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)

Authors

Erika Stump PhD, University of Southern Maine, Center for Education Policy, Applied Research and Evaluation
Bernadette Doykos PhD, University of Southern Maine, Center for Education Policy, Applied Research and Evaluation
Maria Rios Brache

Publication Date

3-2018

Document Type

Report

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.

Recommended Citation

Stump, Erika PhD; Doykos, Bernadette PhD; and Brache, Maria Rios, "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)" (2018). Higher Education and College Readiness. 8.
https://digitalcommons.usm.maine.edu/cepare_readiness/8