Maine went all in on ‘proficiency-based learning’ — then rolled it back. What does that mean for the rest of the country?
By Matt Barnum for chalkbeat.org
When Ted Finn first heard about the new way of running a high school, he was excited.
Forget students squeaking by with Cs and moving on without truly understanding math or biology. Throw out the idea that a student has to pass a collection of classes to earn a diploma — instead, tell them what essential skills they need. Instead of letting a bad test grade derail a student, give them multiple chances to demonstrate what they know.
“The idea of having an identified set of standards and expectations that would be put out there, so that … everybody would know that if you had earned credit in, say, an Algebra I class, you did in fact meet specific identified standards — at first I was thinking, this is great,” said Finn, a longtime Maine educator and the principal of Gray-New Gloucester High School, about 20 miles from Portland.
For the last several years, he has been part of an ambitious experiment to take that approach, known as proficiency-based education, statewide. In 2012, Maine passed a law changing how high school diplomas were awarded. To earn one, students would have to demonstrate that they had mastered material in eight subjects. Advocates said this would better prepare students to compete in the future economy.
But the latest developments suggest that Maine may become a cautionary tale rather than the successful proof point advocates had hoped for.
Across the state, districts struggled to define what “proficiency” meant and teachers struggled to explain to students how they would be graded. Those challenges, plus strong backlash from parents, caused the state to scrap the experiment earlier this year, allowing districts the choice to return to traditional diplomas.
“If you don’t have the buy-in of your community, you’re in for a world of hurt,” Finn explained.
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