Between now and Election Day, Massachusetts voters face important decisions that will have far-reaching implications for future generations of children and our state. Should the statewide academic standards that have defined Massachusetts’ educational progress for decades be abolished, or should they stay as they are? Do you focus on ensuring that all students, especially those facing the most significant challenges, meet these high standards?
To understand what’s at stake, we first need to consider how Massachusetts transformed its mediocre public school system in the 1970s and ’80s to the leader it is today. Have we discovered a magic solution? Unlikely. The state’s progress can be traced primarily to the Massachusetts Education Reform Act of 1993. Developed with broad educator input, the Act aims to establish high academic standards in exchange for increased resources, ensure accountability while empowering local communities, and strengthen education and leadership. It is based on several core principles, such as emphasis. . Although we still have a long way to go to achieve equity for underserved students, this reform has undoubtedly led to improved academic achievement levels, benefiting both students and the state’s economy.
Another important factor was consistency. Massachusetts has held fast to its course for decades, sticking to these guiding principles even as governors and commissioners have departed, resisting the temptation of ad hoc measures and pressures to dilute its high standards. Ta. So why abandon a proven approach now?
Voters will soon have the opportunity to weigh in directly on the issue. Question 2 on the ballot proposes eliminating the requirement that students pass the 10th grade Massachusetts Comprehensive Assessment System (MCAS) exam to graduate. This graduation requirement is a key element of the 1993 law and ensures that all students, regardless of race, ethnicity, or socioeconomic background, meet the same graduation standards while providing flexibility to local governments. As such, it has played an important role in promoting equity. Determine how best to help students meet that standard.
If passed, the bill would eliminate that standard and replace it with nothing, creating wide disparities across the state. Currently, the only graduation requirement that exists across the state is passing the 10th grade MCAS. Unlike most other states, Massachusetts does not have a consistent set of course requirements for high school graduation. This means that the types of courses students take in high school and their level of rigor vary by zip code. Unless it changes and viable alternative statewide standards are introduced, MCAS will serve as the only safeguard to ensure that all students in the state’s 306 school districts receive an equivalent high school education .
Critics of MCAS graduation requirements often point to the approximately 700 students (less than 1%) who are denied a diploma simply for failing the exam. Eliminating the MCAS requirement may allow this underrepresented group to receive a diploma, but it also reduces the chance of a diploma for students who have not yet demonstrated the academic ability needed to succeed in college or a career. A critical question arises: Is it fair to award ? A more pressing and pertinent question is: What are we doing to support these students in acquiring the knowledge and skills necessary to meet Massachusetts standards? Rather than eliminating MCAS requirements, we should focus on improving the educational experience of those who struggle the most with MCAS requirements.
To that end, Massachusetts needs to invest in targeted, evidence-based supports for students who are not on track to succeed at MCAS, many of whom the system consistently underserves. . These students need a comprehensive plan that provides high-quality instruction, individualized instruction, and customized services to meet their individual needs. At the same time, we must ensure that schools foster safe, inclusive, and identity-affirming environments in which all students can thrive and succeed academically. We must also be committed to continually refining MCAS so that it is more comprehensive, assesses a wider range of skills, and is more culturally responsive.
Research shows that if all students are to graduate high school with the skills they need for college, career, and life, we need rigorous and consistent graduation standards across the state. Without these standards, we risk returning to the pre-1993 era, when Massachusetts’ high school diploma was merely a participation medal rather than a true indicator of readiness.
Maintaining these expectations is essential to maintaining the integrity of our educational system and ensuring that all graduates, regardless of their background, are prepared for future success. Now more than ever, Massachusetts must continue on the path that has brought success while stepping up efforts to better support our most vulnerable students. The stakes are too high to back out.
Jenny Williamson is a Massachusetts parent and national advocate working to advance policies and practices to dismantle racial and economic barriers embedded in America’s education system through research and advocacy. He is also the state director of the Massachusetts Ed Trust, a nonprofit organization.
