To the Massachusetts Department of Elementary and Secondary Education (DESE),

My experiences working in a Deaf school and a Deaf nursing home gave me valuable insight into the challenges faced by Deaf individuals. These experiences inspired me to advocate for better inclusion, education, and resources for Deaf individuals.

The Problem: Massachusetts Comprehensive Assessment System (MCAS) is used to measure a child's knowledge and based on the test results the children are placed in the classroom according to their level. However the MCAS fails to accommodate deaf children. According to the MCAS manual table 4 figure A6.1, “The test must be signed exactly as it appears” American Sign Language (ASL) and English are fundamentally different languages. Word-for-word signing creates barriers rather than access.

Not Alone:Educators have shared their concerns “Teachers are starving for something that works ... something that respects both the ASL and English skills.” This highlights the frustration with standardized tests that are designed for hearing students 

Solution: Massachusetts and DESE champion equality but fail to achieve equity. Research shows that “Some teachers may underestimate the capabilities of deaf students, setting lower expectations”  To create a fair and equitable environment, Massachusetts and DESE must re-evaluate MCAS accommodations and develop policies with fewer restrictions that reflect how Deaf students learn and succeed.     

https://www.bu.edu/articles/2017/rebooting-deaf-ed/​ 

https://www.doe.mass.edu/mcas/accessibility/manual.pdf​

https://deafwebsites.com/understanding-the-social-challenges-deaf-students-face-in-mainstream-schools/