School Size Choices: Comparing Small and Large School Strengths

Janet Fairman discusses the thorny issue of school quality, suggesting that small schools have certain strengths compared to larger schools. Data from her study of small high schools in Maine, as well as research literature, suggest that compared to large schools, small schools allow for greater personal attention to students, have greater flexibility in scheduling, programming and instructional decisions, and often have stronger school-community connections that support student achievement and serve important community needs. Using quantitative measures of quality, Fairman notes that school size alone explains very little of the variation in 11th grade Maine Educational Assessment (MEA) scores, while on other measures there are only small differences based on school size. She suggests that as school systems are redesigned for greater cost efficiency, we should be mindful of the strengths of both small and large high schools and make these strengths part of all high schools, no matter their size

Public Preschool Programs in Maine: Program Design Capacity and Expansion Challenges

This study provides an update on the characteristics of public preschool programs in Maine as well as the progress and challenges in expansion of programs

Public Preschool Programs in Maine: Program Design Capacity and Expansion Challenges

This study provides an update on the characteristics of public preschool programs in Maine as well as the progress and challenges in expansion of programs

School District Reorganization in Maine: Lessons Learned for Policy and Process

In 2007, Maine’s legislature enacted a law mandating school district consolidation with the goal of reducing the state’s 290 districts to approximately 80. Five years later the success of this policy is open to debate. Janet Fairman and Christine Donis-Keller examine what worked and what didn’t work in this effort to consolidate school districts and provide a list of “lessons learned,” with clear implications for the design and implementation of state educational policy

PreK Special Education Inclusion Practices in Maine: An Exploratory Study of Three Districts

The question of how to best meet the social and emotional needs of PreK students in Maine has been a legislative focus in recent years, including two attempts to convene legislative task forces to restructure the provision of special education services for children aged 3 to 5. This Maine Education Policy Research Institute (MEPRI) study sought to address the research gap on PreK special education inclusion. Specifically, this study sought to learn more about current practices and views regarding the inclusion of special education students in public PreK programs, what challenges schools and teachers face in serving these children, and what additional resources such as training, equipment or personnel are needed to serve these students effectively. Research questions guiding this study included: (1) What are the school\u27s current practices regarding PreK special education inclusion; (2) What challenges are there in identifying and serving students with challenging behaviors or special needs within the PreK program; (3) What additional resources do schools need to identify and serve the needs of students with special needs in their PreK programs; and (4) What impacts do schools perceive from their participation in Maine\u27s Public Preschool Inclusion Cohort Training and Technical Assistance program? This small exploratory study used qualitative research methods including interviews with district and school administrators and PreK teachers and coordinators from four schools and three districts participating in the MDOE\u27s Public Preschool Inclusion Project. A total of eight interviews were conducted involving 12 individuals in fall 2018. Interviews were audio-recorded and transcribed. Data analysis included case summaries of each school around the research questions, and identification of themes and patterns across the four participating schools. Findings are described in this report related to the broad research questions framing this inquiry While this study may not have identified the full range of PreK education practices nor all challenges schools face, the authors feel confident that the findings are fairly representative of experiences and concerns shared by other schools in the state. Interview questions for the study are appended