More than 20 years ago, Massachusetts tied a high school diploma to a passing score on the Massachusetts Comprehensive Assessment System (MCAS) exam administered in 10th grade. This proved to be a harmful practice and has since resulted in thousands of high school students being denied a diploma despite meeting all other graduation requirements.
This educational malpractice disproportionately harms students with disabilities, English language learners, and low-income students of color, reinforcing inequalities in public schools and society at large.
Students without a high school diploma face significant disadvantages in pursuing career training, employment, and higher education. Massachusetts remains the last stand to enforce high-stakes test graduation requirements, as nearly every other state recognizes how inefficient and unfair this practice is. It is one of the people.
That's why families and educators like me are at the forefront of change by supporting the Thrive Act and complementary ballot initiatives aimed at eliminating MCAS graduation requirements.
To be clear, the MCAS test will continue to be used as a diagnostic tool, just as it was when the test was first introduced in the 1990s. But there is a better way to assess whether students are meeting Massachusetts' high academic standards, and all public schools must follow it.
Many educators want more comprehensive, rigorous assessments that accurately measure student learning and school quality. Gain a better understanding of student work through a variety of assessments aligned to state standards, including end-of-unit exams, observations, interviews, presentations, surveys, lab labs, essays, portfolios, group projects, and more. By employing a variety of assessment methods, educators can ensure that students are meeting state standards embedded in coursework across all subjects. To eliminate the MCAS graduation requirement by vote or legislation, districts must demonstrate that students have satisfactorily completed coursework that demonstrates mastery of skills, abilities, and knowledge.
And more importantly, we will see these students as more than just their standardized test scores.
At many professional schools, including the one where I teach, upperclassmen work on a capstone project. In these projects, students write a research paper, develop a product, and defend it to a panel of community stakeholders, including educators and industry experts. All the essential skills we want our students to have upon graduation from high school are assessed through this experience. This allows students to put their best into their work and share their brilliance with the world. There is no reason why these professional students have to pass standardized tests to graduate. Also, and more importantly, there is no reason to be denied a diploma because she does not meet her MCAS score to pass in the 10th grade.
Additionally, the Thrive Act establishes a commission to create a new whole-child system to evaluate schools. Standardized test scores alone do not provide a complete picture and are insufficient indicators of the quality of public schools. The Massachusetts Consortium for Innovative Educational Evaluation (MCIEA) is already working on more comprehensive ways to measure how well schools are meeting the needs of their students and the needs of their communities. These assessments align with what we want from our students: Are they ready to pursue careers, attend college, contribute to their communities, and enjoy socio-economic mobility? No test score can answer these questions. Nor will our academic standards be jeopardized or ignored in such a process.
This is not a departure from accountability, but a move toward more comprehensive and honest assessment of student performance.
In my hometown, see how the New Bedford City Council and School Committee listened to educators, parents, students, and community activists and passed a resolution in support of the Thrive Act that would eliminate MCAS graduation requirements. That is reassuring. Now, there is an urgent need for lawmakers to follow suit and pass the Thrive Act, removing the barriers imposed by MCAS graduation requirements.
It's time to break free from the systems that undermine education and suppress critical thinking. MCAS graduation requirements are not in the best interest of students, educators, or communities. Let's prioritize high standards over high stakes and foster learning environments where all children can thrive and where educators can focus on meaningful instruction that brings out the best in all students.
Cynthia Roy is a public school educator and active community organizer with the New Bedford Coalition to Save Schools.
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