PLYMOUTH - November 17 - The Plymouth School Committee voted unanimously to eliminate the MCAS standardized test as a graduation requirement and adopt a new competency determination policy for the Class of 2026 and beyond, joining districts statewide in implementing a significant shift in how Massachusetts students earn their diplomas.
The Full Story
The new policy, which school officials characterized as a “stopgap measure” until the state provides definitive guidance, maintains rigorous academic standards while removing high-stakes testing as a barrier to graduation. Under the approved policy, students must successfully complete specific course requirements with a minimum grade of 60 percent: at least two years of English, one year of mathematics, one year of science, and beginning with the Class of 2027, one year of U.S. history.
Assistant Superintendent Dr. Stacey Rogers emphasized that the committee worked carefully to ensure the transition would not disadvantage current students. “We didn’t want to pull the rug out from underneath them at the last minute when they didn’t know what the expectation was for graduation,” Rogers said. She noted that Plymouth already had rigorous graduation requirements in place, requiring four years of English, four years of mathematics, and three years of social studies, putting the district ahead of many others statewide.
Plymouth North High School Principal Peter Parcellin noted the district was “really aware to not put current kids in a bad position but also be aware of kids who might be in a delicate position,” specifically mentioning transfer students, English language learners, and students with disabilities.
School Committee member Ashley Shaw highlighted a particularly significant aspect of the policy change. “Students from the year before I graduated through 2024, if the sole reason, basically, that they did not earn a diploma was because they did not pass the MCAS, they should request a transcript review through the guidance department head,” she said. The policy includes a “look-back” provision allowing former students who completed all coursework but failed to pass the MCAS to request retroactive diploma review, a component mandated by new state law.
For students with disabilities, Rogers explained the policy offers particular benefits. “This really sort of loosens things up a little bit and allows us to award diplomas for students who have shown mastery in those but are just not good test takers,” she said. “It doesn’t matter how many accommodations you put on an IEP. Sometimes it’s just very difficult for them to pass.”
Plymouth South High School Principal Patricia Fry added that removing the MCAS requirement eliminates the need to pull struggling students from classes they enjoy and excel in to provide test-focused remediation. “A lot of times the students who didn’t pass MCAS and would take it up to the five times prior to graduation, we’d have to remove them from classes that they enjoy and are thriving in to get extra support,” she said, noting students sometimes had to leave technical studies or physical education classes they attended school for.
The policy includes an appeals process primarily designed for transfer students whose transcripts may be difficult to coordinate with Plymouth’s course offerings. “We’ll have a lot of kids come in from Brazil or from Haiti or from wherever and the transcripts sometimes are really difficult to even get or coordinate with the courses that we have,” Parcellin explained. The appeals process allows for transcript reviews after students have started classes to better understand their academic backgrounds.
The state is currently developing permanent guidance through a committee that includes Plymouth representation. Shelly Terry, a teacher from Plymouth North High School, is serving on the state committee. The state committee is expected to release its recommendations in spring 2026.
Several committee members questioned whether Plymouth’s new policy aligned with state recommendations. Superintendent Chris Campbell confirmed the policy closely mirrors current state guidance, which most districts are following. Committee Chair Luis Pizano asked whether “typical students” would notice any change, to which principals responded that students are aware MCAS is no longer a graduation requirement but otherwise follow the same rigorous academic path they always have.
The policy applies to students enrolled in Plymouth Public Schools from the Class of 2026 onward for competency determination purposes, though graduation requirements have remained largely consistent for years. Plymouth added the four-year mathematics requirement around 2010-2011, and principals noted that when students fail to graduate, it is typically due to credit deficiencies rather than MCAS failure.
In other significant business, the committee heard comprehensive curriculum updates from Science Coordinator Allison Reardon and Social Studies Coordinator Kate Fitzgerald. Both departments emphasized inquiry-based learning, critical thinking, and hands-on investigation aligned with high-quality instructional materials.
Reardon, returning from a sabbatical year during which she supported OpenSciEd implementation across Massachusetts, showcased a video of sixth-grade students engaged in scientific discourse on just their third day of school. The video demonstrated students collaborating to classify organisms, asking questions, and defending their reasoning. “What is important is that students talking,” Reardon said. “When I tell you that video was taken on the third day of school, and it is a group of sixth graders, the impact that video has speaks volumes to what we have been trying to do.”
