Subcommittees back new competency determination, graduation requirements after state removes MCAS as diploma requirement

The joint subcommittees of Curriculum & Programs and Diversity, Equity and Inclusion for Springfield Public Schools voted March 18 to recommend an amended district competency determination for 2025 graduates and new graduation requirements beginning with the class of 2026. The action follows a statewide change that removed the Massachusetts Comprehensive Assessment System (MCAS) as the statewide competency determination for high school diplomas.

Under the subcommittees’ recommendation, the competency determination for the class of 2025 will be based on successful completion of specified courses rather than MCAS performance. Specifically, students would need a passing grade in English 9 and 10, a passing grade in algebra 1 or algebra 2 and geometry, and a passing grade in one laboratory science course. The administration said staff will perform transcript analyses and identify course equivalencies to ensure students who previously completed comparable coursework are correctly credited.

Superintendent (unnamed in the transcript) and Dr. Yolanda Johnson briefed the subcommittees on statewide changes and walked members through district data showing the current status of the class of 2025. Chief Bob St. Lawrence presented analysis indicating 43% of the class had already met the previous MCAS-based competency determination; when EPP (Educational Proficiency Plan) cases tied to MCAS were included, that figure rose to 84% under the old rules. The district said roughly 16% of students would have fallen short of the previous MCAS-based standard and therefore are a focus for interventions under the new approach.

The subcommittees discussed both near-term and longer-term policy choices. Staff recommended keeping the district’s pupil progression plan and grading framework as the basis for the 2025 competency determination (where “passing” is defined in the pupil progression plan as a D or better, 60–69 for D), and to postpone any increase of the minimum passing threshold (for example raising the minimum to a C) until the district has time to revise grading practices and implement supports. Staff presented an analysis showing that raising the minimum from D to C under existing grading patterns would sharply reduce the number of students who meet the competency threshold (the presentation showed substantially fewer students meeting a higher-graded standard for recent cohorts).

Board members raised several concerns during the discussion: not moving the “goalposts” for students already in the pipeline; the potential effect of a higher minimum course grade on near-term graduate eligibility; counselor capacity to implement new application requirements and transcript audits; and protections for undocumented former students who cannot complete FAFSA but could use the MASFA or a waiver. Dr. Johnson said the district will create a transcript-review process for former students who left without diplomas; the law is not automatic or retroactive, and former students would need to apply for a 2025-dated diploma through district review. “This is a real opportunity for individuals in the community to get a high school diploma,” Dr. Johnson said.

For graduation requirements beginning with the class of 2026, the district recommended that in addition to earning required credits and meeting the competency determination, students complete one of three postsecondary benchmarks: (1) complete FAFSA, MASFA or sign an opt-out waiver; (2) submit four college or professional-school applications; or (3) complete a MyCAP (My College and Career Plan). Staff described these as measures to increase students’ postsecondary planning and supports rather than mandates that force a particular pathway; a waiver will be available so students who decline or cannot complete FAFSA/MASFA will not be barred from graduating.

For the class of 2027 the district proposed multiple pathway options for the additional benchmark, including AP coursework with scores of 3 or above, dual enrollment with grades of 2 or higher, state or industry-recognized credentials, apprenticeships, seal of biliteracy, military assessments (ASVAB), or a curated capstone project for students with significant disabilities or multilingual learners.

The subcommittees also discussed implementation logistics: staff said they will use existing alternative programs and adult-education partners to offer coursework for former students, and will work with counselors and School Links (the district’s MyCAP platform) to scale college- and career-planning supports. Committee members emphasized the need to revise the pupil progression plan and grading framework and to ensure counselor staffing and family outreach are in place before raising academic thresholds.

The subcommittees voted to recommend the amended competency determination and the proposed graduation requirements to the full school committee. Attorney Murphy was recorded as absent. Miss Monroe Naylor and Miss Hurst were recorded as voting yes on the roll call. Staff said the K–12 Governor’s Graduation Council will issue additional guidance in December 2025 and the district will revisit its policies if state regulations change.