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High School Exit Exams: A Roadblock to Graduation or a Necessary Standard?

Should high school exit exams like the MCAS stay or go?

In a ballot question this fall, voters in Massachusetts will be asked if they wish to end the requirement that high school students pass exit exams in math, English, and science to earn a diploma. Critics of the Massachusetts Comprehensive Assessment System (MCAS) graduation requirement point to national studies that have connected these types of standardized exams to higher dropout rates for students of color and students from low-income families, while supporters say they maintain academic standards. With only a handful of states still using high school exit exams, we consider their effectiveness and discuss ways to help all youth succeed, including the most vulnerable.  

Guests:

  • Irvin Scott, Senior Lecturer on Education, Harvard Graduate School of Education
  • John Papay, Associate Professor of Education and Director of the Annenberg Institute, Brown University
  • Anne Hyslop, Director of Policy Development, All4Ed 

Host:

Martin West, Academic Dean and Shattuck Professor of Education, Harvard Graduate School of Education  

Key Takeaways

  • State assessments should be made accessible to all students — translated into multiple languages, built on universal design principles, and include accommodations for students with disabilities.
  • Supporters of high-stakes graduation tests, like the MCAS exams in Massachusetts, say they put pressure on educators and leaders to provide support to meet the needs of all students. The high school graduation requirement also encourages students to engage in their learning process, supporters say. 
  • In Massachusetts, there are alternative pathways for students to show their competency in math, English, and science, besides MCAS exams. However, the different pathways, including an appeals process, are not always fully utilized by school districts.
     

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