Quincy Public Schools administrators presented a proposed amendment to the district's graduation policy at the Jan. 22 school committee meeting that would replace the Massachusetts Comprehensive Assessment System (MCAS) as the automatic route to the high‑school competency determination with specified district‑certified coursework.

The recommendation, presented by Dr. Perkins and Mr. Marani, would let students earn the competency determination by satisfactorily completing coursework certified by the district as aligned to the Massachusetts Curriculum Frameworks in the areas formerly measured by MCAS (English language arts, mathematics and science). Dr. Perkins asked the committee to move the draft to the Policy Subcommittee on Feb. 5 and to vote on it at the full committee meeting on Feb. 12, with a separate request to waive the usual wait period so the change could take effect immediately if approved.

Why it matters: The state ballot change that removed MCAS as an automatic competency determinant took effect Dec. 5, 2024. Quincy administrators say the new policy will determine which currently enrolled students and some past students become eligible for a diploma, and set the district's implementation and appeal processes. The change affects students in the classes of 2025 and 2026 most immediately and establishes the district's approach for all future classes.

What staff proposed and how it differs from the old system
Staff said the competency determination previously was satisfied by MCAS score thresholds in grade 10. Under the proposed amendment, students who have not already earned a competency determination before Dec. 5, 2024 would be able to earn it by passing district‑certified courses that demonstrate mastery of the same standards. The draft lists as default course pathways: English 9 and English 10; algebra 1 or algebra 2 and geometry; and biology (or conceptual biology) or physics. The policy would also allow the district to substitute other courses that fully align with the Massachusetts Curriculum Frameworks, so long as the substitution follows state law and district review.

Special education and English‑learner considerations
The proposal includes a requirement that special education teams review competency and graduation eligibility for students in in‑district and out‑of‑district special education programs and that teams discuss CD status at IEP meetings. The draft also contains a caveat allowing course substitutions for students whose language program placement means they do not take standard English 9/10 courses (for example, EL level coursework). Staff described this language as intended to give flexibility for EL students and students in alternate programs while still assuring alignment to state standards.

Immediate numbers and the district's plan
District staff reported that, among current juniors and seniors, 468 students had not met the competency determination via MCAS taken before Dec. 5, 2024. Of those, 241 are on an existing Educational Proficiency Plan (EPP) and therefore are already on a district pathway to meet competency requirements through coursework. After removing those 241 students, staff said 227 students remained for detailed review; applying the proposed coursework standard to transcripts, 78 of those 227 would already meet CD under the new language, leaving 149 students who still need targeted coursework or recovery (roughly 105 juniors and 44 seniors, staff said). Staff noted those counts may change after the most recent fall 2024 retest results are fully processed.

Staff also identified a cohort of former students who left school with a certificate of attainment (rather than a diploma). District records show 16 such students in 2024 and 10 in 2023 among recent years; staff said roughly 42 former students dating back to 2018 may now be eligible for a diploma if their transcripts satisfy the revised coursework CD. Administrators said they will perform transcript reviews and reach out to eligible former students if the policy is adopted.

Retests, MCAS participation and awards
Staff emphasized that MCAS remains a required assessment for participation and district accountability even though it no longer automatically confers competency determination. Administrators said participation remains legally mandated and will continue to be used in district and school accountability measures. They also advised that February–March retest sessions will be offered, but that any MCAS administrations after Dec. 5, 2024 cannot be used to award a competency determination under the new law; retests may still matter for scholarships and recognition programs that continue to use MCAS results (for example, state awards noted by staff such as the John and Abigail Adams Scholarship and other seals/awards).

Next steps
Staff asked the committee to advance the amendment to the Feb. 5 Policy Subcommittee and to schedule a full committee vote on Feb. 12, with a simultaneous waiver vote so the policy could take effect immediately if approved. Staff said they will update the district Program of Studies, prepare outreach materials (including translated versions), and notify students, families, guidance counselors and special education teams about transcript reviews and remediation options (summer school, credit recovery, Quincy evening high school) once the policy is final.

"We hope to have this updated policy amendment move to the policy subcommittee on February 5th," Dr. Perkins said. "Once we have that approval, we can then begin to update our program of studies" and do outreach to affected students and families.

Ending
The committee did not take a final vote on the amendment on Jan. 22; staff asked the body to act on the proposed timeline so the district could begin transcript reviews and outreach promptly if the full committee approves the change in February.