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)

Abstract

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