On Friday, October 9, 2026, students received a memo announcing a major shift in how marking period exams are conducted at Medgar Evers College Preparatory School (MECPS). Rather than traditional classroom-based assessments, the school has implemented mandatory, standardized "departmental exams" for every marking period.

While the stated goal of preparing students for standardized tests (like Regents and AP exams) is understandable, the execution of this policy has created severe disruption, unnecessary stress, and direct schedule conflicts for students.

Key Concerns & Systemic Failure
1. Severe Lack of Notice & Disorganized Communication
Despite claims that this initiative was planned well in advance, official schedules were released less than 24 hours before the exam block began. Expecting high school and dual-enrollment college students to rearrange academic commitments on less than a day’s notice is unreasonable and unprofessional.

2. Major Exam Overlaps & Scheduling Conflicts
Standardized testing models work at the state or national level because schedules are published months in advance to prevent conflicts. Here, core courses taken simultaneously by the majority of upperclassmen—such as AP Governmentand AP Economics—were scheduled during the exact same testing window (Periods 1 & 2 on 10/14). Forcing large portions of the graduating class into immediate make-up conflicts on day one demonstrates a lack of basic organizational planning.

3. Unreasonable Burden on Dual-Enrollment / Smart Scholars
Smart Scholars enrolled in Medgar Evers College (MEC) courses are being forced to choose between attending mandatory college lectures/exams or high school departmental finals. Placing the entire administrative burden on 16- and 17-year-old students to negotiate last-minute absence policies with college professors damages our academic standing and professional relationships at MEC.

4. Flawed Frequency of Standardized Testing Models
Standardized exam conditions are designed for annual cumulative assessments (like Regents or APs in May/June)—not for routine marking period tests every 6 to 8 weeks. Subjecting students to rigid, standardized testing protocols multiple times a year creates an unnecessarily high-stress environment that distracts from actual daily learning and instruction.

Our Demands / Call to Action
We, the students and families of MECPS, request the following immediate reforms:

1. Make Departmental Exams Optional: Transition the new departmental exam format into an optional preparatory tool for students who specifically want extra practice for upcoming Regents or AP exams.
2. Restore Teacher-Administered Finals: Return routine marking period final examinations to individual classrooms managed by teachers, ending the rigid multi-period lockdown testing format.
3. Advance Publication Policy (If Applicable): For any optional departmental testing or future school-wide assessments, schedules must be published at least two weeks (14 days) prior so students can plan accordingly.
4. Protect College Commitments: Ensure that high school testing structures never force Smart Scholars to compromise their attendance, standing, or participation in their Medgar Evers College courses.

Why This Matters
MECPS scholars pride themselves on academic excellence and rigor. However, true academic preparation requires structured organization, fair scheduling, and respect for students' time. We ask administration to partner with us to fix these logistical failures and prioritize student well-being