16-068_EDME_2016_IndicatorsReport_Final

FORMAINE
EDUCATION INDICATORS2016

MISSION AND ACKNOWLEDGEMENTS
Educate Maine is a business-led education advocacy organization championing college and career readiness, and increased education attainment. Educate
Maine believes that education is the catalyst and foundation for individual success, engaged citizenship, and sustainable economic growth; and that all Maine
people should have equal access to high quality educational opportunities.
We would like to thank the following individuals, organizations, and businesses who have helped guide the development of Education Indicators for Maine
2016: Educate Maine board members Duke Albanese, Paul Bolin, Cari Medd, and Laurie Lachance; Colleen Quint of the Alfond Scholarship Foundation; Tony
Cipollone of the John T. Gorman Foundation; Cherie Galyean of the Maine Community Foundation; and Dr. Flynn Ross of the University of Southern Maine.
Lisa Plimpton of Plimpton Research conducted the research and analysis. Mariette Aborn, a Bowdoin College student wrote the narrative. Pica of Belfast, Maine
was responsible for design and layout. Franklin Printing of Farmington, Maine was responsible for printing. This report is underwritten through the generous
support of the John T. Gorman Foundation, the Maine Community Foundation, and the Nellie Mae Education Foundation.
Copyright 2016 Educate Maine
Educate Maine is pleased to present the Education Indicators for Maine 2016 report. This is the
fourth installment of this annual report developed to explore and understand Maine’s entire
education system beginning in early childhood and continuing throughout adulthood. This is a
snapshot of that system presented through critical indicators that measure access, participation,
and performance across the system. The health of the whole system is our priority. In keeping
with this, no one indicator tells a complete story. Taken together, they do provide the reader a
view of what is working well and where we need to invest more time and resources.
We believe that education is the key to Maine people’s success therefore starting early and
providing multiple pathways to gain skills and experience throughout life will provide greater
opportunities for individuals, communities, and the economy. Participation in high quality
educational programs during early childhood will lay the foundation on which all future
success depends. Gaining skills through a variety of experiences and demonstrating proficiency
in meeting rigorous and relevant standards will prepare students to continue on to college and
career. Identifying a plan after high school and sticking with it will lead to productive and civically
engaged citizens. And in our rapidly evolving economy, engaging in the learning process
throughout adulthood will drive personal and economic growth.
The intent of this report is to establish an accurate and common foundation of data to discuss
Maine’s education system. This report’s audience includes all education stakeholders: educators,
families, students, employers, policy leaders, and advocacy groups. We hope that you find
this information helpful in advancing a constructive conversation about the future of Maine’s
education system and the well-being of all Maine people.
Cheers,
EDMUND CERVONE
EXECUTIVE DIRECTOR
EDUCATE MAINE
This report is available at indicators.educatemaine.org.
WELCOME

PRESCHOOL PARTICIPATION
PRESCHOOL ACCESS
FULL-DAY KINDERGARTEN
4TH GRADE ACHIEVEMENT
HIGH SCHOOL ACHIEVEMENT
COLLEGE-GOING & PERSISTENCE
COLLEGE COMPLETION
COLLEGE COST & DEBT
MAINERS WITH COLLEGE
DEGREES & CREDENTIALS
8
9
10
12
14
16
19
20
21
22
TEN INDICATORS
INDICATORPAGE
45% of 3- & 4-year-olds are enrolled in public or
private preschool
36% of 4-year-olds are enrolled in public Pre-K
72% of Maine school districts offer public Pre-K
92% of Maine school districts offer full-day kindergarten
36% and 41% of 4th grade students are at or above
proficiency in reading and math, respectively
35% of 8th grade students are at or above proficiency
in reading and math
48% and 49% of 11th grade students are at or above
88% of Maine students graduated from high school
62% of Maine students enrolled in college within one
year of graduating from high school
83% of Maine first-year students returned for a second
year at a college institution
47% of Maine students graduate college on-time,
compared to 57% across New England. 10 point gap
The average net cost of college for Maine students
is higher as a percent of per capita income than
New England: 39% vs 37%.
Maine students have a higher annual debt burden as a percent
of per capita income than New England: 17% vs 13%
42% of Maine students have a college degree or credential
2019 GOALSWHERE WE STAND
50% of 3- & 4-year-olds will be enrolled in a
public or private preschool
64% of 4-year-olds will be enrolled in public Pre-K
Maine will offer consistent and quality public Pre-K
programming to 100% of Maine 4-year-olds
100% of Maine school districts will offer
full-day kindergarten
Maine students will increase their proficiency in reading
to 44% and in math to 54%
Maine students will increase their proficiency in reading
to 45% and in math to 47%
70% of Maine students in grade eleven will be proficient
in reading and math
90% of Maine students will graduate from high school
66% of Maine students will enroll in college within one year
of graduating from high school
88% of Maine first-year students will return for a second
year of college
Close the college completion gap with New England
Maine students will pay annually the same per capita income
for college as the New England average
Maine annual student debt burden will be the same as the
New England average
44% of Mainers will hold a college degree, certificate,
or industry credential
These ten indicators follow the path of Maine children as they grow and learn. We look at participation in educational
programs in early childhood because those experiences lay the foundation on which all future education is based. We
examine performance from first grade through high school because we understand the importance of demonstrating
proficiency at one level in order to be ready to achieve at the next level. Finally, we study postsecondary outcomes
because, ultimately, it is educational attainment—in all its forms—that we seek to measure and celebrate.
