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Wareham principals report mixed student engagement with MCAS; stress instruction and local assessments
Summary
At an April 3 meeting the Wareham School Committee heard principals describe generally strong participation for most grades but a small, growing share of students appearing less motivated on the Grade 10 MCAS after state policy changes. Principals emphasized teacher practice and local formative assessments alongside curriculum adoption.
At its April 3 meeting, the Wareham School Committee heard principals say statewide changes to graduation requirements have coincided with a small but notable shift in how some students approach the Massachusetts Comprehensive Assessment System (MCAS).
Dr. Chandler, principal of Wareham Elementary School, told the committee that MCAS testing had begun for younger grades and noted other district assessment activity. "MCAS testing has also begun for the younger grades," the student representative, Emma, reported during her update on April 3.
The district's building leaders described two linked concerns: (1) a minority of students — primarily tenth-graders — appear less motivated because the test recently ceased to be a high-stakes graduation requirement, and (2) the district is focusing on how teachers deliver instruction, not only on which published curriculum is in use.
Scott, principal of Wareham High School, said the change in stakes has already affected some students' attitudes. "The tenth graders are pretty hip to the fact that it's not a graduation requirement," he said, adding that the majority of students remained focused. He later noted logistical pressure from both absences and opt-outs: "We were supposed to have 95% of the grade level that's testing tests. So it gets tight because if you have some kids that are hospitalized and then you have some kids that opt out, it's gonna be really tight for us with a couple grades."
Dr. Chandler and other principals described local assessment tools they are using to monitor progress. Dr. Chandler said the district has started ST Math at the elementary and middle schools and cautioned that ST Math "is not a curriculum, but it's a practice. It's practice on critical thinking. It's an online practice." She and other principals emphasized supplemental materials, ongoing classroom observations, and third-party partners (TNTP and others) to support instruction and to interpret local assessment results alongside MCAS.
Committee member Jeff asked whether the district has seen more opt-outs; Scott said opt-outs are "more than we usually have" but not a high percentage. Principals said they meet with students before testing, communicate repeatedly about the tests' purposes, and noted some leverage remains — for example, the Abigail Adams Scholarship — that continues to motivate a segment of students.
Principals provided attendance figures used as context for testing participation: Wareham Elementary reported about 94% attendance, Wareham Middle School reported 94% for March, and Wareham High School reported February student attendance of 93%.
Nut graf: District leaders told the committee they will continue to emphasize classroom instruction, immediate feedback from local assessments, and outreach to students and families as they monitor MCAS participation and results.
The committee did not take formal action on testing policy at the April 3 meeting; principals said they would continue to collect data during the spring testing window and brief the committee again.
Ending: Principals listed upcoming test windows — Grade 4 ELA and other grade-level dates — and said they will return to the committee with further results and recommendations about communications or policy changes if participation or results warrant it.
