced academic and non-academic services, coordinated and delivered by all partners, with the necessary infrastructure and finances, separate and apart from DESE and/or DHE funding. (3.2) : No

6.
We are committed to building a program that supports Principle 4: Connections to Careers through *This question is required.

Space Cell	Yes	No
1. Creating career development experiences linked to the EC program. (4.1)	1. Creating career development experiences linked to the EC program. (4.1) : Yes	1. Creating career development experiences linked to the EC program. (4.1) : No
2.Engaging industry whenever possible in the program and will identify potential partners. (4.2)	2.Engaging industry whenever possible in the program and will identify potential partners. (4.2): Yes	2.Engaging industry whenever possible in the program and will identify potential partners. (4.2): No

7.
We are committed to building a program that supports Principle 5: Effective Partnerships through
*This question is required.

Space Cell	Yes	No
1. Ensuring all prospective partners are committed to this program and each institution’s leadership is actively engaged. (5.1)	1. Ensuring all prospective partners are committed to this program and each institution’s leadership is actively engaged. (5.1) : Yes	1. Ensuring all prospective partners are committed to this program and each institution’s leadership is actively engaged. (5.1) : No
2. Building a strategic partnership configuration that is feasible and aligned to our specific needs. (5.1)	2. Building a strategic partnership configuration that is feasible and aligned to our specific needs. (5.1): Yes	2. Building a strategic partnership configuration that is feasible and aligned to our specific needs. (5.1): No
3.Confirming that higher education partners have the capacity, including physical space to accommodate EC students on campus. (5.1)	3.Confirming that higher education partners have the capacity, including physical space to accommodate EC students on campus. (5.1): Yes	3.Confirming that higher education partners have the capacity, including physical space to accommodate EC students on campus. (5.1): No
4. Creating a staffing and leadership plan and ensuring capacity to meet its demands. (5.1)	4. Creating a staffing and leadership plan and ensuring capacity to meet its demands. (5.1) : Yes	4. Creating a staffing and leadership plan and ensuring capacity to meet its demands. (5.1) : No
5. Producing of a signed comprehensive MOU by the end of the planning phase that will detail key commitments, dedicated systems and structures, a shared budget, and leadership and staffing responsibilities. (5.2)	5. Producing of a signed comprehensive MOU by the end of the planning phase that will detail key commitments, dedicated systems and structures, a shared budget, and leadership and staffing responsibilities. (5.2)  : Yes	5. Producing of a signed comprehensive MOU by the end of the planning phase that will detail key commitments, dedicated systems and structures, a shared budget, and leadership and staffing responsibilities. (5.2)  : No
6. Addressing all relevant topics with our collective bargaining representatives regarding EC plans. (5.2)	6. Addressing all relevant topics with our collective bargaining representatives regarding EC plans. (5.2) : Yes	6. Addressing all relevant topics with our collective bargaining representatives regarding EC plans. (5.2) : No
7.Developingt a transportation plan for EC students to attend events, advising, and college coursework at the IHE. (5.2)	7.Developingt a transportation plan for EC students to attend events, advising, and college coursework at the IHE. (5.2) : Yes	7.Developingt a transportation plan for EC students to attend events, advising, and college coursework at the IHE. (5.2) : No
8. Developing an Early College Program Evaluation Plan during the planning phase that identifies annual targets to move from Initial Designation towards the Full Designation requirements. (5.3)	8. Developing an Early College Program Evaluation Plan during the planning phase that identifies annual targets to move from Initial Designation towards the Full Designation requirements. (5.3) : Yes	8. Developing an Early College Program Evaluation Plan during the planning phase that identifies annual targets to move from Initial Designation towards the Full Designation requirements. (5.3) : No

8. Do you have any identified concerns that you have required you to answer "No" to any of the above assurances? If so, please explain here.

9. Do you have any initial questions that the OEC team can answer at this time?

10. At this time, have you identified any external consultants or resources you plan to employ to assist you in the planning phase? If so, could you please provide us their contact information.