OF STUDENTS
IN MAINE WILL
GRADUATE FROM
HIGH SCHOOL PREPARED FOR
SUCCESS IN POSTSECONDARY
EDUCATION AND THE
WORKPLACE
100%EDUCATE
MAINE
MISSION
GOALS
WHERE WE STARTED (2013)
44%OF MAINERS WHO
ARE 25 YEARS
AND OLDER WILL
POSSESS A COLLEGE DEGREE,
CERTIFICATE OR INDUSTRY
CREDENTIAL, ATTAINING
OR SURPASSING THE NEW
ENGLAND AVERAGE BY 2019.
43% of 3- & 4-year-olds were enrolled in public or
private preschool
32% of 4-year-olds were enrolled in public Pre-K
49% of Maine school districts offered public Pre-K
87% of Maine school districts offered full-day kindergarten
37% and 47% of 4th grade students were at or above
38% and 40% of 8th grade students were at or above
48% of 11th grade students were at or above proficiency
in reading and math
85% of Maine students graduated from high school
62% of Maine students enrolled in college within one
year of graduating from high school
85% of Maine first-year students returned for a second
year at a college institution
50% of Maine students graduate college on-time. 8 point gap
The average net cost of college for Maine students
was higher as a percent of per capita income than
New England: 40% vs 38%
Maine students had a higher annual debt burden as a percent
of per capita income than New England: 17% vs 14%
37% of Maine students had an associate degree or higher

Non-degree credentials added for 2015
MAINE’SEDUCATIONPIPELINEA SNAPSHOT OF EDUCATION IN MAINE
36%
35%
41%
35%
43%
40%
45%
40%
MAINE MAINE
MAINE MAINE
NEW ENGLAND NEW ENGLAND
NEW ENGLAND NEW ENGLAND
READING READING
MATH MATH
A 3rd gradestudentwhodoesn’treadatgradelevel
(as reflectedin4thgradetestscores)isfourtimeslesslikely
to graduatefromhighschoolthanherproficientpeers.[1]
Patternsinmiddleschoolattendance,misbehavior,
andcoursefailurecanbeusedto identify60% of
thestudentswhowillnotgraduate fromhigh school.[2]
MAINE LAGS BEHIND THE U.S. AND NEW ENGLAND IN OVERALL PRESCHOOL PARTICIPATION,
HOWEVER MAINE UTILIZES PUBLIC PRE-K PROGRAMS AT A FAR HIGHER RATE (36%) THAN
THE U.S. (29%) AND NEW ENGLAND AVERAGES (23%).
PRESCHOOL ENROLLMENT (3- and 4-year-olds)
PUBLIC PRE-K
ENROLLMENT
(4-year-olds)
4TH
GRADE PROFICIENCY (NAEP SCORES) 8TH
GRADE PROFICIENCY (NAEP SCORES)
4x 60%
88 55 31will enroll in a
2- or 4-year college.
willgraduatefroma
2-or4-yearcollege.
Of100Mainestudentsentering9th
grade,
88willgraduatefromhighschool.
49% of Maine’s 11th
graders are
proficient in math.
The average annual net cost of college
in Maine is 39% of per capita income.
The average annual net cost of college in
New England is 37% of per capita income.
$
16,021
$
20,457
Maine’s future prosperity depends on how well we prepare our people for the jobs of the future. Participation
in high-quality early childhood programs, raising proficiency in 1st - 12th grade, graduating high school seniors
who are prepared for college and career, and increasing the number of Mainers with postsecondary degrees
and credentials are all crucial elements to moving Maine forward.
Although Maine’s public university system has the lowest tuition in New England,
Maine residents pay more per capita income than the rest of New England.
HIGH SCHOOL GRADUATION
HIGH SCHOOL PROFICIENCY COLLEGE COST
GRADUATION RATES
COLLEGE ENROLLMENT COLLEGE GRADUATION
2009 2015
80%
80%
45% 58%
47%
88%
87%
EARLY CHILDHOOD >>> ELEMENTARY SCHOOL >>>>>> MIDDLE SCHOOL >> >>>>>>>>> HIGH SCHOOL >>>>>>>>>>>>>>>>> POSTSECONDARY >>>>>>>>
48% of Maine’s 11th
graders are
proficient in reading.
ME N.E. ME N.E.
