By Krista Fincke on EastBoston.com
As a former science teacher in East Boston and Chelsea and current advocate for quality education, I am deeply concerned about the implications of Ballot Question #2, which proposes to eliminate the MCAS as a graduation requirement. While the intent behind this question may partially stem from a desire to reduce student and teacher stress, the reality is that removing this standard could have a detrimental effect on educational quality, accountability and equity.
First and foremost, the MCAS serves as a critical benchmark for student achievement across our diverse school districts. If we eliminate this requirement without a robust alternative, we risk creating a patchwork of educational standards that vary dramatically based on a student’s zip code. Every child, regardless of their background, deserves the same high expectations when it comes to their education. By maintaining the MCAS, we uphold a standard that every child who receives a diploma in the Commonwealth has the necessary skills and knowledge to succeed after high school.
Critics of the MCAS argue that it is an imperfect tool, and they are not wrong. It does have its flaws and biases, which is why I believe in a more constructive approach: rather than eliminating the assessment as a graduation requirement, we must focus on improving it. The Massachusetts Department of Elementary and Secondary Education (DESE) is already making strides in the right direction by integrating innovative assessments that prioritize critical thinking and problem-solving over rote memorization, specifically in science. This shift toward performance-based assessments can help students demonstrate their knowledge in authentic ways and is part of the change educators are seeking.
Moreover, the MCAS provides valuable data that can guide instruction and support for students. If we were to remove the exam as a graduation requirement, and students did not have a stake in their results, it would become less effective as a tool for supporting student mastery prior to graduation. With the current concerns about declining ELA scores, abandoning the MCAS as a requirement would be a major mistake. Instead of throwing out the test, we should be refining our approach to teaching and learning, ensuring that students are both prepared for assessments and engaged in meaningful educational experiences.
It is essential to recognize that, like exams, life is inherently challenging. Eliminating adversity in education does not prepare students for the realities they will face in college and careers. Standardized tests like the MCAS can serve as motivators, fostering a sense of achievement and resilience among students. These exams teach our future leaders – be they teachers, lawyers, or scientists – that hard work, perseverance and managing stress is crucial to success.
While I acknowledge the stress that standardized testing can bring, I believe we can find a balance. By maintaining the MCAS as is, we preserve a common assessment that holds all students to a high standard. The potential consequences of eliminating this standard are alarming: we could see widening gaps in educational achievement and fewer signals that indicate when a student is struggling.
As election day draws nearer, I urge my fellow Massachusetts residents to consider the long-term implications of eliminating the MCAS. Let us focus on reforming and enhancing our assessment systems rather than dismantling them. A “No” vote on Question #2 is a vote for educational equity, accountability, and the future success of our children.
Krista Fincke is a leader in STEM Education and a former science teacher in East Boston and Chelsea. She resides in Malden.
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