Financial Characteristics of High and Low Performing Schools in a Predominantly Rural State

Do high performing schools use resources differently than low performing schools? What are the connections between K-12 school funding and academic performance? Today several states (e.g., Illinois, Minnesota, New Jersey, Ohio, Oregon, etc.) are exploring answers to these questions as they attempt to fund schools adequately and in more efficient ways. The research literature from early production function studies (e.g., Brown & Saks, 1975; Hanushak, 1979, 1989; Harnisch, 1987) provides some partial answers, but some of the most recent studies have unearthed some conflicting results (e.g., Baum, 1986; Hedges, Laine, & Greenwald, 1994; Monk, 1994; Wenglinsky, 1997). In addition, few of the studies have examined rural schools. The purpose of the series of research studies described in this symposium was to address the questions above by examining the characteristics of high and low performing elementary, middle and high schools in a predominantly rural northeastern state

The Maine Schools Study: Phase II Report on Improving Maine Schools Preliminary Analysis of Maine High Schools

At the request of the state legislature, the Maine Education Policy Research Institute (MEPRI) at University of Southern Maine (USM) has been conducting a study of public schools that have been identified as: (1) more efficient; and (2) improving. Over the past two years, MEPRI has developed a set of metrics for identifying schools whose students are beating the odds by performing significantly better on state assessments than is predicted from student and community characteristics, and to use this same metric to identifying improving schools, school that have a record of improvement. The goal of the two-phase study has been to identify the strategies and practices that these two types of schools are using to support all learners. The basic research design used in the two phased study entailed: (1) identifying more efficient and improving schools; (2) selecting a sample of schools to study in more detail; (3) conducting case studies on the sample schools; and (4) preparing cross case analyses and final reports for each phase of the study. Phase I of the study has been completed and the report is available at www.usm.maine.edu/cepare. Phase II of the study is underway at this time, and the initial work has been completed on the Improving high schools. This report describes the criteria used in selecting the schools, case by case reports of each of the high schools, and a preliminary cross case analysis of the high school findings

Proficiency-Based Diploma System in Maine: Implementing District-Level High School Graduation Policies Phase III Report

In this Phase III of the study, examination of the application documents, practices, policies and standards of several case study districts provided insights into the development of local high school graduation policies aligned with Maine\u27s proficiency-based diploma legislation. In addition, high school administrators and district leaders in case study districts were asked in interviews to discuss how this state policy has continued to impact their local district and schools. The following material describes the work being done regarding high school graduation policies that have been proposed and passed in these seven case study districts. This study examines and describes the local implementation process of these districts but does not evaluate the work being conducted in these case study districts and schools. However, policy recommendations are provided at the conclusion of this report

Analysis of the Essential Programs and Services Disadvantaged Youth Cost Component

Prior to implementation of EPS, Maine’s funding formula had little in terms of prescribed levels of adjustment to insure vertical equity. But beginning in 2005-06, three vertical equity adjustments were put into place (special needs, LEP, and Disadvantaged Youth), and provisions were included in the law for three year reviews of these adjustments. The Disadvantaged Youth adjustment was first reviewed in Fall 2008. This report describes the results from the second regularly scheduled review in 2010-2011

The Condition of K-12 Public Education in Maine 2004

This book is designed to provide Maine citizens, legislators, and educators a bi-annual report on the state of Maine public schools and education. This new edition updates educational information which appeared in earlier editions, and also provides information on several new topics

Summer Learning Loss for Maine Public School Elementary Students

The goal of this research was to determine if there are statistically significant differences in learning between different categories of students apart from the influences of school. The foundational assumption is that student academic achievement is a product of both in-school and out-of-school factors. While there are many breaks from schooling during the calendar year, the largest by far is the summer recess. This study examined student achievement data measured at the end of one school year and then again at the beginning of the next school year. The study took advantage of the natural experiment that arose when the State of Maine changed from assessing students’ progress toward meeting the standards of the MLR from the spring administered MEA to the fall administered NECAP

The Condition of K-12 Public Education in Maine 2005

This book is designed to provide Maine citizens, legislators, and educators a bi-annual report on the state of Maine public schools and education. This new edition updates educational information which appeared in earlier editions, and also provides information on several new topics

The Relationship Between Maine School Administrative Unit Size, Costs, and Outcomes

This study examined the question of whether some degree of consolidation of school districts or regionalization of functions might have the potential to yield reductions in educational costs without sacrificing educational quality. It reports the results of a study of the relationships in Maine school districts between district size, expenditures, and outcomes

Types and Barriers Maine High School Students May Face in Fulfilling Post-Secondary Educational Aspirations

Why do only about one-half of Maine’s graduating seniors attend a college or university? What barriers to participation in higher education do Maine’s students encounter. This report attempts to provide some preliminary answers to this question by reporting findings from the research literature