Reardon described a fundamental shift in science education philosophy. “For our students today, they are exposed to so much information all the time, everywhere, that it is not necessarily the information that is going to hook them as much as it is the action of doing it,” she explained. “To get their phones out of their hands and to get them involved in thinking and acting like scientists, that is what we are really trying to do.”
The science department is implementing OpenSciEd curriculum from third grade through high school, using scientific notebooks from kindergarten onward, and focusing on developing students’ ability to ask questions, design experiments, and communicate findings. Reardon challenged teachers to reflect on their practice, particularly around meaningful assessment. “Can a student apply AI and answer that question?” she asked. “If a student can apply AI and ask that question, is that a meaningful question that we should be asking?”
High school biology MCAS scores showed improvement following the OpenSciEd implementation several years ago, typically taking about five years to show results from curriculum changes. Achievement gaps are beginning to narrow slightly, though fifth and eighth-grade scores remain flat statewide due to ongoing pilot testing of a new MCAS aligned with OpenSciEd that will become operational in 2027.
Committee Chair Pizano, whose professional background is in engineering, strongly endorsed the collaborative, inquiry-based approach. “What I see you doing in that video parallels what I see in my everyday work life,” he said, describing how his team of engineers works collaboratively to solve problems. “None of us is as smart as all of us,” he added. “There is no scientist or engineer just sitting there working in some dark room by itself. It’s all collaboration.”
The science program extends beyond classroom walls through the Milan Exchange program, which now includes an academic focus on climate change. Students participated in watershed investigations at Bridgewater State University, visited Harvard’s Natural History Museum for climate workshops, and conducted wind turbine engineering projects. The upcoming January trip to Milan will include visits to Venice, where students will witness firsthand the impacts of sea level rise and climate change.
The biomedical science program continues to thrive, with approximately 40 seniors graduating this year. The program offers articulation agreements with several colleges including Massachusetts Maritime Academy and Cape Cod Community College, plus a renewable $5,000 annual scholarship opportunity through UMass Lowell. Junior biomedical students received their white coats at ceremonies last week, a milestone marking their completion of two years in the program.
Reardon acknowledged significant staffing challenges in science education. A recent mid-year opening attracted only five applicants, three from outside the country and one not certified. “There’s just nobody who’s coming from science who wants to teach right now,” she said. The district encourages teachers to obtain multiple science certifications, as high school science teachers must be certified in their specific discipline rather than general science.
Social Studies Coordinator Kate Fitzgerald presented a parallel vision of inquiry-based learning in her subject area, emphasizing that “inquiry-based, cohesive social studies for all learners” mirrors the approach in science. “The teacher becomes the facilitator of questions and discovery rather than just the deliverer of information,” Fitzgerald explained.
The district uses Inquiry Journeys curriculum in grades K-2 across all eight elementary schools, with end-of-unit projects providing hands-on experiences for younger students. Fitzgerald monitors elementary classrooms for evidence of social studies instruction through student work displays and classroom artifacts. “Time is tight. There is a lot to do in every subject matter, but I want to make sure that, especially in these younger grades, teachers are getting to social studies and giving it the time that it needs and it deserves,” she said.
Grades 3-7 use Investigating History, a DESE-created open-source curriculum that Fitzgerald praised extensively. “The more I learn about it, the more I love it,” she said. The curriculum emphasizes historical inquiry, historical empathy and human connection, culturally sustaining pedagogy, and civic engagement with real-world relevance. Students take on roles as social scientists and archaeologists, connecting academic content to potential career paths.
Grades 3 and 4 piloted Investigating History last year at Nathaniel Morton, Cold Spring, and Hedge elementary schools, with Federal Furnace currently piloting. Fitzgerald aims for full district implementation in grades 3 and 4 next year. “I have teachers asking to be part of a train-the-trainer model where they can help other teachers. They’ve really been great,” she reported.
Grade 5 is well-established with the curriculum, and Fitzgerald plans student showcases of Civil Rights Unit work to cap elementary social studies experiences. Grades 6 and 7 are working toward consistent implementation across both middle schools through professional development.
Committee member Vedna Lacombe-Heywood praised the emphasis on students using language authentically. Fitzgerald noted that Evan Mawire from the Dissident Project spoke to seventh-graders last year about life under Zimbabwe’s government, with another speaker from North Korea scheduled for this year. “It was a great experience, and Ashley Sass, who’s a seventh-grade teacher, really spearheaded and organized the whole thing,” Fitzgerald said.