MAINERS WITH A COLLEGE DEGREE, CERTIFICATE,
OR INDUSTRY CREDENTIAL >>44% BY 2019

6
H
igh quality early childhood education lays the foundation for future success
and is a powerful and proven economic investment. Research indicates
that for every $1 spent, early learning initiatives provide benefits to society
of roughly $8.60.[4]
Children who attend high quality preschool are more likely
to succeed in school and, in years to come, be gainfully employed and earn more
money. They are less likely to need remediation, to enter the criminal justice system,
or to need public assistance. If we are serious about achieving the ambitious goals in
this report, we need to commit to providing high quality early childhood education to
all Maine children.
This report measures preschool participation and access as indicators of the
state of early childhood education in Maine. The data shows that Maine needs to
increase the number of children participating in high quality programs that prepare
them to succeed in first grade and beyond. In order for this to happen, we need
affordable, accessible preschool options in all Maine communities. This is best
achieved through the public school system. Progress has been made in increasing
access through a law requiring universal public Pre-K by the 2017/18 school year
(Public Law Chapter 581, 126th Legislature). We now must focus on securing and
maintaining funding to support this critical expansion.
Increasing access is the first step in a commitment to early childhood education,
but the positive effects of early learning initiatives depend on their quality and
attendance. Quality preschool programs provide a safe and nurturing environment
while promoting the physical, social, emotional, and intellectual development
of young children. We need to ensure preschool teachers and programs have
the support and resources necessary to succeed in this pursuit. We also need to
increase outreach to families, so that they understand the importance of education
in these early years.
Maine public school enrollment has shrunk by almost 10% over the last nine years—
a decrease of about 20,000 students. Even as the overall number of students has
declined, the proportion of economically disadvantaged students in Maine’s classrooms
has risen steadily in recent years. For the 2015–2016 school year, almost one in two public
school students was economically disadvantaged, compared to about one in three only
a decade ago. Economically disadvantaged is defined using the eligibility criteria for the
National School Lunch Program, which provides free and reduced-price school meals to
children living in households with income at or below 185% of the poverty level. In dollar
terms for Maine families, this is $44,955 for a household of four.
The statewide figures indicate a broad trend, but the proportion of economically
disadvantaged students also varies significantly by region. Ten years ago, only two
Maine counties—Piscataquis and Washington—had more than one-half of public school
students eligible for subsidized meals. Today, eight counties have eligibility rates above
50%, and six counties are above 60%. Cumberland County’s rate of 35% is the lowest, and
Somerset’s rate of 70% of students eligible for free and reduced-price lunch is the highest.
The achievement gap refers to the difference in outcomes for economically
disadvantaged students and their higher income peers. Family socioeconomic status
continues to be one of the strongest predictors of student academic success. Financial
hardship, developmental delays, and other factors can pose negative effects on the
educational outcomes of economically disadvantaged students. This gap can form
early in life and, left unaddressed, can widen and follow a child throughout schooling.
As the data in this report demonstrates, the achievement gap manifests itself across
Maine’s education pipeline, in preschool enrollment, standardized test scores,
graduation rates, college enrollment, and completion.
MAINE’S ACHIEVEMENT GAP
40%
THE
ACHIEVEMENT
GAP BETWEEN
ECONOMICALLY
DISADVANTAGED
STUDENTS AND
THEIR PEERS
IS ROUGHLY
LARGER AMONG
STUDENTS
BORN IN 2001
THAN THOSE
BORN 25 YEARS
EARLIER.[3]
TOTAL PUBLIC SCHOOL ENROLLMENT VS PERCENT ELIGIBLE FOR FREE/REDUCED SCHOOL LUNCH
2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
195,446 192,244 190,251 188,131 186,556 185,767 184,367 182,990
0%
100,0000
150,0000
StudentsEnrolled
200,0000
35.2% 37.3% 41.1% 42.4% 43.7% 44% 44.8% 46.6%
NOT ELIGIBLE FREE/REDUCED SCHOOL LUNCH ELIGIBLE
20%
40%
60%
80%
100%
50,0000
47.8%
179,708
2015-16
SOURCE: Maine Department of Education Data Warehouse and Neo Dashboard
Although Maine public school enrollment has shrunk by almost 10% over the last nine years, the share of economically disadvantaged students has steadily increased.
NOTE: In this report, Maine’s achievement gap is presented with economically disadvantaged student data shown in maroon and non-disadvantaged student data shown in bright green.

8 9
90%
FULL-TIME EARLY
EDUCATION
FROM BIRTH TO
KINDERGARTEN
WOULD
INCREASE THE
HIGH SCHOOL
GRADUATION
RATE FOR
CHILDREN FROM
LOW-INCOME
FAMILIES TO[7]
Public Pre-K is currently available in 72% of Maine’s school districts. By the 2017/18
school year, universal voluntary public Pre-K is required by law (Public Law Chapter 581,
126th Legislature). Maine is a geographically large and rural state with almost half of the
children ages 3 and 4 from low-income backgrounds. High-quality public preschool is
therefore a critical priority as we continue to address the achievement gap across the
education pipeline. This law will move Maine closer to the goal of 100% Pre-K access in
all school districts.
