Hingham Students Maintain Strong Test Scores Despite State’s Elimination of MCAS Graduation Requirement
HINGHAM - October 27 - Hingham students continued to significantly outperform state averages on standardized tests in spring 2025, though educators warned that the elimination of the MCAS graduation requirement has begun to affect student motivation, particularly in 10th grade where the district saw an unexpected 6% drop in the percentage of students meeting or exceeding expectations in English Language Arts.
The Full Story
Assistant Superintendent for Curriculum and Instruction Erica Pollard presented comprehensive spring 2025 MCAS results alongside fall 2025 Multi-Tiered System of Support (MTSS) data to the Hingham School Committee on October 27, revealing both significant strengths and emerging challenges in the wake of Massachusetts voters’ decision to eliminate MCAS as a graduation requirement.
In grades 3-8 English Language Arts, Hingham students achieved exceptional results, with 76% meeting or exceeding expectations compared to just 42% statewide. The district ranked first among its 11 benchmark districts in this category. Particularly impressive was the fifth-grade cohort, where 81% of students met or exceeded expectations versus 38% across the state. Superintendent Katie Roberts attributed the strong elementary performance to years of investment in MTSS protocols, reading specialists, and the implementation of the Into Reading curriculum.
“This is the fourth full year of implementation of these restructured MTSS intervention protocols,” Pollard told the committee. “The elementary principals and reading specialists have done a really nice job of leading data meetings that really allow teachers to do some good analysis of the data.”
However, the elimination of MCAS as a graduation requirement created what Pollard called “plot twists” in the data, particularly affecting 10th-grade results. Across Massachusetts, districts saw a 6% drop in student scores, which educators attribute to students knowing the high stakes previously attached to the test no longer exist. Hingham experienced an identical 6% decline in 10th-grade ELA scores.
“We have reports of a lot of students just finishing this exam really fast in 10th grade,” Pollard explained. “You could hear from students coming out on day two saying ‘Oh, are you just taking a break? Oh no, no, I’m done.’ It was 15 minutes in.” She noted that statewide, many students submitted blank essays or wrote about completely unrelated topics, behaviors that result in zero scores.
The challenge of motivating students to take the test seriously when it no longer counts toward graduation requirements emerged as a concern throughout the presentation. School Committee member John Mooney raised the issue of consequences, asking what accountability exists “for students going in, doing 10 minutes on a test, and then they get to leave.” Superintendent Roberts acknowledged the challenge: “We’ll continue to stress the importance of taking pride in your work and taking pride in your school.”
In mathematics, Hingham students performed well overall, with 70% of grades 3-8 students meeting or exceeding expectations, ranking the district 20th in the state overall and 13th among districts with more than 400 students. Fifth-graders again excelled, ranking 5th in the state with 81% meeting or exceeding expectations. The district’s special education students in math ranked first or second among benchmark districts in most grade levels over the past five years.
However, the data revealed particular challenges for 10th-grade students with disabilities in mathematics. Math Director David Jewett noted that the special education cohort had grown significantly in recent years, from approximately 21-24 students two years ago to 38 and 34 students in subsequent years. While the larger cohort size doesn’t fully explain the performance gaps, Jewett committed to analyzing individual student data to understand underlying causes and adjust support accordingly.
School Committee member Tim Miller-Dempsey raised concerns about whether budget reductions in MTSS interventionists over the past two years might be affecting results. “We’ve had really good data, really good scores, really positive results while giving you fewer staff people to make those results with,” Miller-Dempsey observed. “Do we have the right number of interventionists for the results that we would like to have?”
Superintendent Roberts clarified that MTSS staffing includes general educators, specialists, and interventionists working together. “When we reduce MTSS staffing, we are still able to meet the needs of all students in tier three and most of the students in tier two, but the group sizes might be a little larger,” she explained. The data demonstrates the effectiveness of the district’s investment in MTSS infrastructure over recent years, particularly at the elementary level where schedules, structures, staffing, and curriculum have been carefully aligned.
Science results showed continued excellence at grade 5, where Hingham has ranked first among benchmark districts for four consecutive years. Roberts attributed this success partly to the district’s field science specialist who works directly with fifth-grade students. However, grade 8 science scores declined slightly, which educators connected to several factors including the implementation of the OpenSciEd curriculum, test fatigue from the extensive testing schedule eighth-graders face, and confusion during field-testing of new performance assessments.
