An Educational Proficiency Plan EPP must be developed for the subject matter area(s) in English Language Arts and mathematics in which students did not meet or exceed a scaled score of 240.
For example, former Democratic State Senator Tom Birmingham, co-author of the 1993 law that created MCAS, staunchly supported it in subsequent decades as "a central ingredient in the historic rise of public education in Massachusetts that preceded the current decline.
In the end, wrote the Donahue Report, the MCAS scores tell more about a district's real estate values than the quality of its schools.
[13] While the MCAS will continue to be administered annually from grades 3 through 10 as an academic benchmark, the initiative removes the formal graduation requirement tied to passing the test.
Question 2 was one of several recent policy actions aimed at reducing the stakes of standardized testing in the state, alongside the legislative THRIVE Act, which proposed similar reforms but with a broader scope.
The MTA and its coalition of labor and progressive organizations, including the American Federation of Teachers and the National Education Association, launched extensive grassroots efforts to gather the necessary signatures and mobilize voters.
On the other side, opponents organized under the "Protect Our Kids' Future" committee, chaired by John Schneider[disambiguation needed], included a coalition of business associations, 12 Chambers of Commerce, various state legislators, and Governor Maura Healey's administration.
[16] This group argued that the MCAS provides a critical measure of educational standards that helps ensure accountability and preparedness among graduates.
Supported by substantial financial contributions from figures such as Michael Bloomberg, who donated $2.5 million,[13] the opposition's strategy focused on procedural challenges and a robust media campaign.
They filed legal complaints challenging the language of the ballot initiative, asserting that it misrepresented the policy change by suggesting the elimination of all state graduation assessment requirements, not just MCAS.
[17] The debate over Question 2 highlighted contrasting approaches to education reform: one led by labor and grassroots organizations pushing for reduced emphasis on standardized testing, and another backed by business interests prioritizing metrics of accountability.
The outcome of this initiative may influence education policies in Massachusetts and serve as a case study for other states considering similar reforms.