Despite this important legislation, funding challenges will hinder progress towards the
expansion of public Pre-K. While state funding is available to support classrooms once
they are up and running, start-up costs are not covered by the state. Start-up costs
can be significant, as much as $500,000 in larger districts. If we are serious about
expanding access, we need to ensure that districts have the resources they
need to open their doors to Pre-K students.
Improving access to early childhood education is critical to improving participation. We
cannot expect participation to increase if access is limited due to available seats or cost.
With expanded public access, we can expect that more families that utilize the public
education system will enroll their children and participation will continue to increase.
PUBLIC PRESCHOOL ACCESSPRESCHOOL PARTICIPATION
More than two out of every five Maine Children (45%) ages 3 and 4 are enrolled in
either a public or private preschool program. This is just below the U.S. average (47%)
and is 13 points lower than the New England average (58%). Maine 3- and 4-year-olds
attend preschool at a rate 6 percentage points higher than 10 years ago. Over the
same period, the rate of preschool participation in New England increased by 3
percentage points and nationwide by only 1 point.
In 2015, 36% of Maine 4-year-olds enrolled in public Pre-K. This represents significant
progress. Less than 10 years ago only 16% of Maine 4-year-olds enrolled in these public
programs. Maine 4-year-olds attend public Pre-K at a greater rate than New England
(23%) and the Nation (29%).
Preschool participation rates across family income levels show that Maine’s
achievement gap starts early in life. Children living in a family earning less than 200%
of the federal poverty level enroll in preschool at a rate 12 points lower than children
from higher-income families. This is particularly troubling considering economically
disadvantaged children benefit the most from early educational intervention.
Excluded from these statistics are children receiving “informal care” by friends,
parents, or neighbors. Providing resources and training to these informal settings
(serving an estimated 33–55% of children under age 5 with working parents) can
improve the overall quality of early education.[5]
CHILDREN
FROM ALL
SOCIOECONOMIC
BACKGROUNDS
REAP THE
LONG-TERM
BENEFITS
OF QUALITY
PRESCHOOL.[6]
PRESCHOOL ENROLLMENT
3- AND 4-YEAR-OLDS,
PUBLIC AND PRIVATE
SOURCE: Kids Count Data Center, Annie E. Casey
Foundation, http://www.datacenter.kidscount.org
Total preschool enrollment 2015
36%
48%
New England
58%
Maine
45%
of higher income Maine children
are enrolled in preschool
of lower income
Maine children
SOURCE: National Institute for Early Education Research, http://nieer.org/research/state-preschool-2015-state-proﬁles
4-YEAR-OLDS ENROLLED IN PUBLIC PRE-K IN MAINE
36%
34%
32%
27%
24%
19%
18%
2015201320122010 201120092008
35%
2014
45% (3- AND 4-YEAR-OLDS ENROLLED IN PUBLIC OR PRIVATE PRESCHOOL)
36% (4-YEAR-OLDS ENROLLED IN PUBLIC PRE-K)
50% OF 3- & 4-YEAR-OLDS WILL BE ENROLLED IN A PUBLIC
OR PRIVATE PRESCHOOL BY 2019
64% OF 4-YEAR-OLDS WILL BE ENROLLED IN PUBLIC PRE-K BY 2019
2019 GOALS
WHERE WE ARE
72% (DISTRICTS OFFERING PUBLIC PRE-K)
MAINE WILL OFFER CONSISTENT AND QUALITY PUBLIC PRE-K
PROGRAMMING TO 100% OF MAINE 4-YEAR-OLDS BY 20192019 GOALS
WHERE WE ARE
PROPORTION OF MAINE SCHOOL DISTRICTS OFFERING A PUBLIC PRE-K PROGRAM
72%
65%
63%
47%
44%
40%
24%
2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
24%
SOURCE: Maine Department of Education

10
In Maine, 92% of school districts offer full-day kindergarten. While this figure
represents a significant increase from 51% in 2002, Maine currently trails full-day
kindergarten rates across New England (96%).
The transition to full-day kindergarten is an important evolution in our educational
system as it seeks to anticipate the needs of our modern workforce. All students in
kindergarten—regardless if they are in a half- or full-day program—are expected to
master the same standards. We cannot hold students to high standards if we do not
provide them an equitable start.
Full-day kindergarten is a critical component of the early childhood continuum as it
allows students to build upon the foundation provided by high quality early learning
programs and to better prepare for elementary school. Children who attend full-day
kindergarten have greater reading and mathematics achievement gains than those
in half-day classes. Kindergarten is also a critical time to identify and address learning
challenges—saving resources in the long-term and increasing the odds that children
will be successful in school.
Together, quality preschool programs and full-day kindergarten increase academic
achievement and work to close Maine’s enduring achievement gap.
