It’s a struggle to comprehend the cries of despair by those who opposed the elimination of a high-stakes graduation requirement in Massachusetts. By a ratio of 59 percent to 41 percent, voters chose to eliminate one component of the testing regimen (“Experts urge alternative approach after Question 2,” Metro, Nov. 11).
For these “leaders” of business and policy circles to declare the end of our exceptional public education system because of this change is as arbitrary as the graduation requirement itself.
The former state secretary of education, Paul Reville, seems to think that without the MCAS requirement, our standards will plummet from their nationally recognized rigor. His apparent lack of awareness of the current classroom is shameful.
Detailed curriculum frameworks are applicable to every grade and subject in every school district. These standards shape curriculum, report cards, teacher licensure, textbooks, and teacher evaluations.
The public trusts the Massachusetts Teachers Association and its members who advocate for what they know their students need. Yes on 2 supporters recognized that our educators’ commitment and professionalism, along with our high state standards, are what make Massachusetts schools the envy of the nation. Those educators will now be able to focus more attention on students’ individual needs and authentic learning in their classrooms.
Gayle Carvalho
Milton
The writer is president of the Quincy Education Association.
Re “Another big loss: From the ‘millionaires tax’ to the MCAS, business leaders come up short on a ballot question again” by Jon Chesto (Business, Nov. 8): Perhaps if the business community were truly interested in an educated and competent workforce, they would take time to listen to and engage with public educators who hold advanced degrees and expertise on learning, brain development, and pedagogy. Then business leaders might learn that by not having to teach strictly to a test, teachers will have the ability to better differentiate their teaching, cover more topics, and develop skills that actually matter in the workforce.
The driving force behind a teacher is, “How can I prepare this child to be successful in the real world?” The elimination of the MCAS graduation requirement takes away restraints that have held back some of our best and most rigorous teaching practices.
For those accusing teachers of fearing accountability, please take time to actually understand the ballot question. The MCAS itself is not being eliminated. Students will take the test, and results will still demonstrate where schools are falling short. It will be used as it should be: a single measurement that can be used as one indication of a school’s performance.
There is no benefit to the business community demonizing or working against teachers unions. There is great benefit to partnership between business leaders and public school educators since our goals are closely aligned.
Adrienne Smith
Newton
The writer is a school counselor in a Boston-area school district. The views expressed here are her own.
With passage of Question 2, it is exciting to see the debate on new graduation requirements ramping up.
The existence of MCAS as a one-size-fits-all graduation requirement encouraged disengagement of the Legislature from public school performance improvement. Now the voters have basically said: Not good enough; go back to work!
I, for one, look forward to the debate over new standards after such a long period of neglect.
Gary Rucinski
Newton Lower Falls
Now that voters have elected to remove the Massachusetts Comprehensive Assessment System as a high school graduation requirement, each school district will define the body of coursework students must successfully complete to receive a diploma. District autonomy, however, does not remove the need to assess student progress. The question remains: How can we know what each student has learned?
There are many possible answers to this question, but I’m hopeful that districts can see this moment as an opportunity to bring more hands-on and project-based curriculum into classrooms throughout the Commonwealth. Students who have acquired skills in laboratory and shop classes can validate their mastery with skills-oriented testing. Tests for micro-credentials offer tangible proof of student proficiency and validate their college- and work-readiness.
Adopting skills-oriented curriculum that emphasizes applied learning can keep students more engaged by connecting their classwork to their future. Micro-credentials also benefit the state’s leading biotechnology and biomanufacturing companies as they broaden their search for local talent to fill jobs that may or may not require postsecondary education.
Natalie Kuldell
Founder and executive director
BioBuilder Educational Foundation
Newton