The Sheehan Family Foundation provided grants funding indigenous and colonial presenters from Plymouth Patuxet for all third-grade classrooms, plus field trips to the living history museum. The American Legion has been active with fourth-graders, conducting flag-folding ceremonies and explaining flag symbolism. “The veterans that come in have been wonderful with the students, and the students have been awesome. They have had so many great questions,” Fitzgerald reported.
Eighth-grade civics finally has MCAS data to analyze following the first year of civics testing. Plymouth scored slightly below the state average, which Fitzgerald said motivated civics teachers to identify gaps. The district plans to send eighth-graders to present at the DESE showcase at the EMK Museum for the first time this year. The League of Women Voters organized a highly successful Civics Bee, with students demonstrating unexpected enthusiasm and competitiveness about civics knowledge.
Committee Vice Chair Katherine Jackson asked about incorporating discussions of bias into the civics curriculum, referencing a recent MASC conference session on the topic. Fitzgerald confirmed that eighth-grade civics constantly addresses controversial subjects. “What we try to do is we try to have students make their own decision, give them as much information, as much material as we can from both sides, and then let the students come up with that on their own,” she said, emphasizing teachers’ skill at facilitating productive civic discourse.
Committee member Ashley Shaw endorsed framing social studies as social science. “I feel like you can apply a lot of scientific discovery to social studies,” she said. “The more we can frame social studies as a social science, because that’s really what it is, I think the better off we are.” Shaw described a college history class taught through multiple national perspectives on World War II, demonstrating inherent bias in historical narratives and the importance of critical thinking.
At the high school level, Fitzgerald is focusing on vertical alignment of historical thinking skills across courses, including source analysis, perspective-taking, historical arguments, and inquiry. Plymouth North and Plymouth South teachers collaborated over summer on honors projects and participated in professional development including a field trip to Pilgrim Hall Museum. “They really, really begged to go on a field trip for professional development,” Fitzgerald said, noting they want another such experience this spring.
The committee also approved two international field trips. Plymouth Community Intermediate School French teacher Matt Gradin received approval for an April 2026 Quebec City trip for eighth-grade French students. Gradin, a product of Milton’s French immersion program, described how his own childhood trip to Quebec to play hockey influenced his decision to become a French teacher. “Being in the French Immersion Program for a couple of years, I got to practice my French. It was one of the most rewarding experiences I had,” he recalled.
The four-day, three-night trip costs $1,220 per student including most meals and uses a tour company with over 35 years of experience. The trip includes cultural sites like Chateau Frontenac and Musée de Civilisation, plus a grocery store scavenger hunt allowing students to use French in authentic settings. PCIS Principal Brian Palladino noted the trip is open to Plymouth South Middle School students and potentially Carver Middle School students to keep costs down if enrollment is insufficient.
Plymouth North High School received approval for a February 2027 trip to Belize, bringing back a trip canceled during COVID. Mr. Cardoso described Belize’s unique combination of wildlife, adventure, and Mayan culture, highlighting the second-largest coral reef in the world. “With climate change, that’s something that is a unique experience,” he said. “For many of our students who might not be able to visit Australia, Bear’s Reef, this is the second best that we can get in our planet.”
The week-long Belize trip includes cultural exchange with local schools, visiting Mayan ruins and historical sites, and snorkeling. The extended planning timeline of a year and a half allows families multiple payment options and numerous fundraising opportunities. Ms. Jalbert noted Plymouth North has significant success with fundraising through car washes, candy sales, and concession stands, plus scholarship opportunities for students who submit videos explaining how travel might change their worldview.
In other business, the committee received student representative reports highlighting extensive activities at both high schools. Plymouth North representative Emerson Snee reported the combined North and South marching band will perform at America’s Hometown Thanksgiving Celebration parade and the Thanksgiving football game at Fenway Park. The Mystery Box Cook-Off competition featuring athletes, coaches, and teachers will raise funds for Eagles Assist, which provides holiday assistance to Plymouth children. Forty-nine students will be inducted into National Honor Society, and biomedical science students received white coats marking completion of two years in the program.
Plymouth South representative Charlie Walker highlighted the Theatre Guild’s production of The Tragedy of Macbeth, junior class turkey basket donations for community members, and the school’s student food bank refresh. Plymouth South sent students to the MIAA Sportsmanship Summit at Gillette Stadium and hosted its second annual Digital Divas Day exposing girls to STEM opportunities. CCTE students from both high schools attended a Sports and Sustainability Career Day at Gillette Stadium.
