by Louis J. Kruger, Professor Emeritus, Northeastern University

“It is… a mistake to accept observed test scores as either infallible or immutable” (National Research Council, 1999)

For more than two decades, controversy has swirled around the MCAS graduation requirement. At present, Massachusetts public high school students must pass tests in English language arts, mathematics and science to receive a diploma. The controversy has now reached a crescendo because the graduation requirement is a ballot question in this year’s election season. Both advocates and opponents of eliminating the graduation requirement have cited data and research in support of their positions. 

Given the confusion that can arise from conflicting claims, it is important to ask if there are trusted sources of guidance on this issue. The answer is an unequivocal ‘Yes.’ Just as climate scientists from different research organizations reached consensus on human-caused global warming, the leading experts on assessment have reached consensus on the appropriate use of educational tests, including high-stakes tests, such as the high school MCAS tests.    → Read More

Save Thursday, September 19 at 7pm and join us for the first of three virtual sessions exploring multilingual education in Massachusetts.

The goals of this series are to:

• Understand the current Massachusetts political and policy landscape for multilingual learners (MLL) and the resulting challenges facing them
• Learn about effective programming for MLLs that uphold their native languages and cultures, while learning academics and English
• Discuss the challenges of (re)building a robust bilingual educator pipeline and promising practices.

Sessions

• Session 1 on September 19 at 7pm will be “Understanding the political landscape and the multilingual parent and student experience.”
• Session 2 on October 24 at 7pm will be “What makes an effective bilingual program?”
• And Session 3 on November 12 at 7pm will be “Building the Bilingual Educator Pipeline.”

Our speakers will share their deep knowledge and experience about the current Massachusetts policy landscape and challenges for multilingual learners and their families.   → Read More

It’s time to get on board with thousands of other parents, students and educators across Massachusetts and make sure Question 2 passes in November.

Question 2 would eliminate the unfair and harmful MCAS graduation requirement, which has a huge impact on high school schedules and reduces the time that could be spent on teaching and learning. That’s why most other states have abandoned their high school graduation tests, leaving Massachusetts as one of just nine (soon to be eight) states clinging to this antiquated policy.

Question 2 doesn’t eliminate MCAS testing; it just makes the MCAS score one of many things that schools can use to assess a student’s likelihood of success after high school. This will make it possible for educators to focus on providing a whole child education and stop spending so much time and attention preparing for these narrow tests.’

In Massachusetts high schools, high-stakes MCAS testing takes place during five of the nine months of the school year.   → Read More

CPS invited veteran Cambridge educator Kathy Greeley to read from her memoir and discuss it with participants. In Testing Education, Kathy Greeley recounts the impact of education reform from a teacher’s point of view. Based on a teaching career spanning nearly 40 years, Greeley details how schools went from learning communities infused with excitement, intellectual stimulation, and joy to sterile spaces of stress, intimidation, and fear. In this ultimately hopeful memoir, Greeley asks us to learn from the past to reimagine the future of public education. If you weren’t able to join us, you can view the recording here.   → Read More