Key Takeaways
- The public is not in favor of reintroducing a form of high-stakes testing into graduation requirements.
- The public is most concerned with students taking courses and following a curriculum that prepares them for future academic, career, and civic endeavors.
- Massachusetts does not need to rush this process and that a gradual, holistic approach to developing graduation requirements will yield better results.
The following letter was sent this morning by MTA President Max Page and Vice President Deb McCarthy to the Board of Elementary and Secondary Education, the commissioner, and the secretary designee.
To: Commissioner Martinez, Acting Secretary Amy Kershaw, Secretary Designee Zrike Jr., Chair Craven and members of the Board of Elementary and Secondary Education
From: Max Page & Deb McCarthy, President and Vice President of the MTA
Re: Graduation Council’s K-12 Listening Sessions
We appreciate Governor Healey inviting members of the public to the Graduation Council’s K-12 listening sessions last year to share their thoughts on the forthcoming graduation requirements. Please see this report MTA Analysis of Graduation Requirement Listening Sessions | Massachusetts Teachers Association which provides an analysis of comments made by the public throughout the eight sessions.
This analysis leads to three distinct conclusions:
- The public is not in favor of reintroducing a form of high-stakes testing into graduation requirements.
- The public is most concerned with students taking courses and following a curriculum that prepares them for future academic, career, and civic endeavors.
- Massachusetts does not need to rush this process and that a gradual, holistic approach to developing graduation requirements will yield better results.
Public opposition to standardized testing as a graduation requirement was clearly reflected in the listening sessions and reinforces what voters said at the polls in 2024 with a decisive 59-41 victory eliminating the MCAS as a graduation requirement.
The most urgent issue facing us is to ensure that every student is engaged in comparable and equitable classroom experiences, which can be achieved with the required courses that align with our state’s high academic standards, curriculum frameworks and newly developed Vision of a Graduate. We should begin the work now to ensure all districts are able to offer MassCore with flexibility and have the adequate funding to do so, while we take the time needed to construct a system of authentic assessments that properly measures student work rooted in deeper learning. We can take concrete steps now that do benefit students and that reflect what concerned residents, students, educators and others have been saying they want for our public-school students.
We implore you to listen to the public and focus your attention on the topics they care most about to ensure our students are deep learners, able to demonstrate their knowledge and learning through assessments that are authentic to their experiences.