FULL-DAY KINDERGARTEN
BY AGE 5, A
TYPICAL MIDDLE
CLASS CHILD
RECOGNIZES
LETTERS OF
THE ALPHABET,
COMPARED TO
FOR A CHILD
FROM A LOW-
INCOME FAMILY.[8]
* not including Connecticut
SOURCE: State Department of Education websites
FULL-DAY KINDERGARTEN IN MAINE VS NEW ENGLAND (2015)
DISTRICTS WITH FULL-DAY KINDERGARTEN DISTRICTS WITHOUT FULL-DAY KINDERGARTEN
MAINE NEW ENGLAND*
T
he years spent in 1st to 12th grade mark an important developmental time
in students’ lives. Students begin to use the foundation they built in the early
years to expand their learning. The third grade marks a time in life when
students begin to transition from “learning to read” to “reading to learn.”
Those who participate in high quality early education settings and experience
regular, positive interaction with adults and other children, come better prepared
than those who do not. They use these school years to build their knowledge in
key content areas as well as in critical skills such as problem solving and teamwork
that will prepare them to succeed in postsecondary educational pursuits and find a
rewarding career.
Maine educators work hard to see that students graduate high school prepared to
succeed in life. Maine has one of the highest high school graduation rates in the
country – a point of pride – but too many of those students aren’t moving on to the
next stage with all of the skills and knowledge necessary to succeed. This makes
education and career pursuits difficult and limits opportunities.
Maine is committed to addressing this issue by ensuring that all children have an
opportunity to gain the skills and experiences they need in life, regardless of where
they live in the state. Maine has committed to moving to a proficiency-based learn-
ing system that uses rigorous standards and encourages educators to provide
different learners with multiple pathways to demonstrate their competencies. All
students (by law) will graduate with a diploma that demonstrates their proficiency
and mastery of key standards and principles. This measurable, student-centered
approach moves us toward a more equitable system where every Maine student
can succeed.
The following sections measure student outcomes (proficiency) in reading and math
and ultimately their ability to complete their secondary educational pursuits. Again, we
see a difference in success for economically disadvantaged students as the achieve-
ment gap follows students throughout their school years. On the pages that follow, the
report will first address indicator status generally and then illustrate the achievement
gaps that exist between our students from low- versus higher-income families.
22
of Maine
School
districts offered
full-day kindergarten
in 2015. This is an
increase from just
51% in 2002.
92%
92% OF DISTRICTS
100% OF MAINE SCHOOL DISTRICTS WILL OFFER
FULL-DAY KINDERGARTEN BY 20192019 GOALS
WHERE WE ARE
92 96
9

12 13
Fourth grade testing provides the first quantitative measure of how well we are
preparing our students for academic and vocational success. Students who do not
read proficiently by the 3rd grade (reflected in 4th grade scores) are four times more
likely to drop out than proficient readers.[9]
The 4th and 8th grade achievement indicators are based on National Assessment of
Educational Progress (NAEP) data. Thirty-six percent of Maine students in 4th grade
were reading at a proficient or better level in 2015. This marks no movement in this
statistic sine 2007. In 2007 Maine trailed the New England average by five points,
but the gap has since grown to seven points.
Forty-one percent of Maine students in 4th grade tested proficient or better in math.
This represents a break in the upward momentum of the past 10 years, and is four
points below the New England average of 45% (which also fell).
4TH GRADE ACHIEVEMENT 4TH GRADE (ACHIEVEMENT GAP)
ONE IN SIX
CHILDREN
WHO ARE
NOT READING
PROFICIENTLY
IN THIRD
GRADE FAIL
TO GRADUATE
FROM HIGH
SCHOOL
ON TIME AT
THE RATE
OF THEIR
PROFICIENT
PEERS.[10]
SINCE 2007
MAINE’S 4TH
GRADE READING
ACHIEVEMENT
GAP HAS
REMAINED
THE SAME AT
25 POINTS
AND THE 4TH
GRADE MATH
ACHIEVEMENT
GAP HAS
GROWN FROM
24 POINTS TO
POINTS.
4X
28
Economically disadvantaged students are less likely to demonstrate academic
proficiency than their higher income peers. In 4th grade, this achievement gap is 25
points in reading and 28 points in math. Put another way, approximately half of the
students from higher income backgrounds are proficient in reading and in math,
compared to only a quarter of economically disadvantaged students. These are large
achievement gaps that have not improved since 2007.
Improving proficiency for all students while also addressing the achievement gap
needs to be a focus across the education pipeline. Interventions in early childhood
and in the early elementary grades will set all students up for success in 4th grade
and beyond and work to close the achievement gap.
