While earning her Doctorate at the Harvard Graduate School of Education, Alicia is participating in a full-time residency with M.A.S.S. to support the association’s legislative advocacy work.
As M.A.S.S. continues to strengthen our advocacy work on Beacon Hill, we are fortunate to benefit from the skills and experience of a full-time legislative analyst, Alicia Williams.
Alicia is pursuing a Doctorate in Educational Leadership (Ed.L.D.) from the Harvard Graduate School of Education. Rather than writing a traditional research dissertation, Alicia is completing a capstone project, through which she participates in a 10-month residency to work with an organization on a specific project. After having worked part-time with M.A.S.S. last year, Alicia will spend this school year supporting the association’s legislative work, with a particular focus on a critical issue for our members and for school districts across the Commonwealth: special education funding.
“I’m very interested in how professional membership associations like M.A.S.S. can make a significant impact on public policy and the legislative process,” said Alicia, “and especially how statewide organizations can work together, in partnership with state officials, to have even greater influence.”
Her work with M.A.S.S. Executive Director Mary Bourque and the Legislative Committee is designed to accelerate the association’s shift “from defense to offense” with respect to legislative priorities. Alicia will help develop the M.A.S.S. legislative platform and strategy for the 2027 session of the General Assembly.
“Alicia has quickly become a trusted thought partner and is always ready to take on the next challenge with M.A.S.S.,” said Dr. Bourque. “She brings a deep commitment to supporting superintendents, elevating their voices, and ensuring that the realities facing school districts are understood and considered. The research, insight, and expertise she brings to our work already has made a meaningful difference and will continue to strengthen M.A.S.S. and our advocacy for years to come.”
Dr. Bourque noted the importance of Alicia’s particular interest in supporting advocacy for special education funding reform. She said that in response to growing concerns from members, M.A.S.S. continues to emphasize the dramatic costs increases and the lack of adequate state funding for the critical expenses associated with services and transportation for students with disabilities.
Alicia said she will rely heavily on qualitative and quantitative information from superintendents about the impact that special education funding gaps are having on local districts, and she looks forward to helping superintendents share their districts’ stories with policy makers in state government.
Policy work informed by experience in schools
Alicia began her career in public education as a high school Social Studies teacher in her home state of Ohio. She moved to Arizona, where she earned a Master’s degree and gained experience in teaching and administration at the elementary and middle school levels. In 2016, Alicia was recruited to work for the Arizona State Board of Education, where she would remain for nearly seven years, first as Deputy Director of Policy and Initiatives, and later as Executive Director. During her tenure with the Board, she gained valuable experience in government relations, working closely with the Department of Education, Governor’s office, legislature, and numerous stakeholder groups across Arizona. Her role included policy development, lobbying, and legal and regulatory compliance, among other responsibilities.
“Did I always want to go into policy? Not really,” said Alicia. She recalls being a middle school teacher in Arizona when state officials were developing a new assessment and accountability system. “I remember being struck by the fact that the work was being led mostly by policy wonks who had never taught or run a school. I knew that educators had to have a stronger voice in the process. I feel that still drives me – being an educator at those tables, alongside lobbyists and elected officials, and bringing the perspective of someone with real classroom experience.”
Alicia later served as Director of Government Affairs for the Arizona School Administrators (ASA), leading the association’s legislative strategy on behalf of school and district leaders, before moving to Massachusetts in 2024 to pursue her Doctorate at HGSE. Through her work with AASA and ASA, Alicia met Dr. Bourque, which led to Alicia joining the M.A.S.S. team in 2025.
Since then, Alicia said she has learned a great deal about the Massachusetts political landscape, particularly the workings of the state legislature. The nature of the legislative process here, she said, includes a lot of behind-the-scenes negotiations that often make it difficult for district leaders to stay informed and influence the outcome. Despite those challenges, Alicia said many district leaders across the Commonwealth pay close attention to the policy-making process at the state level, with support from M.A.S.S.
“Superintendents in Massachusetts do a great job of working together,” she said. “There seems to be a team approach within the membership of M.A.S.S.”
Alicia noted that this is a critical time for K-12 public education in this state. She cited high-profile issues such as the proposed new graduation requirements and their impact on assessment and accountability, along with important decisions related to Chapter 70 and other sources of public funding for education.
Alicia said she is encouraged that M.A.S.S. is well positioned to amplify the voices of our members to ensure that Massachusetts lawmakers consider the viewpoints of district leaders in every major decision related to K-12 education. She is hopeful that her residency will help make an impact not only on the association itself but more broadly on the field, and ultimately, contribute to changes that will strengthen public education for students across the Commonwealth.