In Massachusetts, students must earn a passing score on the grade 10 MCAS in English Language Arts and math, and on one of the high school science tests, in order to meet the state’s high school graduation requirement. This policy is critical to promoting equity as it sets the same minimum academic standard for every student in every district.

MBAE has long argued that the passing score is set far too low as evidenced by the fact that so many who earn a high school diploma aren’t ready for college and the workforce. Just 45% of Massachusetts ninth graders go on to earn the degree or credential that the vast majority of jobs require.

Last week, Commissioner Jeff Riley recommended that the state raise the passing score, a move MBAE supports. Underlying the new recommendation is compelling Brown University research that shows “high school MCAS scores predict long-term success and appear to reflect students’ academic skills,” not simply socio-economic status or school characteristics, and “students scoring near the (current) passing cutoff do not fare well and do not appear to be college- or career-ready, on average.”

We are pleased that the Commissioner is taking this important step, yet we have concerns with the  proposal.

• First, while it would raise the bar, it wouldn’t raise it high enough. A score of 500 means a student is “Meeting Expectations,” yet the Commissioner’s proposal would pass students who are only “Partially Meeting Expectations.” We accept that teachers and families may need time to adjust to the higher score, but the state should have a plan to ultimately set the bar at 500.
• Second, the Commissioner is proposing the new standard for the classes of 2026 through 2029, but offers no recommendations beyond that. MBAE believes strongly that the passing score should be 500 for the class of 2030 and beyond.
• Third, Education Proficiency Plans (EPPs), which are developed for students who do not meet the standard as an alternative path to meeting the graduation requirement, should be limited in use and should be sufficiently rigorous and aligned with real world expectations. The state must also ensure that EPPs require the use of comprehensive, evidence-based supports to help students get on track – especially since students of color and low-income students are placed into EPP programs at rates that are disproportionately higher than their white peers.

Students and families deserve honest information about their readiness for the future. The passing standard must be aligned with real world expectations. There is no doubt some students will be challenged to meet the higher standard, but with the right supports throughout their education they will meet it. Handing out meaningless diplomas doesn’t serve the interest of any students and, worse, promotes inequities.