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Proficiency-Based High School Diploma Systems In Maine: Implications For College And Career Access, Erika K. Stump, Janet C. Fairman Ph.D., Bernadette Doykos Phd, Paul Fink
Proficiency-Based High School Diploma Systems In Maine: Implications For College And Career Access, Erika K. Stump, Janet C. Fairman Ph.D., Bernadette Doykos Phd, Paul Fink
Proficiency-Based Education
This report shares research conducted to examine the alignment of proficiency-based diploma systems with college eligibility and admissions requirements as well as identify post-secondary career entry requirements and attributes of high quality workers. Findings suggest that most college admissions, scholarship selection and athletic eligibility processes still heavily rely on traditional components, such as grade point average, standardized test scores, course selection and grades. Admissions officers indicated that a precise, informative school profile and clear transcript with student information that could be compared to other applicants was important. Although participants in this study said they had not received many proficiency-based high …
Proficiency-Based High School Diploma Systems In Maine: Local Implementation Of State Standards-Based Policy Phase Iv Policy Report, Erika K. Stump, Bernadette Doykos Phd, Catherine Fallona Phd
Proficiency-Based High School Diploma Systems In Maine: Local Implementation Of State Standards-Based Policy Phase Iv Policy Report, Erika K. Stump, Bernadette Doykos Phd, Catherine Fallona Phd
Proficiency-Based Education
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 …
Proficiency-Based Diploma System In Maine: Implementing District-Level High School Graduation Policies Phase Iii Report, Erika K. Stump, David L. Silvernail Phd
Proficiency-Based Diploma System In Maine: Implementing District-Level High School Graduation Policies Phase Iii Report, Erika K. Stump, David L. Silvernail Phd
Proficiency-Based Education
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's 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 …
Preliminary Implementation Of Maine's Proficiency-Based Diploma Program, David L. Silvernail, Erika K. Stump Phd, Angela Atkinson Duina, Lori Moran Gunn
Preliminary Implementation Of Maine's Proficiency-Based Diploma Program, David L. Silvernail, Erika K. Stump Phd, Angela Atkinson Duina, Lori Moran Gunn
Proficiency-Based Education
The Joint Standing Committee on Education and Cultural Affairs of the Maine Legislature requested that the Maine Education Policy Research Institute (MEPRI) undertake a study designed to compile data on the preliminary development, costs, and impacts of standards-based school programs and to report back to the committee in 2013 on the progress Maine schools and school districts were making in transitioning to the new education system. To that end, MEPRI researchers and analysts have conducted a study of a select sample of Maine schools and school districts.