The newly introduced civics MCAS, tested for the first time in 2025, showed strong results despite Hingham’s decision to combine civics with U.S. history in an integrated eighth-grade course rather than focusing solely on civics standards. This curricular choice means Hingham students learn more content than strictly required, though it may have affected comparative scores. Pollard noted that students performed particularly well on constructed response questions, “which speaks to the fact that our students are spending a lot of time writing.”
Attendance data presented by Middle School Principal Derek Smith showed improvement in chronic absenteeism rates, dropping from 9% at the start of the two-year school improvement plan to below 7% by the end of last school year. However, students with disabilities continue to have higher chronic absenteeism rates at 16.4% compared to the school population overall. Smith noted that grade 8 students have the highest absenteeism rates, with Fridays and days surrounding holidays showing the greatest absences.
The data presentations revealed patterns connecting attendance and achievement. Smith pointed out that “our greatest absenteeism rate is in grade eight. Our lowest MCAS performance is in grade eight. Students who come to school on a regular basis perform better on standardized tests.”
School Committee member Kerry Ni inquired about the significant decrease in out-of-district placements for special education students, which dropped from 56 students in February to 42 by October. Superintendent Roberts attributed this decline to several factors, including students aging out and graduating, plus the successful pilot of Registered Behavior Technicians (RBTs) who support students with behavioral needs in inclusive settings rather than requiring out-of-district placements. “The behavior technicians have been a terrific addition to our toolbox,” Roberts explained, noting the pilot expanded this year from elementary to include middle and high school students.
Looking ahead, the district faces the challenge of strengthening MTSS protocols at the middle school level to replicate the success seen in elementary grades. Smith presented the middle school improvement plan highlighting the establishment of academic teams in grade 8 for the first time, with each team including a dedicated special educator. “When we have teachers who can communicate and collaborate once every four days about the students that they work with, we see better results for our kids,” Smith told the committee.
The middle school is also piloting the Wayfinder social-emotional learning program this year, which provides individualized assessments and targeted interventions for students. The program measures six core skills: purpose, self-awareness, adaptability, empathy, collaboration, and agency. Students will complete assessments that generate personalized activities for growth, while educators can use aggregated data to address common needs through small-group interventions.
Directors from English Language Arts, mathematics, science, and social studies attended the meeting to answer questions about the data. Mary Andrews (ELA), David Jewett (math), Michelle Romano (science), and Andy Hoey (social studies) were recognized for their work supporting teachers in analyzing assessment results and adjusting instruction accordingly.
In other business, the committee approved fiscal year 2027 fee increases for the district’s integrated preschool and Kids in Action programs, ranging from 5-8% depending on the program. Preschool Director Jackie Sansone explained that the increases keep the programs competitive with local community preschools while remaining more affordable. The fees must cover program costs including health insurance and recently added behavioral specialists.
The committee also approved fiscal year 2026 goals for Superintendent Roberts, which include supporting Executive Director of Student Services Dr. Christine Panarese as she develops her action plan for special education services. Assistant Superintendent Erica Pollard presented the timeline for the Foster Elementary School principal search following Principal Matt Scheufele’s announcement of his retirement after 31 years in education. The search will begin in November with community input sessions, with the goal of appointing a new principal by March 2026 and ensuring significant overlap for transition purposes before Scheufele’s retirement on August 1.
The Finance and Capital Committee recommended Angela Thedinga as chair and James Cahill as vice chair of the newly formed 2025 School Building Committee, which will oversee future facilities projects. Both candidates were interviewed and brought relevant experience in construction and committee work. The full school committee approved both appointments.
During public comment, Hingham resident John Buckley of Lincoln Street expressed frustration about his inability to schedule a meeting with the superintendent’s office despite nearly three months of attempts through multiple channels. “In almost three months, I have not heard back from anyone from the superintendent’s office. Not a call, not a text, not an email, not a letter, nothing,” Buckley stated. “I’ve been ignored and disrespected and made to feel irrelevant.” He requested the school committee investigate why he received no response and advocate for scheduling a meeting. The committee took no action during the public comment period, as is standard practice.
