Governor Healey Unveils Sweeping Plan to Reimagine Massachusetts High School Graduation Requirements
DEDHAM - December 1 - Governor Maura Healey released interim recommendations Monday for a comprehensive overhaul of Massachusetts high school graduation requirements, proposing a seven-part framework to ensure every student graduates prepared for college, career, and civic life.
The Full Story
Speaking at Dedham High School — home of the nation’s first taxpayer-funded public school — Healey announced the Statewide Graduation Council’s interim report, proposing a comprehensive system to replace the state’s former MCAS graduation requirement with an approach balancing academic rigor and real-world readiness.
The framework responds to voters’ approval of Ballot Question 2 in November 2024, which eliminated MCAS as a graduation requirement. Healey established the K-12 Statewide Graduation Council through Executive Order 639 in January 2025 to develop permanent standards.
The proposed framework consists of seven interconnected elements: a rigorous program of study aligned with state university admissions requirements; end-of-course assessments in select subjects; completion of either a capstone project or portfolio; an individual career and academic plan through MyCAP; completion of the FAFSA or MASFA financial aid application; demonstrated financial literacy; and the option to earn state-designated seals of distinction.
Secretary of Education Patrick Tutwiler and Department of Elementary and Secondary Education Commissioner Pedro Martinez, who co-chair the Council, said the recommendations aim to preserve Massachusetts’ position as the nation’s top-ranked state for education while ensuring all students have access to the same high standards.
The program of study builds on the existing MassCore framework, which recommends four years of English Language Arts and Mathematics, three years of lab-based Science and History/Social Studies, two years of World Language, and one year of Arts. Research shows students who complete MassCore are significantly more likely to enroll in and complete postsecondary education. While approximately 84 percent of Massachusetts students already complete MassCore upon graduation, only about 68 percent of districts currently require it.
Under the proposed hybrid assessment model, students would take state-designed end-of-course assessments tied to specific coursework rather than a single comprehensive exam. Seven states currently incorporate end-of-course assessments into graduation requirements, and research indicates these assessments correlate positively with graduation rates. The Massachusetts Teachers Association, represented on the Council, strongly opposes this component, arguing it contradicts voters’ rejection of standardized testing in the Question 2 referendum.
Capstone projects or portfolios would be defined by the state but designed and scored locally, allowing districts flexibility while maintaining standards. Students would complete either a cumulative project demonstrating mastery across subjects or a portfolio showcasing their best work. Currently, 19 of 120 sampled districts require portfolios or capstones, including eight charter schools and four regional vocational technical schools.
The MyCAP requirement would formalize the state’s existing My Career and Academic Plan framework, currently recommended for grades 6-12 and required for schools in Chapter 74 Career and Technical Education programs, Innovation Career Pathways, Early College, and some Work-Based Learning programs. Research shows students who develop and revise individual college and career plans with teachers, parents, and counselors are more likely to graduate, submit a FAFSA, and enroll in college. About 134 districts — 40 percent of those with middle or high schools — have engaged in MyCAP professional development over the past two years.
The FAFSA or MASFA completion requirement addresses disparities in financial aid applications. Currently, 51 percent of Massachusetts high school seniors complete the Free Application for Federal Student Aid or Massachusetts Application for State Financial Aid, compared to just 35 percent of low-income students, 33 percent of Hispanic or Latino students, and 44 percent of Black or African American students. Students who complete the FAFSA by senior year’s end are 84 percent more likely to enroll in college. The requirement would include a low-barrier opt-out process recognizing some students and families cannot or choose not to complete the application.
The financial literacy component reflects growing national recognition of personal finance education’s importance. Students required to study financial literacy in high school have higher credit scores, pay bills on time more frequently, avoid credit default more successfully, carry less debt, and experience fewer bankruptcies. Thirty states currently require financial literacy for graduation. In the Council’s survey, 93 percent of respondents supported requiring personal finance coursework — the highest level of agreement among all coursework areas.
Seals of distinction would recognize achievement beyond standard requirements, added to diplomas and transcripts. Common categories include academic or honors seals for high GPAs and rigorous coursework, Career and Technical Education seals for completing pathways and earning industry credentials, Seals of Biliteracy for proficiency in English and another language, Digital Literacy seals, and Civic Engagement seals. Massachusetts currently awards the State Seal of Biliteracy; 3,816 students earned it in 2024, bringing total recipients to more than 13,000.
The Council conducted extensive stakeholder engagement including eight listening sessions with approximately 400 attendees, a student-specific session with 42 participants and an additional focus group with 70 students, a statewide online survey receiving 6,615 responses in six languages, a district leaders survey receiving 103 responses, and two advisory groups focused on Special Education and English Learner advocacy. The Council also analyzed local graduation requirements across 120 Massachusetts districts and reviewed nationwide trends and best practices.
Student representative Annabelle Griffith of Norton High School said the recommendations reflect what students need to succeed in school and beyond. She emphasized the framework recognizes success looks different for every student and that flexibility means meeting students where they are, not lowering expectations.
