Bill Analysis: An Act To Promote Student College and Career Success and Civic Engagement (S.398)

What led us here? 

The Massachusetts competency determination has long been a cornerstone of the state’s educational landscape, originally designed to uphold minimum proficiency standards in core academic subjects as a requirement for high school graduation. Introduced as a graduation requirement for the class of 2003, the competency determination primarily relied on standardized testing, notably the MCAS, to assess students’ mastery of academic content. Over time, concerns have arisen about whether this system adequately prepares and assesses students for college, careers, and civic life, leading to calls for reform.

This past November, 59% of Massachusetts voters approved a ballot measure to remove MCAS as a graduation requirement. The outcome of the ballot question led the Department of Elementary and Secondary Education (DESE) to change the current competency determination requirements, prompting further discussions on how students should demonstrate their readiness to receive a high school diploma.

Previously, the competency determination required students to achieve a passing score on the MCAS in English, math, and science in addition to fulfilling local coursework and graduation requirements. Now, students only need to meet the coursework and credit requirements set by their local school district. 

How has the state responded? 

Short-Term: According to recent DESE guidance that reflects the results of the November ballot initiative, current seniors are no longer required to pass the MCAS to earn the competency determination. Instead, students can meet graduation requirements by satisfactorily completing coursework certified by their district as demonstrating mastery of the state's academic standards. However, federal law still requires high school students to take standardized tests in English language arts, math, and science. DESE will provide ongoing guidance to ensure consistency in how districts certify student mastery.

Longer-Term: In response to the recent ballot question and ongoing discussions about graduation requirements, Governor Healey issued an Executive Order establishing a K-12 Statewide Graduation Council to reevaluate the state's long-term approach to graduation standards. The council is tasked with holding regional listening sessions to gather input from stakeholders, reviewing national best practices, assessing local variations in graduation requirements, and considering the skills and knowledge students need to succeed in college, careers, and civic life.
 

What does S.398 seek to change? 

An Act to Promote Student College and Career Success and Civic Engagement, sponsored by Senator Jason Lewis, seeks to update Massachusetts’ high school competency determination and expand the definition of college and career readiness to reflect a more comprehensive program of study.

Key changes proposed in the bill:

• Revised Competency Determination: Section 1 revises the definition of the competency determination to remove any references to MCAS. The updated definition continues to require that students demonstrate mastery in multiple subjects (including history, social science, and foreign language), while adding “arts” to the list of these core content areas. However, it does not clarify how mastery in these subjects will be assessed, leaving room for further policy development.
• New Program of Study: Section 2 of the bill states that DESE, with input from an advisory council, will establish a structured program of study that all high schools must implement. The program is intended to ensure consistency and rigor across districts, although the bill stipulates that it may incorporate flexible options for specific student populations (e.g., English learners, vocational students, and students with disabilities). The bill also says that DESE may consider requiring students to participate in one or more additional learning experiences, such as internships, service-learning projects, early college courses, or industry training programs, as a condition of fulfilling the competency determination.
• Advisory Council: Section 2 also establishes a Competency Determination Advisory Council, including representatives from key education organizations, to guide the development and implementation of the program of study. This section additionally requires DESE to hold public hearings across the state to gather input on the competency determination framework.
• Support for Implementation: Subject to appropriation, Section 2 directs DESE to introduce grants and technical assistance for schools and districts to implement the program of study effectively.
• Evaluation Commission: Section 3 creates a special commission to evaluate the state’s school and district assessment and accountability system, with recommendations due by 2027. The commission will explore alternative accountability models and how they align with equity goals.

No matter what happens with S.398, changes are coming to Massachusetts graduation requirements. While this bill represents one proposal for defining what is required to earn a high school diploma, there are likely to be many other ideas put forth in the coming months and years—each with its own vision of what "college and career readiness" should mean for Massachusetts students.