The committee reviewed proposed resolutions for the Massachusetts Association of School Committees (MASC) annual conference, supporting proposals to remove BMI screening requirements (while not banning the practice entirely), sanctuary laws for transgender students, increasing special education reserve fund caps, and allowing educators to serve on the state Board of Elementary and Secondary Education. The committee postponed votes on resolutions regarding state takeovers of low-performing districts and mandatory financial literacy curricula pending further research.
Enrollment data as of October 1 showed stable to increasing numbers at elementary and middle school levels, consistent with predictions from the NESDEC enrollment study, while high school enrollment continues a downward trend. Total out-of-district special education placements stood at 42 students, down from 48 at the start of the school year, with clarification needed about whether all placements are included in that count.
Why It Matters
These assessment results demonstrate that Hingham students continue to receive a high-quality education that significantly exceeds state standards, but the elimination of the MCAS graduation requirement presents a new challenge for maintaining student engagement with standardized testing. The data will inform curriculum decisions, intervention strategies, and resource allocation across all grade levels. Parents and taxpayers can see clear evidence that investments in MTSS supports, reading and math specialists, and curriculum improvements have yielded measurable results, particularly in elementary grades. However, the district must now grapple with motivating high school students to take standardized tests seriously when those tests no longer affect graduation eligibility, while simultaneously working to close achievement gaps for students with disabilities and strengthen middle school intervention programs.
Meeting Minutes
Key Motions & Votes
Motion: Approve minutes of October 6, 2025 school committee meeting. Outcome: Approved. Vote: Unanimous. (Timestamp: 0:01:36)
Motion: Approve minutes of October 18, 2025 facilities tour. Outcome: Approved. Vote: Unanimous with one abstention (member not present). (Timestamp: 0:01:53)
Motion: Approve fiscal year 2026 superintendent goals. Outcome: Approved. Vote: Unanimous. (Timestamp: 0:12:05)
Motion: Approve year two of 2024-2026 Middle School Improvement Plan. Outcome: Approved. Vote: Unanimous. (Timestamp: 1:43:58)
Motion: Approve integrated preschool and Kids in Action fees for fiscal year 2027. Outcome: Approved. Vote: 6-0-1 (one abstention). (Timestamp: 1:49:43)
Motion: Elect Angela Thedinga as chair and James Cahill as vice chair of 2025 School Building Committee. Outcome: Approved. Vote: Unanimous. (Timestamp: 1:58:28)
Motion: Support MASC resolution to remove BMI screening requirement but not ban BMI screening. Outcome: Approved. Vote: Unanimous. (Timestamp: 2:16:00)
Motion: Support MASC resolution regarding sanctuary laws for transgender students. Outcome: Approved. Vote: Unanimous. (Timestamp: 2:18:06)
Motion: Support MASC resolution for increasing maximum balance of Special Education Reserve Fund. Outcome: Approved. Vote: Unanimous. (Timestamp: 2:19:33)
Motion: Support MASC resolution for membership on Board of Elementary and Secondary Education. Outcome: Approved. Vote: Unanimous. (Timestamp: 2:21:08)
Motion: Support MASC resolution for establishment of regional school assessment reserve fund. Outcome: Approved. Vote: Unanimous. (Timestamp: 2:26:56)
Motion: Adjourn to Executive Session not to return to Open Session. Outcome: Approved. Vote: Unanimous by roll call. (Timestamp: 2:29:59)
Public Comment
John Buckley of Lincoln Street addressed the committee regarding his inability to schedule a meeting with the superintendent’s office despite nearly three months of attempts through emails, phone calls, and three in-person visits. Buckley requested the school committee investigate why the superintendent’s office failed to contact him and advocate for scheduling a meeting. No other members of the public spoke during the designated public comment period.
What’s Next
The Foster Elementary School principal search will begin in November with focus groups and surveys to develop a candidate profile, with hiring committee formation to follow. Interviews are scheduled for late January and early February with an anticipated appointment by March 2026. The committee will continue discussion of two pending MASC resolutions (preserving local governance and personal financial literacy) at the November 10 meeting. The Sustainable Budget Task Force will continue meeting every two weeks to review data sets. Middle School Principal Smith will return in spring 2026 to present final results on school improvement plan goals. The next regular school committee meeting is scheduled for November 10, 2025, with an additional meeting on November 24, 2025.