EQUITY, A TERM often at the forefront of discussions surrounding public schools, is not merely a buzzword. It represents the fundamental principle that every student in the Commonwealth, regardless of background or circumstances, deserves an equal opportunity to succeed academically.

Since its inception as part of the 1993 Education Reform Act, the Massachusetts Comprehensive Assessment System (MCAS) has been a cornerstone of our commitment to educational equity and a driving force elevating Massachusetts from the middle of the pack to becoming a national leader in education outcomes.

Standardized tests like the MCAS provide an objective and unbiased measure of student performance. But, MCAS is not just a standardized test. Paired with statewide learning standards, it’s a comprehensive system that has consistently raised the bar for academic achievement for all students in the Commonwealth. The test results allow us to assess not only individual student progress but also the effectiveness of our educational system as a whole, and where changes need to be made. This systemized approach ensures that no student is held to a lower or higher standard based on their race, family income, or the school they attend. 

In Massachusetts, the path to graduating from high school involves meeting not only the statewide requirement of passing the MCAS, but also district-specific standards. If MCAS isn’t part of the equation, high school graduation requirements would vastly differ from district to district, meaning a diploma in Boston would mean something different than a diploma in Belmont. The absence of a statewide benchmark would also lead to the troubling scenario where the value of a diploma becomes subjective, heavily dependent on variations in expectations across different districts. 

The merit of MCAS lies in its role as a uniform, objective, and high standard that applies consistently across the state. It safeguards against the possibility of uneven assessments from individual teachers and haphazard district requirements, promoting a fair and equitable education experience for all students in the Commonwealth. By upholding the requirement to pass MCAS alongside the district-specific standards, Massachusetts ensures that all students, regardless of their background or zip code, have an equal opportunity to succeed and that a Massachusetts high school diploma holds real significance. 

Success on the MCAS is not only a requirement for a high school diploma, but it is also a strong indicator of preparedness for higher education and the workforce. MCAS ensures that high school graduates in Massachusetts have the fundamental skills and knowledge they need to thrive in college or pursue their chosen career path. The test evaluates students’ abilities to think critically, solve problems, and apply their knowledge to real-world situations. These skills are fundamental to success in any field, and MCAS assessments encourage students to develop them, which prepares them for life beyond high school.

While critics argue that standardized tests like the MCAS result in “teaching to the test,” this criticism fails to acknowledge the transformative effect MCAS has on education in Massachusetts. Teachers do not merely teach to the test; they integrate the skills the test measures into their curriculum, which improves instruction overall.

MCAS results call attention to students who are struggling, which in turn means that schools and districts can offer targeted interventions and support services, ensuring that no student is left behind. The plethora of resources and support for struggling students would not be possible without the type of data that teachers, districts, and parents receive from a test like the MCAS. Thus, far from being punitive, the MCAS graduation requirement is actually a lifeline for students who need extra assistance to reach their full potential academically.

We should always be open to refining and improving the MCAS to address legitimate concerns, such as making sure the test is more inclusive and honors and represents the cultures within communities of color. Let’s improve on a tool that has proven its effectiveness rather than eliminate it completely. 

Our Commonwealth’s education system is recognized as one of the best in the nation, and the requirement that students pass the MCAS — in addition to meeting district-specific standards — to graduate from high school is a key component of this success.

Far from being a burden, the graduation requirement is an investment in our students’ futures and the future of our Commonwealth. It’s a testament to our commitment to educational excellence and our belief that all students, regardless of their background or zip code, can achieve greatness. 

Mary Tamer is the executive director of Democrats for Education Reform Massachusetts.