Proficiency-based High School Diploma Systems in Maine: Getting to Graduation

In the 127th Maine State Legislative Session, An Act to Implement Certain Recommendations of the Maine Proficiency Education Council (S.P. 660 -- L.D. 1627) was passed into law as Chapter 489. This amended the chaptered law passed in 2012, An Act to Prepare Maine People for the Future Economy (S.P.439 -- L.D.1422), requiring public school districts to implement proficiency-based high school diploma requirements and standards-based education systems. Beginning in 2012, the Maine Legislature\u27s Joint Standing Committee on Education and Cultural Affairs has annually requested that the Maine Education Policy Research Institute\u27s (MEPRI) work plan include empirical research studies designed to compile data, examine progress and explore impacts regarding implementation of this state policy within school districts across the state. This work has furthered the understanding of perceptions in the field and implications of proficiency-based diploma policies within the state, national and global context as well as the implementation in local schools and school administrative units. In 2017-2018, Phase VI of this ongoing research includes two separate research studies examining the impacts of implementing proficiency-based diploma systems within the immediate and wider contexts of public schooling in Maine. One of these studies focused on case studies of high schools to examine the practices, challenges and facilitators as well as the perceptions of high school educators and administrators about meeting the needs of students and their district\u27s requirements for earning a proficiency-based diploma. This report describes the updates to current related literature, methodology and findings from the case study research involving Maine high schools. Findings from this case study research indicate that, as part of the school and district work to implement a proficiency-based system, all case study schools were establishing definitions of proficient, aligning curricula and assessments to common content area standards, and building interventions to remediate with students struggling to demonstrate proficiency. Although specific practices, approaches and perceptions of this work varied among educators and across schools, diligent effort to create a transparent system that benefitted students was evident in all case study schools. Educators and administrators shared that challenges included uncertainty about state-level rules, defining proficient, needing resources to support all students, misalignment with standardized tests, and communication through grading practices. Also, participants in this study indicated that transition to a proficiency-based education system could raise expectations for lower performing students, offer greater professional collaboration, and provide more clarity regarding academic standards

Proficiency-based High School Diploma Systems in Maine: Local Implementation of State Standards-based Policy Phase IV Policy Report

In this current year, Phase IV, researchers collected new data from qualitative interviews and document analysis in six case study school districts in Maine, representing a range of demographics, geographic regions and implementation stages. Three of these districts had been involved in at least one year of Phase I-III of this study, allowing for exploration of ongoing implementation practices and comparing perceived challenges and benefits from initial implementation to later stages. Findings suggested that Maine\u27s proficiency-based high school diploma mandate had mobilized PK-12 collaborative professional work, but there was an evident need for even greater professional time for full systemic implementation. School districts were utilizing proficiency benchmarks and language to describe content standards that were varied across the state yet increasingly common within a district

Proficiency-based High School Diploma Systems in Maine: Getting to Graduation (Supporting Students in High Schools Implementing Standards-based Education and Proficiency-based Graduation Requirements)

Findings from this case study research indicate that, as part of the school and district work to implement a proficiency-based system, all case study schools were establishing definitions of proficient, aligning curricula and assessments to common content area standards, and building interventions to remediate with students struggling to demonstrate proficiency

Preliminary Examinations of the Relationships Between the Use Levels of Maine Learning Technology Initiative Devices and School-Level Poverty

As MLTI extends into its second decade of operation, a number of questions have emerged that require increased attention to ensure that the needs of students and teachers are being met. For example: Is there evidence of a second “digital divide”—one of skills and use—across the state of Maine? Does the socioeconomic status of students and schools in Maine influence the level of technology integration? The purpose of the present Brief was to explore these questions. To accomplish this, we examine how students’ use of technology varies by schools’ free and reduced priced lunch (FRPL) by analyzing data from student surveys that documented how devices were used for educational tasks inside and outside of their classrooms

Proficiency-based High School Diploma Systems in Maine: Implications for College and Career Access

In the 127th Legislative Session, An Act to Implement Certain Recommendations of the Maine Proficiency Education Council (S.P. 660 - L.D. 1627) was passed into law as Chapter 489 amending the chaptered law An Act to Prepare Maine People for the Future Economy (S.P.439 - L.D.1422) passed in 2012 requiring Maine school districts to implement proficiency-based diploma requirements and standards-based education systems. The Maine Legislature\u27s Joint Standing Committee on Education and Cultural Affairs has requested for the past five years that the Maine Education Policy Research Institute\u27s (MEPRI) annual work plan include studies designed to compile data, examine progress and explore impacts regarding implementation of this state policy within local institutions and school districts across the state. In 2016-2017, Phase V of this study shifted from the general perceptions and practices of schools and districts implementing proficiency-based high school diploma systems (as explored in Phases I-IV) to the examination of the policy implications within key programs, contexts and populations. This report shares research conducted to examine the alignment of proficiency-based diploma systems with college eligibility and admissions requirements as well as identify postsecondary career entry requirements and attributes of high quality workers. Findings suggest that most college admissions, scholarship selection and athletic eligibility processes still heavily rely on traditional components, such as grade point average, standardized test scores, course selection and grades. Admissions officers indicated that a precise, informative school profile and clear transcript with student information that could be compared to other applicants was important. Representatives from Maine businesses and professional organizations described high quality entry-level job applicants as dependable and positive with a strong work ethic as well as being adaptable to changing markets or leaders. Employers said that they expected high school graduates to demonstrate a common level of basic literacy in reading, writing, mathematics and technology. Many participants from Maine businesses emphasized that their organizations needed employees who understood local as well as global economic systems and demonstrated collaboration in a team-oriented environment in addition to solid communication skills. Four appendixes are included: (1) College Access (Part I) Interview Protocol; (2) Post-Secondary Institution Admissions Criteria; (3) Career Access (Part II) Interview Protocol; and (4) Maine Employment Data

Graduation Policies in a Public High School (A Case Study)

This report shares research conducted in a case study of one higher performing high school to examine the practices, challenges and facilitators of implementing a standards-based curriculum and proficiency-based diploma systems

Proficiency-based High School Diploma systems in Maine: Implications for College and Career Access

This report shares research conducted to examine the alignment of proficiency-based diploma systems with college eligibility and admissions requirements as well as identify post-secondary career entry requirements and attributes of high quality workers. Findings suggest that most college admissions, scholarship selection and athletic eligibility processes still heavily rely on traditional components, such as grade point average, standardized test scores, course selection and grades. Admissions officers indicated that a precise, informative school profile and clear transcript with student information that could be compared to other applicants was important. Although participants in this study said they had not received many proficiency-based high school transcripts yet, they communicated that it would be critical to explain changes and felt proposed changes have the potential to be a less reductive way of evaluating students