As controversy continues to swirl around the state's MCAS test and its role as a high school graduation requirement, the American Jewish Congress, in concert with several education policy coalitions, sponsored a forum on alternative approaches to assessing student academic performance. Sharing their expertise at the first panel of the Beyond MCAS forum were Keith Hammitte, humanities teacher at Boston's Fenway High School. Mr. Hammitee spoke about the assessment approach of this small, inner city Boston Pilot School. Fenway High School curricula include units such as a nine week study of the depression of the 1930s. Students learn history, economics, math, sociology etc. through an in depth study of this important historical happening.
Students become engaged in such an issue and are taught to relate it to the present.
In addition to tests, Fenway High School emphasizes the use of portfolios and exhibitions, where students can use their reading, writing, speaking and listening skills they have attained. The school's emphasis on in-depth learning on a special issue that engages students can not continue if preparing for the MCAS test dominates the curricula. Most finish in four years. Panelist Linda Gerstle, executive director of Atlas Communities, a division of the Education Development Center, works with 100 urban and rural schools across the country. Atlas's approach is to mobilize communities and schools by establishing a set of principles adhered to by children, parents and community schools.