THE MALDEN ADVOCATE–Friday, April 5, 2024 Page 3 ~ Op Ed ~ End test and punish approach to education in Massachusetts By Jessica Gold Boots E very educator knows that the high-stakes nature of the MCAS means a signifi cant amount of learning time is eaten up by test prep, limiting our exploration of diverse subjects and impeding our ability to provide a well-rounded education. A colleague added up testing days for all required assessments and realized that almost a quarter of our days are spent testing students. Instead of fostering a love for learning, educators like me fi nd themselves trapped in a cycle of never-ending test preparation, sacrifi cing opportunities to delve into critical thinking, creativity, and genuine understanding of the material. Malden educators and parents know that education should be about opening doors to opportunity, not slamming them shut. And that’s exactly why we’re raising concerns about the Massachusetts Comprehensive Assessment System (MCAS) graduation requirement. The current system has denied high school diplomas to thousands of students, disproportionately impacting students with disabilities, English language learners, low-income students and students of color. Students without high school diplomas are at a severe disadvantage when pursuing career training, jobs and higher education. The Commonwealth remains one of only nine states still enforcing the high-stakes testing graduation requirements, despite widespread recognition of its ineff ectiveness and inequity. That’s why families and educators are spearheading the charge for change. In public hearings in front of the Malden School Committee, educators raised concerns that the MCAS graduation requirement reduces students to mere test scores, overshadowing their unique talents and potential. Additionally, educators of English learners like myself know that academic English takes 5-7 years to master. The Thrive Act would instead require students to demonstrate they have met the state’s high standards through all of their coursework and exams. It is not a departure from accountability but a shift towards a more comprehensive evaluation of student achievement. By replacing the MCAS graduation requirement with a more accurate statewide measure grounded in our high-quality curriculum, we aim to create a common educational environment in which every student can demonstrate mastery and reach their full potential. The detrimental eff ects of this testing regime extend beyond our students to the very fabric of our education system. The Thrive Act seeks to rectify this by putting students, communities, and real learning at the forefront. Students are multi-dimensional individuals with diverse talents and strengths that a single, EDUCATION | SEE PAGE 8
4 Publizr Home