Learning disruptions caused by the pandemic reinvigorate debate over MCAS

If there were to be a multiple-choice test question about the Massachusetts Comprehensive Assessment System exam, it might read something like this: Facing a drop in students’ scores on the MCAS exam, the state should: A) Rethink the structure of the MCAS B) Keep the MCAS as is but use the data to change the strategies in the classroom C) Eliminate the MCAS completely D) Make no changes to the MCAS or in the classroom. Unlike the real MCAS, this question has no objective right answer. But educators, parents and policy experts have advocated for those options — or combinations of them — in a renewed debate about the test spurred by this year’s lower scores.