Abandoning graduation requirement would sell our most vulnerable students short
by Jennie Williamson in Commonwealth Beacon
FROM NOW UNTIL election day, Massachusetts voters face a critical decision with far-reaching consequences for future generations of children and our state: Should we eliminate the statewide academic standards that have defined Massachusetts’ educational progress for decades, or should we stay the course and focus on ensuring all students, especially those facing the most significant challenges, can meet these high standards?
To understand what’s at stake, we should first consider how Massachusetts transformed its public school system from mediocrity in the 1970s and ’80s to leading the pack today. Did we discover a magic solution? Hardly. The state’s progress can largely be traced back to the Massachusetts Education Reform Act of 1993, developed with extensive educator input and grounded in several core principles: establishing high academic standards in exchange for increased resources, ensuring accountability alongside local empowerment, and emphasizing teaching and leadership. While we still have a long way to go to achieve equity for underserved students, this reform has undeniably led to improved achievement levels, benefitting both students and the state’s economy.
Another critical factor was consistency. Massachusetts stayed the course for decades—even as governors and commissioners came and went, we remained committed to these guiding principles while resisting the allure of quick fixes or pressure to dilute our high standards. So, why would we abandon a proven approach now?
Voters will soon have the opportunity to weigh in directly on this issue. Ballot Question 2 proposes eliminating the requirement for students to pass the 10th-grade Massachusetts Comprehensive Assessment System (MCAS) exam in order to graduate. This graduation requirement was a crucial element of the 1993 law and has played an essential role in promoting equity because it ensures that all students—regardless of race, ethnicity, or socioeconomic background—meet the same baseline standard for graduation while allowing local districts the flexibility to decide how best to help their students meet that standard.
If passed, this measure would eliminate that standard and put nothing in its place, creating wide disparities across the state. Currently, passing the 10th-grade MCAS is the only statewide graduation requirement that exists. Unlike most other states, Massachusetts lacks a uniform set of course requirements for high school graduation, meaning that the types of coursework students take in high school and their level of rigor varies across zip codes. Unless that changes and a viable alternative statewide standard is put in place, the MCAS serves as the only safeguard ensuring all students across the state’s 306 districts are receiving a comparable high school education.
Critics of the MCAS graduation requirement often highlight the approximately 700 students—less than 1 percent—who are denied diplomas solely for not passing the exam. While eliminating the MCAS requirement might allow this small group to receive diplomas, it raises a critical question: Is it fair to grant diplomas to students who have not yet demonstrated the academic competencies necessary to succeed in college or career? The more pressing and appropriate question is, what are we doing to support these students in developing the knowledge and skills needed to meet Massachusetts’ standards? Rather than scrapping the MCAS requirement, we should focus on improving the educational experience for those who struggle with it the most.
To do this, Massachusetts should invest in targeted, evidence-based supports for students not on track to pass the MCAS, many of whom the system has consistently failed to serve adequately. These students deserve a comprehensive plan with access to high-quality instruction, personalized tutoring, and tailored services to meet their individual needs. At the same time, we must ensure that our schools cultivate safe, inclusive, and identity-affirming environments where all students can thrive and succeed academically. We must also commit to continually refining the MCAS to ensure it is more inclusive, assesses a broader range of skills, and is more culturally responsive.
Research shows that rigorous and consistent statewide graduation standards are necessary for all students to leave high school with the skills necessary for college, careers, and life. Without these standards, we risk returning to the pre-1993 era, when a high school diploma in Massachusetts was little more than a participation medal rather than a genuine indicator of readiness.
Upholding these expectations is essential to maintaining the integrity of our education system and ensuring that every graduate, regardless of their background, is prepared for future success. Now more than ever, Massachusetts must stay the course that has produced results, while doubling down on efforts to better support our most vulnerable students. The stakes are too high to turn back.
Jennie Williamson is a Massachusetts parent and the state director of EdTrust in Massachusetts, a national nonprofit committed to advancing policies and practices to dismantle the racial and economic barriers embedded in the American education system through research and advocacy.
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