Vote Medford 2005

Q4: On MCAS

Please comment on the benefits and/or limitations of the MCAS test as a measure of teaching performance and actual student learning.

Blackburn: Q4 - On MCAS

Ms. Blackburn declined to take part in this questionnaire.

Brady: Q4 - On MCAS

MCAS has definitely intensified instruction in core academic skills. However, I do not believe that it should be the only measure of school performance. There are many students that have talents and abilities outside the core academic curriculum and who do not do well on paper and pencil tests. For example art and music. Medford has shown considerable improvement on MCAS. Medford High School has exceeded the state in competency determining passing rates.

Cincotti : Q4 - On MCAS

I would to answer this question with a question Are the MCAS tests properly designed for the general student population I feel there is much room for improvement some student don't test well on a standardize test

Cugno: Q4 - On MCAS

The benefits of the MCAS test as a measure of teaching performance and actual student learning in my opinion is as follows. It allows the teacher to perform to the highest of their ability and allows the students to learn and comprehend as much as possible. It allows us as a school system to see academically where we stand compared to other cities. Now with that said, we need to know what we are comparing. For example, in comparing a grade from one school to another we need to see the number of students in each grade, we need to know if a school has children that do not speak English or if there are academically challenged students included, etc. Unfortunately, when the numbers are posted many of these important factors are not taken into account. Therefore the resulting comparatives are not as valid as we would like them.

DiGiantommaso: Q4 - On MCAS

The MCAS tests should not be the same for college-bound students, special education and vocational students. MCAS puts a lot of pressure for students to perform. Our test scores have increased to advanced and proficient levels. We have put in extra help programs to help them succeed.

Kulik: Q4 - On MCAS

There is a business saying that says, "You get what you measure". That's not to say that what you measure is necessarily the right thing. Instead it means that any individual or organization will adapt its behavior to maximize whatever it is that is measured. Customer service representatives who were rewarded based on how short their phone calls were simply hung up on people who couldn't be helped in just a few minutes.

The results of the MCAS tests are similar to that business saying. When teacher or school evaluations are based on how well the student body performs on an individual test, the administration and teachers will try to adjust policies and teaching styles to maximize the number of right answers. This is not good for the overall education of our children. Often, teachers end up resorting to factoid-based instruction rather than exploring the deeper complexity of the subject material.

Instead, as a school committee member, I would recommend policies which have teachers continuing to teach rich subject material, consistent with the state frameworks, with no special emphasis on MCAS preparation beyond a basic review of general test taking skills. I would also recommend a more detailed review of the MCAS results by principals and curriculum directors to determine if there is a trend in a particular subject area that requires changes to the overall emphasis of that area.

Pompeo: Q4 - On MCAS

The MCAS tests in English, Math and Science are excellent diagnostic instruments, providing teachers, and parents with a blue print of a student's strength and weaknesses.  Students scoring in the warning  or needs improvement  range will receive additional instruction (including tutorial) to improve their level of performance.  The Medford School Committee supports the position of the Mass. Association of School Committees    that MCAS tests should not be the sole criterion of diploma eligibility.

Skerry: Q4 - On MCAS

MCAS is not a perfect solution to a childs' effective education. It is a tool that has strengthened core academic subjects allowing our students to compete in a global society. The MCAS should not be the only tool to evaluate teachers and students alike. After all not every student learns on the same plane as students come "into their own" at different times and our school system is aware that all students are not alike.

Van der Kloot: Q4 - On MCAS

When the MCAS was first proposed, it never was intended to be the only basis for evaluating students. Rather, multiple assessments were envisioned which included portfolio's of student work. I believe the current emphasis on high stakes testing drains an enormous amount of time and energy which might better be used implementing curriculum which encourages critical thinking. Increased MCAS tests were recently approved in science. Does this mean that a hands on, lab based subject area could fall victim to a paper and pen approach? And, I am concerned about students who can excel but their strength is not traditional testing.

MCAS statistics do not compare "apples to apples" as the student cohort changes every year. A more useful assessment of achievement could be achieved by measuring a students growth from year to year.

It is not fair to judge a teacher on the MCAS performance of their students. Student achievement is cumulative and not based on a single year or on a single test.

I believe the implementation of the Curriculum Frameworks served to enhance education throughout the Commonwealth and the MCAS certainly increases pressure on a district to make sure that every student is included in the learning process. However, it is the tendency of the state and federal D.O.E. to implement more and more testing without the funds to support the costs inherent in these programs. My greatest concern about the emphasis on MCAS is that music and art education may be adversely affected as more and more resources are needed to support the MCAS. As a school committee member, I will continue to ensure that our students receive a well-rounded education.