Doug Howgate, president of the Massachusetts Taxpayers Foundation and Council member, said establishing consistent, rigorous standards ensuring all students can succeed in high school is central to economic and civic success. He noted the framework sets clear standards while maintaining Massachusetts’ position as home to the nation’s best public schools.
The recommendations emerged from the Council’s Vision of a Massachusetts Graduate, released in September 2025 after statewide engagement. The vision identifies six essential competencies: critical thinking and problem-solving, communication and collaboration, creativity and innovation, digital and information literacy, self-direction and personal responsibility, and global and cultural competence.
The Council’s research found significant variation in graduation requirements across districts. While 68 percent of sampled districts’ requirements matched or exceeded MassCore coursework standards, 32 percent fell short, most frequently in Unified Arts (40 percent requiring the recommended one year), World Language (60 percent requiring two years), and Mathematics (80 percent requiring four years).
The Council identified several areas requiring further development. For the program of study, they will explore expanded flexibility within MassCore to allow students more room for individual pursuits while maintaining college readiness, alternatives for students with severe disabilities and newcomers with limited English proficiency, integration with existing career pathways, and appropriate implementation timelines recognizing only two-thirds of districts currently require MassCore.
For end-of-course assessments, the Council will determine which courses should have assessments, explore the role of assessments within the graduation system while ensuring no student is denied a diploma solely because of assessment performance, examine appropriate accommodations for students with disabilities and English learners, and consider how new assessments fit into the existing testing landscape. The intent is for students to take end-of-course assessments instead of standard MCAS tests, pending federal approval.
For capstones and portfolios, the Council will develop clear definitions establishing processes that hold all students to the same high standard while allowing districts flexibility in design and implementation, and explore resources needed for professional development and training on best practices.
For MyCAP, the Council will establish clarity around district requirements and student plan components, ensure the framework supports a wide range of student goals while keeping all doors open, and explore additional resources beyond current support.
For FAFSA or MASFA completion, the Council will develop a standardized opt-out process allowing families to opt out without disclosing personal circumstances, and determine what support to offer for implementation.
For financial literacy, the Council will explore various mechanisms for students to develop knowledge and skills, including standalone courses, integration into existing courses, or opportunities outside coursework requirements. The Council will also consider district support needs and establish processes to regularly update standards as the financial landscape evolves.
For seals of distinction, the Council will explore what accomplishments could be recognized and establish criteria students must meet to earn each seal, while ensuring all students have opportunities regardless of background or location.
Healey emphasized that reimagining high school means ensuring every student leaving a Massachusetts high school has the tools and resources to be as successful as possible, whether pursuing college, trades, a career, the military, or any other path. She noted Massachusetts already ranks number one in the country for education and will not give up that ranking.
The Governor told students in attendance they are not only the future but the now, and encouraged them to make their voices heard. She connected the announcement to Massachusetts’ celebration of 250 years as a nation in 2026, noting Dedham’s status as home to the first taxpayer-funded school makes it the right setting for announcing the future of high school in Massachusetts.
The interim report notes that the seven elements are intentionally designed to form a cohesive and comprehensive framework supporting student success in college, career, and civic life. The rigorous program of study builds a strong academic foundation, while end-of-course assessments offer consistent measures of achievement and maintain high expectations across districts. Capstones and portfolios provide deeper opportunities for students to demonstrate mastery, show creativity, and develop real-world problem-solving skills. MyCAP empowers students to set goals, reflect on progress, and personalize their educational journey, fostering agency and future planning. FAFSA or MASFA completion helps raise family awareness about accessing financial resources for postsecondary education, addressing barriers to college entry. Financial literacy education equips students with essential life skills for managing personal finances, supporting long-term stability and independence. Seals of distinction empower students to pursue and be recognized for their passions and achievements, promoting self-motivation and excellence.
Teachers Union Objects to End-of-Course Assessments
The Massachusetts Teachers Association issued a statement Monday strongly opposing the inclusion of state-administered end-of-course assessments in the graduation requirements, saying the proposal “poisons a once-in-a-generation opportunity” to remake the high school experience.
MTA President Max Page and Vice President Deb McCarthy said that while the recommendations include valuable ideas promoted by educators, parents, and community advocates that the MTA strongly supports, the inclusion of new state standardized tests defies the will of voters who passed Question 2 by nearly 60 percent.
“By making new state standardized tests a central component of the new graduation requirements, the proposal defies the will of voters who made clear their wishes in the 2024 Question 2 referendum,” the statement said. The MTA, which is represented on the Council, noted the Council did not vote on the recommendations and that they represent the positions of Secretary Tutwiler and Commissioner Martinez speaking on behalf of the Healey administration.
The union said its members and allies remain committed to protecting the victory achieved in passing Question 2 and ending what they characterize as the harm of using standardized MCAS exams as a graduation requirement. “We will vigorously fight any attempt to reinstitute statewide standardized tests as a graduation requirement,” the statement said.
The MTA argued that participants in community listening sessions were clear that the “failed system of excessive testing should be over” and instead embraced innovative alternatives including capstone projects and work portfolios to demonstrate mastery. The union cited experts saying standardized tests are not effective for promoting deeper learning and warned that high-stakes MCAS exams narrowed curriculum and transformed learning time into test-prep sessions.
