Deep blue Massachusetts may be distant from the presidential campaign trail, but a high-stakes campaign has saturated the state with social media and television advertisements, urging voters to consider a significant shift in the public school system, which is widely regarded as one of the best in the nation.

For years, Massachusetts has mandated that students pass standardized exams in English, math, and science to earn their high school diplomas. This requirement caps a rigorous set of standards that have distinguished the state in terms of achievement test scores.

On Election Day, voters will determine whether to change this policy.

The ballot measure, known as Question 2, seeks to remove the exams as a graduation requirement. Should it pass, there would be no statewide criteria for diploma eligibility.

The proposal has sparked intense divisions among the state’s Democratic leadership.

The state’s teachers’ union, which initiated the ballot question, has invested millions to persuade voters that the exams disproportionately affect disadvantaged teenagers. They cite research indicating that such mandates can lead to higher dropout rates among at-risk students.

Support for the union comes from several members of Congress, including Representative Ayanna Pressley and Senator Elizabeth Warren, who argue that a single test cannot adequately assess all students’ abilities.

In contrast, business leaders and state officials, including Democratic Governor Maura Healey, advocate for maintaining the testing requirement, asserting that a uniform standard holds all students to the same expectations, regardless of their background. The Boston Globe’s editorial board has issued a stern warning, stating that while Massachusetts schools are “the envy of the nation,” this effort “endangers one of the pillars of the state’s success.”

More than 90% of sophomores pass the Massachusetts Comprehensive Assessment System (MCAS) on their first attempt. Students who fail can retake the exams multiple times or appeal the decision.

Ultimately, only a few hundred students—out of over 65,000 test takers—are denied a diploma annually for not passing the MCAS, with approximately 85% of those being students with disabilities or new immigrants still acquiring English skills.

Opponents of the ballot measure argue that if the state’s 300-plus districts establish their own graduation requirements, other disadvantaged students could fall behind. They express concern that wealthier districts might set more rigorous standards while low-income students might graduate after meeting minimal criteria.

High school exit exams became popular in the early 2000s as a means to enhance achievement by raising standards and signaling preparedness to colleges and employers. However, many states have moved away from these exams in the past decade, believing that providing more options for demonstrating skills could better serve disadvantaged students.

Currently, Massachusetts is among only nine states that still require an exit exam for graduation.

The discussion surrounding the potential repeal of this requirement coincides with ongoing national conversations about addressing achievement gaps that widened during the pandemic.

Some states have relaxed standards, lowering passing scores in reading and math, and grade inflation has become more prevalent since the pandemic, even as students face learning losses. Notably, Massachusetts saw a slight increase in its graduation rate from 2019 to 2023, despite rising school absenteeism.

Thomas Dee, a professor at Stanford’s Graduate School of Education, who opposes abolishing the requirement, expressed concern that these trends indicate “a kind of fatigue and a lowering of expectations” following Covid.

“We know the harm inflicted on this generation of children remains very much present,” Mr. Dee stated, warning that states could be creating an “educational debt” that leaves students unprepared for college-level work.

Due to federal testing mandates, 10th graders will continue to take the exams even if the ballot measure passes, although their scores will not be factored into state evaluations.

Proponents of the ballot measure argue that eliminating the stakes of these exams could allow students to focus on learning beyond test content. A survey from George Washington University’s Center on Education Policy indicated that many teachers spend over 12 days preparing students for state exams, with those in higher-poverty schools dedicating even more time.

Max Page, president of the Massachusetts Teachers Association, contended that concerns about declining excellence are exaggerated. He asserted that the state’s rigorous standards are deeply embedded in its educational system, encompassing everything from curriculum to teacher certification and oversight.

“That’s the essence that makes our schools the best in the country,” Mr. Page said. “Not this singular standardized test.”

If the ballot measure is approved, the exam requirement will be lifted for the Class of 2025 this spring.

Experts suggest that the debate over the testing requirement might overlook a larger issue. For instance, requiring immigrant students who are still learning English to pass an English exam indicates a disconnect between expectations and the support provided for these students, according to John Papay, an associate professor at Brown University who has researched high-stakes exams.

“Is it the test—or is it the standards—that are preventing students from graduating?” he inquired. “I believe the testing issue is a distraction.”