The committee accepted retirement notifications from Lisa Lane, a kindergarten teacher at Indian Brook Elementary School with 21 years of service, and David Clark, a social studies teacher at Plymouth North High School with 32 years of service. Both will work through the end of the current school year.
Superintendent Chris Campbell announced the FY27 budget presentation has been postponed from December 1 to December 15 to allow more time following late receipt of revenue projections. The budget hearing is scheduled for January 5, with initial expenses projected just over 4 percent above the current year, though administrators are working to reduce that to meet guidelines. Campbell noted Plymouth North’s National Honor Society induction ceremony is scheduled for Thursday, November 20 at 7 p.m.
Committee members who attended the MASC conference reported on various sessions. Ashley Shaw described sessions on special education financial management, including Lexington’s dedicated special education finance position, which she suggested Plymouth might consider given challenges recruiting a special education director. Katherine Jackson attended sessions on teaching unbiased education amid increasing bias incidents and implementing cohesive mental health frameworks across districts.
Committee member Robert Morgan provided Building Committee updates, noting the Center for the Arts project is progressing with drainage work to prevent basement water entry. The Plymouth Area Coalition for the Homeless project is approximately 90 percent complete. Fire Station projects for Stations 5 and 2 are essentially closing out, while Station 4 remains in design phase. The police station HVAC system may require unexpected equipment upgrades that could consume most of the project contingency, prompting exploration of alternatives.
Why It Matters
The elimination of MCAS as a graduation requirement represents a fundamental shift in how Massachusetts students demonstrate readiness for diploma conferral, potentially affecting hundreds of Plymouth students annually. By maintaining rigorous course completion standards while removing high-stakes testing barriers, the new policy may particularly benefit students with disabilities, English language learners, and students who struggle with standardized testing despite mastering academic content. The look-back provision offers former students who completed all coursework but failed MCAS an opportunity for retroactive diploma review, potentially opening doors for individuals whose educational and career paths were limited by test performance. The policy’s flexibility for transcript reviews may also smooth the transition for mid-year transfer students from other countries or school systems whose credits don’t align perfectly with Plymouth’s requirements. Parents and students should understand that graduation standards remain rigorous, with Plymouth requiring more years of core subjects than many districts statewide, but the pathway to demonstrating competency now focuses on sustained academic performance rather than a single test.
Meeting Minutes
Key Motions & Votes
Motion: Approve Quebec City field trip for PCIS eighth-grade French students in April 2026. Outcome: Approved. Vote: Unanimous. (Timestamp: 27:01)
Motion: Approve Belize international trip for Plymouth North High School students in February 2027. Outcome: Approved. Vote: Unanimous. (Timestamp: 32:58)
Motion: Approve competency determination policy eliminating MCAS graduation requirement beginning with Class of 2026. Outcome: Approved. Vote: Unanimous. (Timestamp: 1:45:55)
Motion: Thank retiring staff members Lisa Lane (kindergarten teacher, Indian Brook Elementary, 21 years) and David Clark (social studies teacher, Plymouth North High School, 32 years). Outcome: Approved. Vote: Unanimous. (Timestamp: 1:51:01)
Motion: Approve consent agenda including meeting minutes, homeschooling plan, accounts payable warrant, and disposal of materials, with correction to November 3 attendance record. Outcome: Approved. Vote: Unanimous. (Timestamp: 1:59:27)
Public Comment
No members of the public provided comment during the designated public comment period.
What’s Next
The state committee developing permanent competency determination guidance is expected to release recommendations in spring 2026. Plymouth will present its FY27 budget proposal on December 15, 2025, with a public hearing scheduled for January 5, 2026. Plymouth North High School will hold its National Honor Society induction ceremony on November 20, 2025 at 7 p.m. Grades 3 and 4 aim to implement Investigating History curriculum district-wide for the 2026-27 school year. Eighth-grade students will present civics projects at the DESE showcase at the EMK Museum for the first time this year. Plymouth North and Plymouth South will host the Thanksgiving football game at Fenway Park on November 26, 2025.
This article comes at the perfect time; it's great to see districts moving away from high-stakes standardized tests, which often feel more like a bottleneck than a true assesment of understanding, though I'm curious if the competency model will truly provide consistent, transferable metrics for student progress across different subjects, especially for future career readiness.