Vote no on Question 2 to preserve the state’s education standards

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

Before the reforms, many of us educators reacted angrily when we were criticized for practicing the “subtle bigotry of low expectations.” As we implemented the Education Reform Act and its research-based strategies, we realized that we indeed had low expectations for our students, especially students of color and students with disabilities.

The education reform curriculum frameworks, developed by Massachusetts teachers, clearly set higher standards for academic expectations for all students. And the Legislature continually increased funding levels to ensure students could achieve these goals.

At the same time, many teachers made dire predictions about the negative consequences of stricter state-approved curriculum frameworks and customary MCAS testing: dropout rates will soar! The success rates will plummet! The quality of education will suffer!

Guess what? The figures clearly show the opposite. High school teachers and students have met higher expectations. Dropout rates for all students, including black and Hispanic students, have dropped dramatically. The graduation rate for all students, including students of color, has skyrocketed. Between 2007 and 2023, an additional 35,525 students (a 140% increase) took Advanced Placement courses and tests with great success.

Newspaper articles, reader comments and TV advertisements have given me the impression that many voters have important MCAS-related documents, such as Curriculum Frameworks in English Language Arts And Mathematics, examples of MCAS testsgrade-specific diagnostic reports and the three-appeal procedures that more than 11,000 high school students have used in place of grade 10 MCAS scores.

When asked what will replace the MCAS requirement, the Massachusetts Teachers Association says grades will become the primary measure of students’ academic proficiency. Let’s explore that remedy further.

Courses: If Question 2 removes the requirement, our state will require high school graduates to pass exactly zero academic courses. State law requires students to take (and fail) only two subjects: history/social studies and physical education. Most high schools in Massachusetts offer three different levels of courses, ranging from more to less rigorous. Grades for grade-level courses are at a much lower level than the MCAS proficiency level, which is the same measure for all students tested on the same, not different, curriculum content.

Testing: The tests that 18,000 high school teachers create and administer will lack the validity, reliability and safety of the MCAS.

Figures: The state’s 405 high schools are developing their own grading systems. Research has consistently shown Grades are inconsistent and unreliable measures of student performance. Grading methodology varies from teacher to teacher, and the grades themselves usually include a mix of non-academic factors, such as student behavior, class participation, and extra credit. Plus, Inflation has increased since the start of the pandemic.

The same letter grade at one school or even grades for the same subjects at the same school are not equal. In many high schools, the passing grade is a D-. The students who earned a D- in their school’s lowest level courses will receive the same diploma as the students who earned an As in the higher, more rigorous courses.

Students can take MCAS tests multiple times, while final exams do not allow for retakes. Although students currently have several options for obtaining their degrees through appeals, it is unusual for high schools to offer appeals for teacher exams.

In addition, teachers should develop an educational skills plan to assist high school students who are not meeting expectations (or failing the Grade 10 MCAS exam). Will Question 2 also end these requirements?

In summary, you might think that voting yes on question 2 is progressive. The facts show that a yes vote is regressive. It returns education in all our secondary schools to the practices we had reformed and improved.

Would we consider it good medical practice if our doctors stopped using current medications and procedures and returned to the 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 clearly contribute to this.

James Caradonio is the former superintendent of Worcester Public Schools.

This article originally appeared on Telegram & Gazette: Opinion/guest column: Vote no on Question 2 in Massachusetts