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Opinion/Guest column: Kennedy urges Yes on Question 2

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Opinion/Guest column: Kennedy urges Yes on Question 2


As a Massachusetts state senator, I unequivocally support high educational standards for the students in our public schools. I believe that maintaining rigorous academic expectations is essential for preparing our children for the future. I am voting Yes on Question 2 to eliminate the MCAS requirement for graduation.

During my first term, I have made it a priority to visit all 48 schools in the First Worcester District. Throughout my time in these schools, I have been fortunate to have the opportunity to observe our scholars and educators in action. Unfortunately, I have also seen firsthand how the current MCAS graduation requirement places undue pressure on students and creates an unfair barrier to graduation. That’s why I’m supporting Question 2 on the ballot this November.

As a legislator, I understand it is vital to be able to measure our students’ level of comprehension at each grade level and ensure that all our schools adequately prepare them for lifelong success. Educational assessments can offer insight into student progress and aid in identifying areas where additional support might be needed. They provide valuable data on how students are performing and can help guide instruction. However, in meeting with educators and observing students in the classroom, I know that we have other tools available. 

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I have observed students utilizing 21st-century technology such as ST Math, STARS and DIBELS as part of their learning, which can periodically access students’ grasp of the current unit in real time, which allows the educator to intervene immediately when a child is struggling to understand the concept at hand. Additionally, principals can review this data to understand when there is widespread difficulty with a particular topic. Lastly, the superintendent can also access this data for districtwide assessments. This allows both the principal and the superintendent to provide additional support where needed in real time, unlike MCAS, which doesn’t even get released until the following school year. 

I have met students who excel in their classes, are actively engaged in their education, and still struggle with the format of standardized tests or experience test anxiety. For these students, the stress of high-stakes testing can be overwhelming, which, compounded by the prospect of not graduating because of a single MCAS score, is a significant and unjust burden. The MCAS scores are not a fair reflection of our students’ abilities or achievements. 

That’s why Question 2 is so important. This measure does not eliminate the MCAS altogether but rather adjusts its role in the graduation process. Voting yes on Question 2 means that the MCAS will no longer be the sole determinant of graduation. Our excellent Massachusetts state frameworks, which have been developed by educators and field experts, are not impacted by this change at all. This approach maintains the high educational standards we value in the commonwealth while also ensuring a fairer and more comprehensive evaluation of each student’s readiness.

While my focus remains on the promotion of and investment in students and educators in the First Worcester District, as a legislator, I understand that our decisions and legislative actions affect students across the state.  We are responsible for ensuring that every student in the commonwealth has equal access to high-quality education.

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That is why we also need to have a plan to ensure that as we transition away from the MCAS as a graduation requirement, we can be sure that all students are graduating with a more holistic graduation standard that demonstrates our students’ academic achievements and capabilities. Next session, I will join my colleagues, led by Sen. Jason Lewis, the Senate chair of the Joint Committee on Education, in supporting legislation to require all schools to adopt MassCore, a recommended set of courses for high school students.

According to the Massachusetts Department of Elementary and Secondary Education, MassCore includes four units of English, four units of mathematics, three units of a lab-based science, three units of history, two units of the same world language, one unit of the arts and five additional “core” courses. Additionally, a computer science course that includes rigorous mathematical or scientific concepts and aligns with the 2016 digital literacy and computer science framework can substitute for either a mathematics course or a laboratory science course.

Implementing this standard high-quality curriculum will ensure that all our students are prepared for their future educational and professional goals and ensure that we can continue to be confident that we are graduating students who are workforce ready, and will enhance production and innovation for employers in the commonwealth. 

Supporting Question 2 is about making sure our educational system works for all our students. It’s about ensuring that we assess our children’s educational progress in a way that reflects the full range of their abilities and achievements, not just their performance on a single test. It’s about providing a more holistic evaluation of student readiness, which aligns with the comprehensive and rigorous standards we’ve set for education in Massachusetts.

I want to maintain high standards for achievement, and I also want a system that supports each student through their unique educational journey. By voting yes on Question 2, we can achieve both: maintaining rigorous standards while ensuring that every student is evaluated fairly and given the opportunity to succeed based on their full academic record.

