WORCESTER –The Worcester Education Equity Roundtable recently hosted “Charting the Path to Excellence and Equity, Part 1: MCAS Achievement Data,” the first in a planned series of community forums. The event brought together educators, parents, and community leaders to discuss Worcester Public Schools’ latest MCAS results and their implications for the district’s five-year strategic plan, “Our Promise to the Future.”
The forum took place against the backdrop of ongoing statewide debates about the role of MCAS. Following the passage of Question 2 in the recent election, MCAS is no longer required for high school graduation.
Melissa Verdier, president of the Educational Association of Worcester, has been a vocal supporter of this change. Verdier emphasized that Massachusetts’ educational standards remain robust, pointing out that Worcester’s adoption of MassCore, a demanding curriculum, surpasses MCAS requirements. “The improvements in educational standards are the result of ongoing reforms, not solely due to the MCAS,” she said.
On the other hand, Timothy Murray, president and CEO of the Worcester Regional Chamber of Commerce, argued the importance of MCAS as a consistent statewide measure. At a recent Worcester Education Collaborative (WEC) debate, Murray voiced concerns about potential inconsistencies in educational standards across districts.
“The MCAS ensures that all students, regardless of their district, achieve proficiency in key subjects,” he said, linking test scores to long-term outcomes such as higher earnings and better preparation for college and careers.
Marco Andrade, director of research and accountability for Worcester Public Schools, presented an analysis of the district’s performance.
“Worcester public high schools met seven of the 11 accountability targets set for 2024,” Andrade explained. “However, in non-high school grades, only one of seven targets was met.”
Worcester’s scores remain below state averages. According to the 2024 MCAS report:
- English Language Arts (ELA): 28% of Worcester students met or exceeded expectations, compared to 50% statewide
- Mathematics: 22% met or exceeded expectations, versus 47% statewide
- Science, Technology, and Engineering (STE): 23% met or exceeded expectations, compared to 47% statewide
“When we look at the MCAS, it’s easy to focus on that one year,” Andrade said. “We need to remember that coming back from COVID, there’s still a lot of work to be done. After four years, we’re still dealing with the repercussions of the pandemic.”
He acknowledged growing achievement gaps, particularly for students with disabilities, but noted progress in early education. “Kindergarteners and first graders seemed to catch up on phonics compared to pre-pandemic levels,” he added.
Chronic absenteeism remains a key obstacle, said Craig Dottin, principal on assignment for Student Supports. “There’s a correlation between attendance, academic performance, and social-emotional growth,” he noted. Efforts to engage parents and improve attendance are essential, as are tools like STAR assessments, which allow educators to track student progress in real time.
Beyond data, the forum highlighted the importance of community involvement. Dottin called for stronger mentorship programs and parent-teacher collaboration. “Creating ways to get students more involved is a critical factor to see growth on the MCAS,” he said.
Parents like Ron Waddell see value in the MCAS but question its broader relevance. “MCAS is a valuable data point, but it’s only one piece of the puzzle,” Waddell said. While it helps identify his children’s strengths and weaknesses, he criticized the lack of clear communication about how to interpret and act on the results.
As an employer, Waddell added, “Your math and ELA scores on an MCAS are a very small part of what I look at when considering someone’s employability.”
Despite these challenges, the forum reaffirmed a shared commitment to progress. “When we hit a target, the target for the next year goes up, so it becomes a little more difficult,” Andrade said. “But the idea is that by continuing to hit these targets, we’ll continue to see improvements.” He also noted the limitations of MCAS as a singular measure: “It’s an end-of-year snapshot, but it doesn’t fully capture what happens in the classroom.”
The next forum in the WEC series will take place on Jan. 27, continuing the conversation on equity and excellence in Worcester’s schools.
Matt Olszewski is a freelance content and news writer based in Boston, MA. In his free time, Matt enjoys running, hiking or skiing. Matt just graduated with his MPH from Tufts University. He can be reached at mattoskier@gmail.com
