Dr. Nolan, superintendent of Newton Public Schools, told the School Committee that a statewide ballot initiative removed the Massachusetts Comprehensive Assessment System (MCAS) as a graduation-linked competency determination but did not eliminate the test from students’ educational experience: "MCAS is required at the moment under federal accountability expectations for the state of Massachusetts, and MCAS will continue to be offered for all of our students grades 3 through 10."

The committee spent the bulk of the meeting weighing two broad approaches: take an active, local approach now and set Newton-specific competency criteria, or wait for the Massachusetts Department of Elementary and Secondary Education (DESE) and state guidance before setting district policy. Dr. Nolan said the district must act quickly to provide clarity for current seniors and juniors who are choosing courses for next year. "We have to make very quickly some decisions about this year's students," she said.

Why it matters: the change affects students who previously hinged diplomas on MCAS scores and those now planning courses. Committee members stressed equity concerns for English learners and students who enter Newton late; several urged multiple pathways for students to demonstrate competency rather than a single standardized test. Paul, a committee member, urged Newton to adopt standards above the likely statewide minimum: "The last thing [constituents] would want us to adopt is the lowest common denominator approach to this."

Committee discussion covered practical options under consideration. Staff outlined a draft that would certify competency for students who either (a) have already completed and passed MCAS under prior rules, or (b) have earned full course credit in specified subject areas (English, math, laboratory science) and met locally defined standards. Members discussed whether a passing grade in Newton (including a D grade as currently defined) should count as earning course credit for the purpose of certification; Dr. Nolan said for this year, "if they receive credit for the class, which means they pass it, they in any shape or form, they're for this year, they're going to receive credit."

Committee members raised additional practical matters: whether DESE will require prior approval of district competency criteria or instead audit systems after the fact; how retake opportunities and MCAS administration rules (currently offered through grade 10 under federal accountability) might affect local graduation requirements; and how to treat former students who left the district without a diploma. Paul said DESE is likely to adopt a "lowest common denominator" approach statewide but urged Newton to preserve higher local expectations and to consider submitting comments during the state's rulemaking.

The superintendent and principals said they will prepare a recommended approach for the School Committee to consider at the next meeting; the committee agreed to take up specific action on competency determinations for the Class of 2025 and to consider whether to include the Class of 2026 in those determinations. No formal vote on competency policy was taken at this meeting.

Committee members emphasized they want options that preserve rigor while providing multiple pathways for mastery — particularly for English learners and students with interrupted schooling — and prefaced that any long-term change should align with the district's ongoing curriculum and assessment work.