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This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s).

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Abstract/ Summary

Nationally, over the past few decades, standards-based school reform has taken root as a policy initiative and instructional model. This has advanced the use of learning standards and aligned assessments as a mechanism to bring consistency and clarity to public school curriculum and instruction, with the intention of raising student achievement. The adoption of the Maine Learning Results in 1997 marked Maine's entry into this new era of standards-based reform. For the past six years, school districts across the state of Maine had been in various stages of implementation of a 2012 law that required high schools to certify that a student has achieved proficiency in all areas of the state Learning Results standards in order to receive a diploma. As the deadline for full effect of the law became imminent with the graduating class of 2021, concerns grew over challenges with implementation. In November 2018, all Maine superintendents were invited to participate in an online survey to provide their perceptions about various policies and practices related to Maine's proficiency-based diploma legislation. Their feedback points to several areas where state policy can help them to be more successful.


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