Education Development Center (EDC) conducted this study as part of the Student-Centered Learning Research Collaborative’s initial cycle of research. The team at EDC worked alongside fellow scholars, educators, and policymakers to investigate the impact of specific student-centered practices and then translate their findings for cross-sector audiences.
EDC’s final report, Understanding implementation of proficiency-based education in Maine, represents their work over the past two years as they partnered with ten districts in rural Maine to examine the extent to which students were exposed to and experienced proficiency-based education.
- To what extent do specific patterns of student exposure to student-centered, proficiency-based
education exist? What are the characteristics of the exposure profiles? What predicts membership in the exposure profiles?
- How is student exposure to student-centered, proficiency-based education associated with
student academic and engagement outcomes? Do associations between exposure and outcomes vary as a function of student characteristics?
- What is the nature of implementation and what factors contribute to variability in the
implementation of practices aligned with principles of student-centered, proficiency-based
- Students with greater exposure to proficiency-based practices tended to demonstrate higher levels of engagement.
- Students with individualized educational plans tended to have the greatest exposure to proficiency-based education.
- In the early stages of implementation of proficiency-based education found in the Maine schools, traditional classroom practices were still fairly commonplace.
EDC partnered with 10 districts in rural Maine to study students’ exposure to student-centered, proficiency-based education and the relationship between exposure and student academic performance and engagement.
In 2012, the Maine legislature passed a proficiency-based graduation law, requiring its public schools to grant high school diplomas based on students’ mastery of eight subjects. But, mandating proficiency-based education is one thing. What about implementing it?
To learn about how this law was translated into practice, Education Development Center (EDC) partnered with 10 districts in rural Maine that were in the process of implementing the state’s requirement. EDC studied students’ exposure to student-centered, proficiency-based education and the relationship between exposure and student academic performance and engagement.
Curious about what they found? EDC’s Karen Shakman digs into the findings and their implications in this installment of the Research Collaborative Seminar series.
Education researchers must engage with schools in a way that allows educators to feel like true collaborators as opposed to “lab rats” being observed. How can we better work with educators as opposed to working on education issues as we study their implementation?
EDC partnered with 10 districts in rural Maine to study students’ exposure to student-centered, proficiency-based education and the relationship between exposure and student academic performance and engagement. Read principal investigator Karen Shakman’s insight on cultivating authentic research partnerships with educators.
Funding for this study provided by the Nellie Mae Education Foundation.
Learn more about the Student-Centered Learning Research Collaborative at sclresearchcollab.org.