{"id":3886,"date":"2016-04-21T00:00:00","date_gmt":"2016-04-21T04:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/hot-off-the-press-proficiency-based-high-school-diploma-systems-in-maine\/"},"modified":"2020-02-05T12:58:06","modified_gmt":"2020-02-05T17:58:06","slug":"hot-off-the-press-proficiency-based-high-school-diploma-systems-in-maine","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/hot-off-the-press-proficiency-based-high-school-diploma-systems-in-maine\/","title":{"rendered":"Proficiency-Based High School Diploma Systems in Maine"},"content":{"rendered":"

\"Diploma\"I toured the state of Maine last fall to try to understand what was happening in districts, as the policy for a proficiency-based diploma challenged all districts to create more meaning than time-based credits for graduation and figure out how to get all students to be able to cross the finish line. (Maine\u2019s policy essentially made high school a four year clock that started ticking when students enter ninth\u00a0grade.) You can find the overview of the Maine Road Trip here<\/a>.<\/p>\n

Last month, the Maine Education Policy Research Institute (MEPRI) at the Center for Education Policy, Applied Research & Evaluation (CEPARE) at the University of Southern Maine released their fourth policy report Proficiency-based High School Diploma Systems in Maine<\/a>\u00a0based on six case studies. This stage of the research asked three questions:<\/p>\n

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  1. How do Maine public school and school district educators and administrators perceive the challenges and facilitators of implementing the state’s mandated proficiency-based diploma system as described in An Act To Prepare Maine People for the Future Economy?<\/li>\n
  2. How do Maine public school and school district educators and administrators perceive the impacts of implementing the state’s mandated proficiency-based diploma system as described in An Act To Prepare Maine People for the Future Economy on management systems and structures, fiscal allocations, school climate, instruction, as well as curriculum and assessment?<\/li>\n
  3. How are Maine public school districts defining proficiency and developing local PK-12 proficiency-based diploma policies?<\/li>\n<\/ol>\n

    For any state thinking about going in this direction as a high leverage policy strategy, it is well worth reading all the reports.<\/p>\n

    Here are a few highlights from the report by Erika Stump, Bernadette Doykos and Catherine Fallona.<\/p>\n

    Progress Being Made<\/strong><\/p>\n

    In those districts that are making headway in creating a proficiency-based system, the researchers report increased communication and strategies for remediation were reported as advancing student performance and contributing to an enhanced culture of learning. This work encompassed increased collaboration among teachers, families and leaders surrounding students’ progress, and many educators spoke of the benefits of “breaking down the walls” of the teaching profession. <\/em><\/p>\n

    From my point of view, one of the most powerful benefits isn\u2019t mentioned in the summary. The researchers found that school districts made great strides and were continuing work to improve interventions to support students who did not meet the standards. <\/em>This doesn\u2019t mean that we know the best way to do this as a nation, as we are so trapped by the coverage mentality in which students are taught at their grade levels regardless of their performance levels. What this means to me is that proficiency-based learning is doing what it is supposed to do \u2013 create the conditions for continuous improvement focused on both student achievement and district\/school performance.<\/p>\n

    Faced with finding ways to help all students become proficient in the graduation expectation, districts are seeking other avenues not required by the state law. They are turning to more personalized learning approaches. From the report: Therefore, some districts were utilizing this opportunity of mobilization to engage in school- or district-wide reforms to improve school climate, instructional practice as well as student outcomes. The specific improvement approaches or reforms varied by district and included “student-centered learning,” “customized learning,” expeditionary learning,” and others. These reforms often promoted pedagogy that was similar to or complementary to proficiency-based learning but also included recommended practices that were not explicitly required by the state law. <\/em><\/p>\n

    Challenges<\/strong><\/p>\n

    In the summary, the report identifies several challenges districts are encountering, including:<\/p>\n