41%
45%
2015
SOURCE: National Assessment of Educational Progress (NAEP), http://nces.ed.gov/nationsreportcard
4TH GRADE MATH PROFICIENCY (NAEP SCORES)
41% of Maine students were at or above proﬁciency in math in 2015
MATH
41
%
MAINE NEW ENGLAND
42%
47%
20092007
45%
49%
2011
45%
51%
2013
4TH GRADE MATH ACHIEVEMENT GAP (NAEP SCORES)
4TH GRADE READING ACHIEVEMENT GAP (NAEP SCORES)
READING ACHIEVEMENT GAP
MATH ACHIEVEMENT GAP
25
28
20%
45%
21%
45%
20%
43%
23%
48%
2007 2009 2011 2015
POINTSPOINTS
36%
43%
2015
4TH GRADE READING PROFICIENCY (NAEP SCORES)
36% of Maine students were at or above proﬁciency in reading in 2015
READING
36
%
MAINE NEW ENGLAND
36%
41%
2007
35%
41%
2009
32%
41%
2011
37%
42%
2013
47% 50%
NOT ELIGIBLESCHOOL LUNCH ELIGIBLE
36% (READING) 41% (MATH)
44% OF MAINE 4TH GRADERS WILL DEMONSTRATE READING PROFICIENCY AND 54%
WILL DEMONSTRATE MATH PROFICIENCY BY 20192019 GOALS
WHERE WE ARE
24%
48%
2013
2007 2009 2011 2015
27%
55%
27%
51%
31%
54%
57%
31%
2013
32%
61%

14 15
8TH GRADE (ACHIEVEMENT GAP)
Middle school marks an important transition in our education system. Performance through
8th grade is a strong indicator of how a student will perform in high school and beyond.
Across Maine, 35% of 8th graders scored proficient or higher in reading and in math in
2015. Forty percent of 8th graders in New England scored proficient or better in reading
and math. Maine’s 2015 8th grade NAEP scores reversed the trend of stable reading
proficiency and increasing math proficiency over the last 10 years. This downturn is a
concern, and the performance of our 8th graders needs to improve.
RESEARCH
INDICATES
THAT 8TH
GRADE
ACHIEVEMENT
IS ONE OF THE
STRONGEST
PREDICTORS
OF COLLEGE-
AND WORK-
READINESS.[11]
8TH GRADE MATH PROFICIENCY (NAEP SCORES)
35% of Maine students were at or above proﬁciency in math in 2015
MATH
35
%
MAINE NEW ENGLAND
8TH GRADE READING PROFICIENCY (NAEP SCORES)
35% of Maine students were at or above proﬁciency in reading in 2015
READING
35
%
MAINE NEW ENGLAND
37% 37%
2007
35%
38%
2009
39%
41%
2011
35%
40%
2015
34%
38%
2007
35%
40%
2009
39%
42%
2011
35%
40%
2015
Focusing on statewide achievement alone masks the stark achievement gap between
economically disadvantaged students and their higher income peers. While 35% of
Maine 8th graders are proficient in reading and 35% in math, only 24% (Reading) and
23% (Math) of economically disadvantaged students scored proficient or better. In
contrast, their higher income peers almost met the indicator goal, with 44% (Reading)
and 45% (Math) scoring proficient or better.
Comparing 4th to 8th grade, the achievement gaps decrease slightly by 8th grade,
from 25 to 20 points in reading and 28 to 22 points in math. Still, a wide margin endures
that will carry into high school.
SINCE 2007,
MAINE’S 8TH
GRADE READING
AND MATH
ACHIEVEMENT
GAPS HAVE
GROWN. THE
READING
ACHIEVEMENT
GAP INCREASED
BY 4 POINTS,
AND THE MATH
ACHIEVEMENT
GAP BY
POINTS.
8TH GRADE MATH ACHIEVEMENT GAP (NAEP SCORES)
8TH GRADE READING ACHIEVEMENT GAP (NAEP SCORES)
READING ACHIEVEMENT GAP
MATH ACHIEVEMENT GAP
20
22 2007 2009 2011 2015
23%
45%
21%
40%
19%
44%
49%
25%
26%
42%
23%
41%
24%
49%
44%
2007 2009 2011 2015
POINTSPOINTS
38%
43%
2013
40%
43%
2013
28%
46%
2013
24%
2013
24%
51%
35% (READING) 35% (MATH)
45% OF MAINE 8TH GRADERS WILL DEMONSTRATE READING PROFICIENCY
AND 47% WILL DEMONSTRATE MATH PROFICIENCY BY 20192019 GOALS
WHERE WE ARE
3

16
SOURCE: Maine Department of Education Data Warehouse
17
Eighty-eight percent of Maine high school seniors graduated in 2015. Economically
disadvantaged students are graduating at a lower rate than their higher income
peers. This is an improvement from 85% in 2012. Maine graduation rates top the
New England average (87%). [12]
Over the last two years, Maine’s state assessment program moved from the New
England Common Assessment Program (NECAP) for Grades 3-8 and the SAT for high
school to a new assessment, Smarter Balance. In the spring of 2016, Maine changed
its statewide testing once again, reinstating the SAT and designing and administering
a new Maine Educational Assessment (MEA). These changes cause a break in the
analysis of trends in student performance. In essence, with these changes at the
state level, Educate Maine and its Indicators Report will be starting a new baseline of
performance once the new MEA scores are available.
Maine continues to have a strong high school graduation rate when compared to
its New England and national counterparts. As the state transitions to awarding
proficiency-based diplomas across eight content areas, student preparation for
postsecondary learning and work will rise and the achievement gap will decrease.
