On Nov. 5, Massachusetts voters approved Question 2 to replace the standardized MCAS tests as a high school graduation requirement, and instead require students to demonstrate that they have mastered the state’s education standards, skills and competencies through their schoolwork and teacher evaluations.
A fundamental component of the campaign to end the MCAS graduation requirement was to correct the injustice of denying diplomas to students who demonstrated through successful completion of coursework.
ReadRemoving the graduation requirement for high school students restores our state’s position as a leader in creating best-in-the-country public schools.
ReadNew FAQ released related to the end of the MCAS graduation requirement.
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Massachusetts Teachers Association President Max Page and Vice President Deb McCarthy issued the following statement following the announcement that voters approved Question 2.
In passing Question 2, Massachusetts voters have proclaimed that they are ready to let teachers teach, and students learn, without the onerous effects of a high-stakes standardized test undermining the mission of public education: to prepare all students for future success as citizens, workers and creative, happy adults.
This is truly a collective victory. We are so proud and thankful for everyone who made phone calls, knocked on doors, collected signatures — anything to talk to voters about the urgent need to stop using the MCAS as a graduation requirement. Tens of thousands of educators, parents and public education advocates made it possible for Question 2 to hold a commanding lead throughout election night.
Massachusetts likes to brag that it has an exceptional national reputation for public education, but in one aspect, it’s a straggling outlier. The state requires a high school graduation test for a diploma, which is becoming a rarity in the United States.
Massachusetts, which administers the MCAS-based graduation test in the 10th grade, is joined by Florida, Louisiana, Ohio, New Jersey, New York (which is moving toward a fairer and more equitable system in place of a graduation requirement), Texas, Virginia and Wyoming.
The ballot question to replace the MCAS graduation requirement will not affect the continued use of the MCAS as a diagnostic tool.
All ballot initiatives follow a specific process in Massachusetts. The MTA has cleared the several steps in getting a ballot question before voters to end the high school graduation requirement of the MCAS. Now we have to win in the Tuesday, Nov. 5 election.
The proposed law would eliminate the requirement that a student pass the Massachusetts Comprehensive Assessment System tests (or other statewide or district-wide assessments) in mathematics, science and technology, and English in order to receive a high school diploma. Instead, in order for a student to receive a high school diploma, the proposed law would require the student to complete coursework certified by the student’s district as demonstrating mastery of the competencies contained in the state academic standards in mathematics, science and technology, and English, as well as any additional areas determined by the Board of Elementary and Secondary Education.
High-stakes testing and the associated accountability measures have undermined our public education system for far too long.
Massachusetts is only one of eight states in the country that ties its standardized test to graduation. The change in attitudes about exit exams is likely related to research indicating that exit exams don't increase academic achievement.
The current testing system reduces time to teach, narrows the curriculum, adds stress and reduces creativity and misuses education dollars. The punitive aspects of the MCAS regime are especially detrimental to students with Individualized Education Plans, students learning English as a second language, students of color and and students from groups that have been historically marginalized from an equitable and supportive education.
When MTA member Jack Schneider spoke on the impact of the MCAS exams at a State House press conference in December 2022, he teared up at the emotional toll the standardized test has had on his own child.
The high-stakes nature of the test, said Schneider, a professor of education at UMass Lowell who studies the impact of MCAS and school rankings, "incentivizes schools to game the system, to do things like teach to the test and narrow the curriculum."
The high-stakes test has been a hot-button issue for students and educators since the Massachusetts Education Reform Act of 1993, which created the MCAS accountability system.
“This is part of a broken system that has been going on far too long.”
MTA Vice President Deb McCarthy