The organization urged Tutwiler and Martinez to withdraw the proposed end-of-course exams from the final report and refocus on elements with “real merit,” including a strong course of study available to all districts with multiple pathways to a diploma, and strategies of teaching and assessment anchored in authentic learning and critical thinking. The MTA said state education officials should not file legislation related to graduation requirements and instead take time to “dig deeply into the innovative ideas that have been discussed and make Massachusetts a national leader in revitalizing high schools.”
Why It Matters
The proposed requirements would establish uniform standards across all Massachusetts districts, ensuring comparable preparation for postsecondary success regardless of location. Currently, graduation requirements vary significantly, with research showing the largest districts and those with highest per-pupil expenditures least likely to meet MassCore standards in World Language and Unified Arts. By maintaining rigorous academics while incorporating practical life skills and personalized learning opportunities, the recommendations aim to preserve Massachusetts’ educational leadership while modernizing preparation for 21st century workforce and civic participation. For families, the changes would provide greater clarity about graduation requirements and offer more pathways for students to demonstrate knowledge and skills beyond standardized testing alone.
However, the inclusion of end-of-course assessments has emerged as a significant point of contention. The Massachusetts Teachers Association and other educators argue this component contradicts the clear mandate from voters who passed Question 2 to eliminate high-stakes standardized testing as a graduation requirement. The debate over assessments will likely shape discussions as the Council finalizes recommendations over the coming months.
Implementation Timeline
The Statewide Graduation Council will continue engaging stakeholders over the coming months to refine the interim recommendations. The Council co-chairs aim to release final recommendations in June 2026 with a detailed implementation outline. Any graduation requirement incorporating end-of-course assessments would require federal approval for students to take these assessments instead of standard high school MCAS tests. The Council will work with districts to determine appropriate implementation timelines recognizing approximately one-third of districts currently do not meet MassCore standards and may need additional staffing and resources.
Background and Context
The framework builds on the Healey-Driscoll Administration’s “Reimagining High School Initiative,” which aims to ensure students are prepared for college or careers upon graduation. Through this initiative, the administration has expanded access to Career Technical Education programs, Early College, Innovation Career Pathways, and My Career and Academic Plan.
The need for new requirements emerged after voters approved Ballot Question 2 in November 2024, eliminating MCAS as a graduation requirement. MCAS had been in place since the 1990s, requiring students to demonstrate proficiency in English Language Arts, Mathematics, and Science.
Executive Order 639, signed by Governor Healey on January 17, 2025, formally established the K-12 Statewide Graduation Council to advise the Governor and Legislature on developing rigorous, uniform, and equitable high school graduation requirements. The Council includes state education leaders, legislators, union representatives, educators, students, parents, higher education officials, and business and nonprofit community members. The order directs the Council to engage in regional listening sessions, conduct literature reviews of research and best practices, assess local graduation requirements to determine current variations, and consider what students should know and be able to do before graduation.
The Council, which has been meeting monthly since March 2025, is supported by Public Consulting Group. Members represent the American Federation of Teachers Massachusetts, Massachusetts Teachers Association, Boston Teachers Union, school superintendents and administrators associations, school committees, community colleges, state universities, business organizations, parents, students, and advocacy groups.
The Council’s research analyzed graduation requirements in 49 other states and the District of Columbia. Forty-six states include coursework in English, Mathematics, Social Studies, and Science. Twenty states currently require the same core coursework as MassCore or more. Seven states require end-of-course assessments for graduation, while seven additional states include SAT, ACT, or other assessments as options for demonstrating mastery. Sixteen states require individual career and academic plans, eight require FAFSA submission, and 30 require financial literacy for graduation.
National research shows high school coursework and academic performance correlate with postsecondary success including graduation rates, wages, and college enrollment. Engaging in rigorous coursework correlates with increased high school graduation, postsecondary enrollment and persistence, and earnings. Mathematics coursework sequencing particularly predicts college enrollment, with students taking more math in high school earning higher wages and experiencing lower unemployment even among workers with the same education level.
The full interim report is available on the Department of Elementary and Secondary Education website and includes detailed appendices with the complete methodology, assessment of local graduation requirements, national landscape analysis, Council membership, statewide survey results, MassCore alignment with higher education requirements, summary of listening session feedback, and references for the nationwide landscape analysis.
What’s Next
The Statewide Graduation Council will conduct additional stakeholder engagement over the next several months, including listening sessions, focus groups, and surveys to refine the interim recommendations. The Council will continue meeting monthly to address key considerations identified in the interim report.
Co-chairs Secretary Tutwiler and Commissioner Martinez will submit a final report with comprehensive recommendations to Governor Healey and the Legislature in June 2026. The final report will provide detailed implementation guidance including timelines, resource requirements, professional development needs, assessment development processes, and monitoring systems to ensure equitable access across all districts.
The Legislature will then consider any necessary statutory changes to implement the recommended requirements, with implementation timelines determined based on district readiness and resource availability.