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

Authors

Erika K. Stump, University of Southern Maine, Center for Education Policy, Applied Research and EvaluationFollow
Bernadette Doykos PhD, University of Southern Maine, Center for Education Policy, Applied Research and Evaluation
Catherine Fallona PhD, University of Southern Maine, Center for Education Policy, Applied Research and Evaluation

Publication Date

3-2016

Keywords

standards-based school programs, proficiency-based diploma

Document Type

Report

Abstract

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's 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.

Recommended Citation

Stump, Erika K.; Doykos, Bernadette PhD; and Fallona, Catherine PhD, "Proficiency-based High School Diploma Systems in Maine: Local Implementation of State Standards-based Policy Phase IV Policy Report" (2016). Proficiency-Based Education. 4.
https://digitalcommons.usm.maine.edu/cepare_proficiency/4