Vote no on question 2 to maintain state education standards

I’m writing to share a perspective that many voters in Massachusetts probably don’t have. For 23 years prior to the Education Reform Act of 1993, I was a high school teacher, counselor, and administrator, and I have continued to work in high schools from 1993 to the present (31 years). I have helped implement many education reform improvements, some of which under Question 2 are now scheduled to be abandoned.

Before the reform, many of us teachers became angry when we were criticized for practicing “the subtle fanatology of low expectations.” As we implemented the Education Reform Act and related research-based policies, we realized that we actually had low expectations for our students, especially students of color and students with disabilities.

The education reform curriculum developed by Massachusetts educators clearly sets higher standards for academic expectations for all students. The Legislature has provided continued higher levels of funding to ensure students can achieve their goals.

At the same time, many educators have made dire predictions about the negative effects of more rigorous, state-approved curriculum frameworks and widespread MCAS testing: school dropout rates will increase! The number of graduates will drop! The quality of education will suffer!

Guess what? The data clearly shows the opposite. High school teachers and students met higher expectations. Dropout rates for all students, including Black and Latino students, have dropped dramatically. Graduation rates for all students, including students of color, have increased significantly. Between 2007 and 2023, another 35,525 students (an increase of 140%) took Advanced Placement courses and tests, with great success.

Newspaper articles, reader comments and television advertisements have led me to believe that many voters may not have been familiar with key MCAS-related documents such as Curriculum framework in English language arts AND Mathematics, MCAS test samplesgrade-specific diagnostic reports and three-appeal procedures that have benefited over 11,000 high school students in lieu of Grade 10 MCAS scores.

When asked what will replace the MCAS requirement, the Massachusetts Association of Teachers indicates that grades will become the primary measure of students’ academic proficiency. Let’s take a closer look at this remedy.

Courses: If Question 2 eliminates this requirement, our state will require high school graduates to pass the exam accurately zero academic courses. State law requires students to pass – not pass – only two subjects: history/civics and physical education. Most high schools in Massachusetts offer courses at three different levels, ranging from more to less rigorous. Grades in aligned courses are a much lower standard than the MCAS proficiency level, which is the same measure for all students who are tested on the same, undifferentiated curriculum content.

Tests: Tests created and administered by 18,000 high school teachers will lack the validity, reliability and security of the MCAS.

Grades: 405 high schools in the state are developing their own grading systems. Studies have consistently shown grades for being an inconsistent and unreliable measure of student achievement. Grading methodology varies from teacher to teacher, and grades usually include a mixture of non-academic factors such as student behavior, class participation and extra credit. Plus, class inflation has increased since the beginning of the pandemic.

The same letter grades at one school, or even grades in the same subject classes at the same school, are not created equal. In many high schools, the passing grade is D-. Students who earn a D- in the lowest-level courses at their school will receive the same diploma as students who earn an As in a higher-level, more rigorous course.

Students can take MCAS tests multiple times, but final exams do not allow for retakes. Although students currently have several opportunities to graduate through appeals, it is rare for secondary schools to provide appeals procedures for teaching examinations.

Additionally, teachers must develop an educational proficiency plan to help high school students who are not meeting the expectations for (or passing) the MCAS exam for grade 10. Will Question 2 also eliminate these requirements?

In summary, one might think that a “yes” vote on Question 2 is progressive. The facts show that a “yes” vote is regressive. It restores to education in all our secondary schools the practices that we have reformed and improved.

Would it be considered good medical practice if our doctors stopped using current drugs and procedures and returned to less effective ones? I hope we all agree that we want to provide our students with the best educational preparation possible. Your ‘no’ vote on question 2 will certainly help with this.

James Caradonio is a former superintendent of Worcester Public Schools.

This article originally appeared on Telegram and Gazette: Opinion/Guest Column: Vote No on Question 2 in Massachusetts