The North Andover School Committee on March 20 heard a first reading of a proposed competency determination policy that would replace MCAS as a graduation gate, applying course grades in specified ninth‑ and tenth‑grade classes to verify student competency.

Deb Holman, interim principal of North Andover High School, told the committee that “Back in November, Massachusetts voted to eliminate MCAS as part of graduation requirements,” and that the district must now define its own method to “verify that students have the skills and competencies that [MCAS] measured.” She presented a draft that would require passing grades in English 9 and 10 (or equivalents), Algebra I and Geometry (or equivalents), and one high‑school science course (biology, chemistry or physics or an equivalent course). The draft also proposes that students participate in at least one MCAS administration to satisfy state and federal accountability rules.

Why it matters: The law change shifts responsibility from a single statewide test to local boards for confirming that graduates meet state‑level standards. The committee’s decision will affect current juniors and seniors differently depending on timing, course history and transfer students’ records.

Committee members pressed district staff for evidence and operational detail. Mr. Moskovich asked whether the district had compared past student records to estimate how many students would meet the proposed standard; Holman said she had not run that retrospective analysis for recent graduating classes because the seniors involved already had competency determinations under the prior system. Holman said the district consulted the Department of Elementary and Secondary Education (DESE) and other districts in drafting the proposal and intended the local approach to be “inclusive and equitable” while retaining the rigor the MCAS was intended to enforce.

Members also asked how the district would ensure grading consistency across teachers and departments. Holman said departments are working on common assessments and alignment to the Massachusetts curriculum frameworks; she described ongoing efforts to strengthen shared grading practices in math and science and noted English may need a renewed focus on common assessments. A committee member pressed whether grades would be purely teacher judgment; Holman replied that grades should reflect demonstration of standards, not subjective discretion.

Several members urged the committee to consider adding subject areas — for example, history or world language — or other twelfth‑grade demonstrations of readiness, but Holman noted the new statute ties the competency determination to the subject areas assessed on the 2023 MCAS (ninth‑ and tenth‑grade subjects). She said the committee could add additional local requirements above the statutory minimum but cautioned about timing, especially for students close to graduation.

The committee treated the proposal as a first read; no vote was taken. Holman said the district will seek action at the next meeting to provide time for students and families to understand any change and for staff to map student course histories against the proposed standard.

The committee asked staff to return with: (1) clearer language to add to the Program of Studies and student handbook, (2) an analysis of how the proposal would affect current juniors and seniors, and (3) assurances about common grading and assessment practices across departments.