Date of Award

1-2018

Rights

© 2018 Cheri Towle

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Michelle Collay

Second Advisor

Kim Roberts-Morandi

Third Advisor

Catherine Biddle

Abstract

The transformation from an industrialized age model to a student-centered, standards-based model has received various reactions from a multitude of stakeholders. In May 2012, the 125th Maine Legislature passed into law LD 1422, An Act to Prepare Maine People for the Future Economy. This law required students that graduate from Maine public high schools to graduate with a diploma that demonstrated proficiency on standards in eight content areas and guiding principles. One prior study conducted in four phases by the Maine Education Policy Research Institute (MEPRI) examined the impacts, challenges and facilitators within implementation of this state policy. The focus for this study was to document, analyze and describe how school district leaders in Maine have proposed to implement LD 1422 by July 1, 2021. As all Maine districts were required to complete a confirmation of readiness application or an extension application with the Maine Department of Education (MDOE), this study reviewed these applications and district policies. The collected data were coded, analyzed and organized in relation to the research questions. Findings were reported by five categories: background metrics, state extension options, policy implementations, professional development and patterns and trends. This research suggests that there is a personalized learning approach to the implementation of LD 1422 as no significant patterns or trends emerged. The study suggests that LD 1422 was an impetus for change as districts increased professional development (91%) and changed district policies (68.8%). The study found that 81.3% of districts are measuring proficiency in four content areas by 2021 and 65.5% of districts are measuring proficiency of standards through proficiency scales or dual grading scales. The study revealed that the extension option chosen did not impact the implementation efforts of the districts. This study offers recommendations to the Maine Department of Education, Maine Legislature, and educational leaders.

Comments

Ed.D. Dissertation

Share

COinS