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By voting yes on Question 2, we can create a fairer and more balanced approach to education. Vote yes on Question 2 to help ensure that our educational standards remain high while making the graduation process more equitable for every student.

Robyn Kennedy is state senator for the First Worcester District.



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Police shoot and kill man armed with knife in Lexington, DA says

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Police shoot and kill man armed with knife in Lexington, DA says


Police shot and killed a man who officials say rushed officers with a knife during a call in Lexington, Massachusetts, on Saturday.

Middlesex County District Attorney Marian Ryan said the situation started around 1:40 p.m. when Lexington police received a 911 call from a resident of Mason Street reporting that his son had injured himself with a knife.

Officers from the Lexington Police Department and officers from the Northeastern Massachusetts Law Enforcement Council (NEMLEC), who were already in town for Patriots’ Day events, responded to the call.

Police were able to escort two other residents out of the home, initially leaving a 26-year-old man inside. According to Ryan, while officers were setting up outside, the man ran out of the home and approached officers with a large kitchen knife.  

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She added that police tried twice to use non-lethal force, but it was not effective in stopping him. The man was shot by a Wilmington police officer who is a member of NEMLEC. The man was pronounced dead on scene and the officer who fired that shot was taken to a local hospital as a precaution.

The man’s name has not been released.

Ryan said typically in a call like this where someone was described as harming themselves, officers would first try to separate anyone else to keep them out of danger, which was done, and then standard practice would be to try to wait outside.

“It would be their practice to just wait for the person to come out. In the terrible circumstances of today, he suddenly rushed the officers, still clutching the knife,” Ryan said.

The investigation is still in the preliminary stages and more information is expected in time. Ryan said her office will request a formal inquest from the court to review whether any criminal conduct has occurred, which is the standard process.

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This happened around the same time as the annual Patriots’ Day Parade, and just hours after a reenactment of the Battle of Lexington, which drew large crowds to town.

This is a developing story. Check back for updates.



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‘An impossible choice’: With little federal help to combat rising costs, Head Start looks to Massachusetts for more help – The Boston Globe

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‘An impossible choice’: With little federal help to combat rising costs, Head Start looks to Massachusetts for more help – The Boston Globe


In Massachusetts, roughly 1,300 slots for children across Head Start’s 28 agencies have been eliminated in the last three years because federal funding has plateaued over that time, while the cost of running the program continues to rise, according to the Massachusetts Head Start Association. Nationally, Head Start enrollment dropped from 1.1 million kids in 2013 to around 785,000 in 2022, according to research by the Annie E. Casey Foundation.

“If they didn’t get into a Head Start program, they would be sitting at home,” said Brittany Acosta, a Head Start parent in Dorchester.

It’s teachers are drastically underpaid, and there’s a serious need for a rainy day-type fund should the federal government shut down again, the association says. As they’ve done in years past, state lawmakers have offered to provide financial relief, but the Massachusetts Head Start Association’s request for 3 percent above the amount it received last year, an additional $4.6 million to help its staff keep up with the state’s rising cost of living, so far has not been allocated.

Violeta, Tyler, and Dimitrius (all 4 years old) play together at the ABCD Dorchester Head Start.Andrew Burke-Stevenson/for The Boston Globe
While looking in a mirror, Kadijah, 3, puts on a toy mail carrier hat.Andrew Burke-Stevenson/for The Boston Globe

Last year, President Trump’s leaked budget proposal revealed he considered eliminating Head Start entirely. Then, in the summer, he cut off Head Start enrollment for immigrants without legal status. And during the fall’s government shutdown, four Head Start centers in Massachusetts closed because they couldn’t access their funding.

Trump’s latest budget proposal shows a fourth year without increasing funding for the program, which was established in the mid-1960s.

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Michelle Haimowitz, executive director of the Massachusetts Head Start Association, said the program doesn’t want to eliminate more child slots than it already has, but paying teachers a competitive salary is equally important in order to keep them from leaving for higher paying jobs. Head Start teachers make under $50,000 annually compared to over $85,000 for the average Massachusetts kindergarten teacher.

“It’s an impossible choice,” Haimowitz said. “When we reduce the size of our programs, we’re not reducing the size of the need.”

