Early College, Maura Healey, Fitchburg High School
Gov. Maura Healey meeting with students taking part in Fitchburg High School’s early college program on April 6, 2023. (Photo via Flickr/Governor's Press Office by Joshua Qualls)

WHEN A STUDENT receives their high school diploma, it should signify their readiness for a next step, whether that’s joining the workforce, pursuing a vocation, or entering college. A key part of ensuring this readiness is enforcing rigorous statewide graduation standards that prepare every student for a fruitful life after graduation. 

Last fall, voters in Massachusetts chose to eliminate passing the 10th grade MCAS as a graduation requirement, prompting interim standards to be put in place while Gov. Maura Healey’s K-12 Statewide Graduation Council drafted a more detailed framework.  

Earlier this month, Gov. Healey released an initial report on what that new framework would look like. It’s a promising start, and if executed well, could lead us down a path for boosting students’ success well beyond their high school years.  

The proposed framework outlines seven components, which include completion of a specific program of study, end-of-course assessments, capstones or portfolios, individualized “My Career and Academic Plans,” completion of FAFSA or MASFA financial aid forms, financial literacy, and seals of distinction.  

Key details on how these components will be implemented, and what they will cost, remain unseen. And while the council aims to release further details in June 2026, it’s important to call particular attention to the proposed use of end-of-course assessments and their importance.  

These tests would be designed and scored by the state — a similar concept to MCAS — but instead of a single test, the assessments would be administered at the end of specific courses.  

In addition to these tests, students would have to demonstrate mastery of subjects through capstones or portfolios that are designed by the state but scored locally. Details on how this hybrid testing model will contribute toward a student’s diploma are also yet to be determined.  

The end-of-course assessments have caused an uproar from the Massachusetts Teachers Association, the main proponents of doing away with MCAS. They say implementing any form of standardized testing goes against the will of the voters.  

But this claim has no basis in fact. Voters simply chose to eliminate the 10th grade MCAS as a graduation requirement, not the broad use of standardized testing, which is still in place. Without the use of MCAS as a prerequisite for graduation, districts set their own requirements based on the state’s interim regulations to pass certain courses. This presented a major dilemma: a haphazard set of graduation standards across the state with effectively no way to measure student competency in an unbiased way. 

While the Legislature will face opposition to end-of-course assessments, it’s vital that policymakers understand their importance in not only educational value, but also meeting the state’s legal requirements. The new framework for graduation must meet the state’s baseline constitutional obligations, as well as those outlined by the state’s Supreme Judicial Court rulings in both the McDuffy and Hancock cases, citing the state’s pivotal role to provide a high-quality education to every child. 

If integrated properly, end-of-course assessments could fill the void we currently face. In fact, many states are already using them to measure student competency. These tests should also function as a diagnostic tool in conjunction with MCAS, helping to determine which students need additional support and in what subject areas before graduating.  

Moving forward, it’s essential for state leaders to determine exactly how end-of-course assessments will count toward graduation. It’s been made clear by the secretary of education and state education commissioner that these tests alone will not bar students from graduating, but students and families deserve to know that the time spent taking these tests matters.  

Our 2025 10th grade scores have shown us that performance dips when students perceive that a test doesn’t matter — and knowing it “counts” will ensure that students take these tests seriously.  

Several other important ideas were outlined in the proposed framework, such as expanding access to career pathways, vocational-technical programs, and early college; integrating capstones and portfolios; and incorporating financial literacy into existing school schedules. The cost and timeline for implementation are also still to be determined.  

The proposed graduation framework is a hopeful indication that we’re on track to best serve all of our students’ needs and prepare them for today’s global economy.  

As the council finalizes details in the coming months, ensuring a reliable, objective measure of student competency must remain a top priority. Our students deserve rigorous statewide standards, not subjective benchmarks at a district’s discretion.  

Mary Tamer is the executive director of MassPotential, a Massachusetts-based nonprofit organization dedicated to ensuring the success of all K-12 students across the Commonwealth.