INCREASING
MAINE’S
HIGH SCHOOL
GRADUATION
RATE TO
WOULD
RESULT IN $15
MILLION MORE
IN ANNUAL
EARNINGS AND
MILLION MORE
IN STATE AND
LOCAL TAX
REVENUES.[13]
90%
$2.5
88% GRADUATE FROM HIGH SCHOOL, 48% PROFICIENT IN READING,
49% PROFICIENT IN MATH
90% OF MAINE STUDENTS WILL GRADUATE FROM HIGH SCHOOL BY 2019
70% OF MAINE STUDENTS IN GRADE ELEVEN WILL BE PROFICIENT IN READING
AND MATH BY 2019
2019 GOALS
WHERE WE ARE
11TH GRADE PROFICIENCY IN MAINE, 2014 (% OF STUDENTS AT OR ABOVE PROFICIENT)
57%
32%
MATH
49
%
READING
48
%
32%
55%
MAINE
HIGH SCHOOL GRADUATION RATES
2012 2013 2014 2015
MAINE NEW ENGLAND NOT ELIGIBLESCHOOL LUNCH ELIGIBLE
76%
93%
77%
94%
78%
76%
95%
93%
MAINE'S ACHIEVEMENT GAP

19
COLLEGE-GOING & PERSISTENCE
THE NUMBER OF
ECONOMICALLY
DISADVANTAGED
MAINE HIGH
SCHOOL
GRADUATES
ENROLLING
IN COLLEGE
NEARLY
DOUBLED
BETWEEN 2008
AND 2014,
FROM 1,385 TO
STUDENTS.[17]
2,748
College-going and persistence rates have been relatively stable over the past 10
years and continue to fall short of our goals. Across college-going and persistence
rates the achievement gap endures, further underlining the importance of supporting
economically disadvantaged students throughout the education pipeline.
Approximately 6 out of 10 Maine students enter college in the fall immediately
following high school graduation. This shows little improvement from 2009 when only
57% of students enrolled directly in college. Only 46% of economically disadvantaged
students enroll in college in the year after high school, compared to 68% of their
higher income peers.
After their first year, 83% of Maine students persist towards a college degree.
Economically disadvantaged students persist at a rate of 74% and higher income
students at a rate of 88%. Postsecondary education is a considerable financial
investment. Ensuring that students persist through college to realize this investment
is a critical priority, especially for economically disadvantaged students.
B
y 2018, the demand for college-educated workers in Maine is projected to be
seven times greater than for high school graduates. [14]
Moreover, the overwhelm-
ing majority of high-growth jobs will require education beyond high school.[15]
This ranges from military service to technical training to a college degree. The Maine
economy needs all of these options. Maine workers benefit as well. Every increase in
educational attainment comes with higher lifetime earnings.[16]
Maine’s population is aging. As a large segment of the workforce reaches retirement
age, Maine does not have enough people to fill those employment gaps or meet
new needs. This is a concern across industries and can stand in the way of economic
growth. We need to look to traditional college-age students as well as adults already
in the workforce to reverse this trend. Through the increased completion of college
degrees and acquisition of professional credentials Maine’s workforce can meet the
needs of our state’s economy.
Mainers experience a “funnel effect” in secondary and postsecondary education, with
students lost at each successive level, from graduating high school through completing
a college degree. For every 100 ninth graders entering a Maine high school, at current
rates 88 complete high school in four years, 55 will enroll in college, 46 will continue to
the second year of college, and 31 will earn a college degree within six years after high
school graduation. Among economically disadvantaged students, the funnel is much
steeper, and only 14 entering 9th graders will complete a college degree within ten
years, compared with 38 of their higher income peers.
POSTSECONDARY
COLLEGE-GOING 62%, COLLEGE PERSISTENCE 83%
66% OF MAINE STUDENTS WILL ENROLL IN COLLEGE WITHIN ONE YEAR
OF GRADUATING FROM HIGH SCHOOL BY 2019, 88% OF MAINE FIRST-YEAR
STUDENTS WILL RETURN FOR A SECOND YEAR OF COLLEGE BY 2019
2019 GOALS
WHERE WE ARE
THE MAINE EDUCATION FUNNEL EFFECT AND ACHIEVEMENT GAPS
18
SOURCE: Maine Department of Education;
National Student Clearinghouse
NOT ELIGIBLE
SCHOOL LUNCH ELIGIBLE
ALL MAINE STUDENTS
100100ENTERING
9TH
GRADERS
9376HIGHSCHOOL
GRADUATES
5426RETURNFORA2ND
YEAROFCOLLEGE
6335ENROLL IN
COLLEGE
3814EARN A 2- OR
4-YEAR DEGREE
The following sections look at
measures of aspiration, persistence,
access, and completion. This
is where all prior educational
investments come to bear.