Michelle Haimowitz, MHSA, moderator of panel with Massachusetts State Representative Chris Worrell, 5th Suffolk District.David L. Ryan/Globe Staff

Massachusetts is one of few states that supplements federal funding for Head Start, and last year it increased the program’s state grant from $5 million to $20 million, adding to the $189 million in federal aid it receives in this state.

“We can’t run a program without giving staff a raise for three years,” Haimowitz said. “Our next fight now is not just for survival, but it’s for thriving and growth.”

The Massachusetts House Ways and Means Committee on Wednesday released its budget, which doesn’t grant Head Start’s request of a 3 percent boost. But state Representative Christopher Worrell filed an amendment for additional funding. Worrell, whose district covers parts of Dorchester and Roxbury, said he loves Head Start’s embrace of culture, recalling one visit to a center where he could smell staff cooking stew chicken, a traditional Caribbean dish.

“I’ve been to dozens of schools throughout the district, and you don’t get that home-cooked meal,” Worrell said. “[The state is] stepping up and doing the best we can with what we have.”

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Nylah, 3, holds a hula hoop as pre-school teacher Leolina Rasundar Chinnappa (right) and Hasiet, 4, play catch.Andrew Burke-Stevenson/for The Boston Globe
Assistant teacher Paola Polanco (center) helps Annecataleeya (left) pour milk into a glass while Violeta (right) scoops cereal during breakfast.Andrew Burke-Stevenson/for The Boston Globe

At the Action for Boston Community Development’s Head Start and Early Head Start center in Dorchester, the children of Classroom 7 arrived one Monday morning and dove into bins of magnetic tiles before their teachers, Paola Polanco and Leolina Rasundar Chinnappa, served breakfast. Acosta dropped off her 4-year-old daughter, Violeta, before reporting to her teaching position at the center, where several other Head Start parents also work.

“It’s important for all Head Start parents to have the opportunity to give their child an experience in a learning environment before they actually start kindergarten,” Acosta said.

Beyond providing early education and care to children of low-income families, from birth to age 5, the program helps them access other resources, including mental health services, SNAP benefits, homelessness assistance, and employment opportunities.

It also serves as daycare for parents who might not be able to afford it, while they’re at work.

Research has shown the importance of preschool in a child’s development with one 2023 study, focused on Boston public preschools, finding that it improves student behavior and increases the likelihood of high school graduation and college enrollment.

Massachusetts State Representative Chris Worrell (center), 5th Suffolk District, notes during a meeting on the panel at ABCD Dorchester Head Start and Early Head Start.David L. Ryan/Globe Staff

For Rickencia Clerveaux and Christopher Mclean, the Dorchester Head Start center is the only place they feel comfortable sending their 3-year-old son, Shontz, who is on the autism spectrum. Shontz’s stimming — repetitive movements that stimulate the senses — has reduced, and his speech has improved since he joined the center in 2024, Clerveaux said.

Rickencia Clerveaux, ABCD Head Start parent, talks about her children during the meeting held at ABCD’s Dorchester Head Start and Early Head Start in Boston.David L. Ryan/Globe Staff

His parents say he’s also come out of his shell. Mclean now drops his son off and gets a simple “bye” as Shontz joins his classmates, he said.

He and Clerveaux said they appreciate the specialized attention Shontz can receive from teachers, such as when staff identified that Shontz might have hearing issues. His parents were able to follow up with their doctor and get Shontz to have surgery to improve his hearing.

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“It’s a safe net for parents,” Clerveaux said. “There’s so many ways that him being here helps him grow better.”

Without Head Start, Clerveaux said a lot of pressure would be put on parents to find care for their children, “knowing that they’re already struggling or not getting the ends to meet.”

“That’s a burden for everybody in the community,” she said. “If there’s no funding, there’s no daycare and parents cannot work.”

Students sit together after breakfast at the ABCD Dorchester Head Start.Andrew Burke-Stevenson/for The Boston Globe

Lauren Albano can be reached at lauren.albano@globe.com. Follow her on X @LaurenAlbano_.





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Massachusetts leaders hold Boston Marathon safety presser

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Massachusetts leaders hold Boston Marathon safety presser


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