VOTERS IN MASSACHUSETTS HAVE REPORTED their frustration with MCAS when it went on the Nov. 5 ballot, eliminating its role as a graduation requirement after more than two decades. But a bigger conversation lies ahead. Advocates on both sides of the Question 2 debate said the test itself was not perfect. It’s time for a serious conversation about a better approach.
Twenty-five years ago, the introduction of MCAS testing consistently raised expectations for students nationwide and focused on rigorous academic standards to prepare graduates for the future that awaited them. As researchers responsible for the Commonwealth’s annual State of Education report, we believe that a comprehensive approach to student assessment is a critical element of a strong public education system. But we must also take seriously the opposition from educators, families and a significant majority of voters. The structure of the MCAS has become more of a hindrance than an advantage for Massachusetts students.
The preparation and administration of the test can dominate the school schedule. Activities that inspire children are pressured through test prep worksheets and a week-long testing schedule. The results come back too late to benefit instruction, and when testing ends in the spring, meaningful learning is over in many classrooms. Although MCAS has highlighted inequities in educational opportunities, it has been largely unsuccessful in helping educators and policymakers address these issues.
It doesn’t have to be that way. As technological advances far outpace the pace of change in public education, endless opportunities exist to transform MCAS to address its core challenges.
Schools across Massachusetts are already using a range of innovative assessments to inform instruction, including web-based interim assessments that provide timely feedback to teachers and families. States like Montana and Louisiana have begun testing ways to use this type of assessment as a replacement for traditional end-of-year standardized tests. Both states are piloting models that adapt the tests to classroom instruction with a series of shorter, web-based interim assessments. Unlike the 1990s, when Massachusetts became a leader in K-12 standards and assessments through bold policies, we are no longer a leader.
It is not too late to reestablish Massachusetts as a national leader in K-12 assessment. While the federal requirement for a statewide assessment like the MCAS will not be eliminated, states have far more flexibility to innovate than many realize. Additionally, the technology has evolved tremendously since the development of the next-generation MCAS in 2017.
It’s time for a proactive conversation about the future of this review. While the path forward in education may not be straightforward, the potential for meaningful change is well within our reach.
What might an MCAS of the future look like? Building on existing work in Massachusetts, we could explore options that not only postpone the MCAS exam but also reduce the number of tests students take each year.
For example, if our goal is to obtain a snapshot of academic performance for accountability purposes, we might test a representative sample of students across all schools and grade levels. Alternatively, if we aim to monitor statewide performance while providing valuable data to teachers, we could consider a series of more targeted online assessments to track student progress throughout the year.
Such an approach would help inform and improve instruction by assessing students while teaching skills and content. With a view to more innovative change, we could discuss how to measure the skills employers need in the future workforce. For example, developers are beginning to explore AI-powered assessments that assess competencies such as creativity and reasoning.
Assessments are a powerful tool for school improvement because they have a huge impact on what is prioritized – and what is not – in classrooms. Instead of waiting until the MCAS has become an outdated assessment, it is time to transform it into a testing system that meets the needs of today’s students.
For too many of us, standardized tests conjure up images of sitting at desks in quiet classrooms for hours, anxiously checking the bubbles on multiple-choice questions. The tests of the future will not look like this. Let’s take back our role as national leaders in assessment and start thinking about the next chapter for MCAS.
Chad d’Entremont is managing director and Annelise Buzaid is senior research director from the Rennie Center for Education Research & Policy.
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