Chicopee proposes higher credit minimum, new competency rules after state removes MCAS pass requirement

Assistant Superintendent Jennifer Belville told the Chicopee School Committee on Feb. 5 that a December change in state law ends the automatic requirement that students pass MCAS exams to receive a high school diploma and shifts responsibility to districts to certify coursework that demonstrates competency.

Belville said the district’s recommended competency determination would require students to receive passing grades in the equivalent of English I and English II and in the equivalent of Algebra I and Geometry, plus a passing grade in one high-school-level science course (biology, chemistry, physics or a technology/engineering course). "We can't require the passing of MCAS because of the law, but we want them to sit for the exam their freshman and sophomore year," Belville said.

Why it matters: The change alters how Chicopee Public Schools verifies that students meet state standards. District officials said it also affects some current seniors who previously did not receive diplomas because they had not passed MCAS and who now can seek review under the new local competency rules.

Belville told the committee the district also proposes increasing the local credit minimum for graduation from 110 to 120 credits beginning with the class of 2029 (incoming freshmen). "Many districts around us, including Holyoke, hold 120 credits," she said. Under the district proposal, the transcript-based, local-credit requirement would align with recommended statewide practices such as MassCore while keeping the state’s competency expectations focused on freshman- and sophomore-level standards.

Details of proposed local requirements include four years of English, four years of mathematics, three years of science, three years of social studies (including U.S. and world history), physical education every year and one semester of health. Belville said typical students can earn up to 40 credits a year (7 courses per year, with a 35-credit typical load and possibilities above that), so the 120-credit target is achievable within four years.

On promotion and retention, Belville described a proposed change that would end Chicopee’s longstanding practice of social promotion for some grades. For middle school, students would need to pass English language arts, mathematics and science to advance from sixth to seventh and from seventh to eighth grade; high school advancement would be tied more explicitly to credits earned. The district plans to expand supports — summer school, credit recovery, micro-credits and tutoring — to avoid leaving students behind.

Belville said the district audited current seniors and found 38 students affected by the change in competency determination; after the November MCAS retake that number dropped. "We are doing the February credit recovery class... tutoring... because we will get those 38 students to graduate, in June," she said.

Belville also emphasized continued statewide accountability: MCAS will still be administered and the district must maintain a 95% participation rate for federal and state reporting. She said the John and Abigail Adams Scholarship — a state scholarship tied to MCAS performance — still depends on the exam, so the district will continue to encourage participation.

Committee members asked about electives and how non‑traditional classes might be deemed equivalent to English and math standards. Belville said state guidance currently limits what can be certified as equivalent for the freshman/sophomore standards, but she and school staff plan to explore additional equivalencies and align electives to standards over time. "I think it's a great idea for us to move that way," she said.

Several committee members welcomed the promotion policy changes. Member Ron Bernard called ending social promotion "important," saying it will raise accountability and classroom engagement in middle schools. Member Barcelo warned about de‑emphasizing arts: "I just personally feel that we're going in the wrong direction," he said, and Belville responded that the district is expanding electives, citing new offerings such as world drumming, art history, travel and tourism and other classes tied to student interest surveys.

The committee’s policy and human resources subcommittee recommended advancing three policies to the full committee: the graduation policy, the promotion and retention policy, and the admission policy for career and technical education (CTE). The committee approved the first reading of those three policies by roll call vote (12–0). Belville said, if the policies proceed on schedule, a second reading is expected Feb. 19 and the district will immediately begin a communication plan to students, families and staff.

What’s next: The district will continue to monitor guidance from the Department of Elementary and Secondary Education; Belville warned the state’s guidance is still evolving and local definitions may change. Meanwhile the district plans targeted support (credit recovery, tutoring, summer programming) to ensure affected students can graduate, and it will run outreach to communicate continuing MCAS administration and the scholarship implications for students.