The Massachusetts Comprehensive Assessment System (MCAS)
is the Commonwealth's new statewide assessment program for
public schools. MCAS measures the performance of students,
schools, and districts on the academic learning standards
contained in the Massachusetts Curriculum Frameworks, fulfilling
requirements of the Education Reform Law of 1993. In May 1998,
students in grades 4, 8, and 10 participated in the first
annual administration of the MCAS tests in English Language
Arts, Mathematics, and Science & Technology. All students
in grades 4, 8, and 10 are tested in English language arts,
mathematics, and science and technology. In May 1999, history
and social science were added. Students are required to pass
the MCAS grade 10 tests in English Language Arts and Mathematics
in order to receive a high school diploma. Students are given
multiple opportunities, if necessary, to pass the tests. Students
must also meet local graduation requirements for high school
graduation, such as completion of required coursework.
In October, 2004, Massachusetts public school students with
limited English proficiency participated in the first operational
administration of the new Massachusetts English Proficiency
Assessment (MEPA). The MEPA program includes two components:
a reading and writing test (MEPA R/W) and a speaking and listening
test based on the Massachusetts English Language Assessment-Oral
(MELA-O).
Merit’s Language Arts and math software programs correlate
to the Massachusetts Curriculum Frameworks and can help students
prepare for the as MCAS. The content and format of Merit’s
programs can help students develop and strengthen their test-taking
skills as well as their reading, writing and math skills.
Merit reading software has been proven -- through rigorous,
scientifically based research -- to increase both student
reading comprehension and standardized test scores. Merit
research study findings reveal that education software is
an effective tool to improve test scores and academic performance.
Published: January 2005 |
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