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BALTIMORE (AP) ― The debate over Maryland's decision to make standardized tests a requirement for graduation flared up again Tuesday, and the State Board of Education said it would revisit the policy next month.

Board president James H. DeGraffenreidt Jr. said it would be prudent to address the future of the tests known as High School Assessments, given the strong opinions surrounding the issue of high-stakes testing.

This year's seniors are the first class to be told they have to pass the tests in English, algebra, biology and government in order to receive a diploma. Students who fail one or more subjects can still graduate if their combined score on all four exams is equal to the sum of four passing scores. And students with poor test-taking skills can complete projects that demonstrate their mastery of the subjects.

As of June, 88 percent of students in the class of 2009 who had taken all four tests had met the requirements, either by passing all four subjects or by reaching the minimum combined score, state education officials said. But that leaves thousands who either hadn't taken one of the tests by the end of their junior year or had failed the tests multiple times.

The state has not yet released last year's test scores, which would provide a clearer picture of how the class of 2009 fared.

Still, Leslie A. Wilson, assistant state superintendent for accountability and assessment, told the board that the tests would not adversely affect graduation rates.

"There is no reason that any student will be denied a diploma based solely on High School Assessment requirements," Wilson said.

Board members took issue with that claim -- for different reasons. Blair G. Ewing, who last year voted against making the tests a graduation requirement, said it simply couldn't be true.

"I think there will be a substantial number of students who don't graduate based on HSA requirements," Ewing said. "They won't finish their requirements unless someone does it for them."

Ewing said not enough has been done to address the disproportionate impact of the tests on minorities,

English-language learners and students living in poverty.

Board member Kate Walsh, meanwhile, said that the state is setting the bar too low if the tests are easy enough that everyone who previously would have graduated will receive a diploma.

"Why are we doing them?" Walsh asked. "Doesn't that signal that they don't mean enough?"

Wilson and State Schools Superintendent Nancy S. Grasmick said the tests have resulted in substantial improvements in instruction.

"I think it does mean something," Grasmick said. "Students who get a diploma at least have a mastery of these fundamental skills."

After its discussion, the board opened up the floor for public comments, and of the 10 people who submitted statements about the tests, nine were in favor of maintaining them as a graduation requirement.

Kelly Nelson said her son, Vincent Piscano, a senior at Pikesville High School who is autistic, has been given much more rigorous instruction than he would have received before the tests became a graduation requirement, and that he is better prepared for college and the work force as a result.

She read a statement from Piscano, who has met his HSA requirements. He was too shy to speak to the board.

"If the HSAs go away," Piscano said in his statement, "or special education students don't have to take them, we might not learn what we need to learn."

(© 2009 The Associated Press. All Rights Reserved. This material may not be published, broadcast, rewritten, or redistributed.)