LETTER: Another Look at Question 2 – Reasons to Vote “Yes”

Dear Neighbors,

We are Watertown residents and educators working in neighboring school districts (Belmont and Newton) asking you to consider these reasons for voting Yes on Question 2 this election.

Question 2 proposes removing the MCAS graduation requirement for high school students. MCAS is a set of standardized tests the state uses to monitor public school performance in Massachusetts. Students are tested in grades 3-8 and 10, and sometimes 9, in English, math, civics and science. Question 2 does not eliminate MCAS. It just removes the requirement that high school students achieve a minimum score to graduate and receive a diploma. Without the requirement, schools will continue using their district’s course/credit requirements – most of which are based on MassCore state standards for graduation.

In our experience, and according to research, the negative impact of this requirement on students far exceeds any benefit. Consider these data-supported answers to questions posed by voters in our community:

What graduation standards will school districts use if we pass Question 2?

Most school districts in Massachusetts already use the MassCore program of studies for this purpose. MassCore is a standard set of subject area courses and units, and Watertown is joined by hundreds of districts across the state in using it to guide our graduation requirements. It is misleading for Question 2 opponents to say that a “yes” vote would eliminate state-level standards for graduation in public high schools when so many already adopted MassCore for this very purpose. Tests are not standards!

What does MCAS tell us about student performance?

Very little. MCAS scores are released months after testing occurs, and educators have tools that are far more sensitive and specific than MCAS at their disposal. They use these tools to assess student needs and progress and make necessary adjustments in real time. Further, we know some students “test well” and others do not. The ability to demonstrate proficiency through one test – given at one point in time and in one format – varies by student. Some fail the test but demonstrate growth in other assessments, graded assignments, and instructor observation. Some perform better on MCAS compared to what their day-to-day work shows. There is no question among educators that “when tied to a graduation requirement, low MCAS scores can understate a student’s potential.”

What happens when students fail?

Failing MCAS in 10th grade can have devastating consequences for students. Opponents argue that students who fail can retake the test up to four times. But they disregard the impact of failing on a student’s self-esteem and sense of self as a learner. Absent from the “No” on 2 discussion is the long-term impact of failing and having to retake this test repeatedly. Students with improved grades who fare poorly on the test can receive “inaccurate signals … about their college and career readiness.” Students and educators can over-attribute MCAS scores to their capacity for success or failure as a learner.

According to Brown University’s Annenberg Institute’s, “Lifting All Boats?” 2020 paper, when students fail MCAS repeatedly, high schools “may overly focus on test preparation at the expense of broader skill development.” Beyond that, students who fail but scored close to the passing mark can become discouraged and drop out of school. Many students never retest and some retest and never pass.

How many fail in Massachusetts?

In 2019, 11.6 percent or 8,234 students failed their first MCAS. Over two thirds of those, or 5,610 students, failed a second time. By the fourth attempt, nearly 4 percent of the state’s test takers and over 2,700 students failed to pass and receive the MCAS “competency determination” (and 700 of those had met their district’s course and credit requirements for graduation). The vast majority – 85 percent of those students who failed after four tries – are English learners or students with disabilities.

Isn’t MCAS the reason we saw rising education attainment between 2000 and 2020?

No. Though researchers use MCAS as one tool to measure educational attainment, there is no data to support the notion that the last two decades of education gains seen in Massachusetts are due to the presence of MCAS or the MCAS “competency determination.” In fact, we know from research that the primary factors influencing education outcomes are environmental factors such as the quality of instruction, classroom sizes, and educator pay, and individual factors such as a student’s socio-economic status.

In a recent Commonwealth Beacon piece, Revere educators noted, “where we teach, more than 70 percent of the students do not speak English as their first language and 65 percent come from low-income households. Our students require – and deserve – a range of comprehensive services to have a successful public school experience. MCAS exams do not address this, and placing such high stakes on the tests is simply not fair.”

For perspective – in Watertown our students are: 16.6 percent English language learners, 40.8 percent English is not their first language, and 35.7 percent low income.

Who supports Yes on 2?

The Massachusetts Association of School Committees supports Question 2 and issued this statement on it: “MASC does not support the use of a high stakes test as a requirement for a graduation diploma. We urge voters to vote ‘yes’ on Question 2. We urge the legislature to act expeditiously to rethink the entire MCAS system to create a more equitable and reasonable set of competency standards for a high school diploma.” It is also supported by the Massachusetts Teachers Association, the Watertown Education Association, and these elected officials.

Do other states use high stakes testing for graduation?

Massachusetts is one of only nine states in the country still using a high-stakes test graduation requirement though one of those – New York – is removing theirs next month. The other eight are Florida, Louisiana, Ohio, New Jersey, New York**, Texas, Virginia, and Wyoming. There are 15 states that recently ended high-stakes testing, including California, Rhode Island, and Washington.

**New York state education officials are formally proposing to remove their test as a graduation requirement this November and allow student proficiency to be demonstrated and measured in multiple ways.

There’s a better way. Please vote Yes on 2!

Lisa Capoccia & Will Pennington

(The opinions expressed in this piece are our own and do not reflect the views of our employers or organizations we represent.)

Lisa is the parent of a Watertown High School sophomore and works as a school social worker for Newton Public Schools. She is also a member of the Watertown School Committee. Will is a Watertown resident and Watertown Public Schools graduate, teaches third grade in the Belmont Public Schools, and is Chair of the Watertown Democratic Town Committee. Email lisa_capoccia@yahoo.com for article sources.