100
88
55
46
31
MAINE: COLLEGE ENROLLMENT IN THE FALL AFTER HIGH SCHOOL GRADUATION
MAINE: FIRST TO SECOND YEAR COLLEGE PERSISTENCE
NOT ELIGIBLESCHOOL LUNCH ELIGIBLEMAINE
NOT ELIGIBLESCHOOL LUNCH ELIGIBLEMAINE

20 21
The actual cost of college to families (the net price) is the most important measure of
college cost and affordability, but it requires context. Although the average net cost at
two- and four-year-degree granting colleges and universities in Maine is $4,000 less
than the New England average, it is higher as a share of income. In 2013-14 the average
net cost of college was 39% of Maine per capita income, compared to 37% across
New England. While this gap has decreased, we need to ensure that college is just as
affordable for Maine students as it is for our New England neighbors.
Most students and families need to borrow money to pay for college. Again, the
average debt burden of a Maine student needs to be place in context of annual
income. Maine students on average borrow $400 less per year than the New England
average, but this represents a greater share of per-capita income for Maine students
(17%) than New England students (13%). This gap has persisted for several years.
If we want to increase college-going, persistence, and completion, we need to manage
cost and debt burdens. It is not enough to keep tuition prices low; we also need to
address the income side of the equation by supporting a labor market that provides
comparable wages and income growth over time.
COLLEGE COST & DEBT
MAINE RANKS
HIGHEST IN
THE NATION
IN AVERAGE
STUDENT DEBT
($30,908) AND
8TH HIGHEST
IN PROPORTION
OF GRADUATES
WITH DEBT (68%)
AMONG STATE
RESIDENTS WHO
COMPLETED
BACHELOR’S
DEGREES IN
2015.[21]
6TH
COLLEGE COMPLETION
Just under half (47%) of first-time Maine college students will graduate (in 150% of
normal time from the same institution). Maine college completion rates have been
decreasing—from 52% in 2007 to 47% in 2014. New England rates remain relatively
stable around 57%.
College completion rates at Maine’s community colleges are decreasing—from 29% in
2007 to 22% in 2014—yet remain well above the New England average of 17%. Maine’s
public university completion rate (48%) trails New England’s significantly (65%). Private
college completion in Maine is 70%, compared to 74% across New England.
Maine’s achievement gap continues into college. Among Mainers entering four-year
colleges and universities, there is a completion gap of 16 points—higher than the
national gap of 14 points—among students who receive Pell grants, federal grants for
economically disadvantaged students, and those who do not qualify. Thirty-six percent
of Pell students who started at a Maine institution in 2007 earned a degree by 2013,
compared with 52% of students with higher incomes.[18]
STUDENTS
WHO DO NOT
GRADUATE FROM
COLLEGE ARE
THREE TIMES
AS LIKELY TO
DEFAULT ON
THEIR LOANS.[19]
SOURCE: Integrated Postsecondary Education Data System (IPEDS), National Center for Education Statistics
COLLEGE COMPLETION RATES: MAINE VS NEW ENGLAND
2007
40%
50%
60%
20092008 2010 2012 20132011
52%
58%
50%
58%
50%
59%
50%
58%
50%
58%
49%
58%
48%
59%
MAINE NEW ENGLAND
2014
47%
57%
SOURCE: Integrated Postsecondary Education Data System (IPEDS), National Center for Education Statistics[20]
COLLEGE COST IN MAINE VS NEW ENGLAND (2013-2014)
AVERAGENETPRICEAVERAGEANNUALSTUDENTLOAN
AVERAGENETPRICEASA
PERCENTAGEOFANNUALINCOME
AVERAGESTUDENTLOANASA
PERCENTAGEOFANNUALINCOME
New England
$20,457
New England
$7,394
New England
New England
Maine
$16,021
Maine
$6,966 Maine
17
MAINE 47%, NEW ENGLAND 57%
CLOSE THE COLLEGE COMPLETION GAP WITH NEW ENGLAND BY 20192019 GOALS
WHERE WE ARE
MAINERS SPEND 2 PERCENTAGE POINTS MORE OF THEIR PER CAPITA INCOME FOR
COLLEGE THAN THE NEW ENGLAND AVERAGE. MAINE ANNUAL STUDENT DEBT BURDEN
IS 4 PERCENTAGE POINTS HIGHER THAN THE NEW ENGLAND AVERAGE.
MAINE STUDENTS WILL PAY ANNUALLY THE SAME SHARE OF PER CAPITA INCOME FOR
COLLEGE AS NEW ENGLAND BY 2019. MAINE ANNUAL STUDENT DEBT BURDEN WILL BE
THE SAME AS THE NEW ENGLAND AVERAGE BY 2019.
2019 GOALS
WHERE WE ARE
39 37
Maine
13

22
Educate Maine’s principal goal is that 44% of Mainers age 25 or older will possess a
college degree, certificate or industry credential by 2019. To meet current and future
workforce needs, most Mainers will need to complete some form of postsecondary
training - whether two-year, four-year, or advanced college degrees, or professional
credentials and certificates that can be earned in educational settings and on the job
and hold value in the labor market.
While annual state-level estimates from the U.S. Census track adults with college
degrees, they do not tell us about professional credentials or certificates. Estimates
published in 2016 suggest that 2% of working-age Mainers hold a high-quality
certificate as their highest earned credential. Maine falls below the New England
average of 3.3% and the national average of 4.9%.[22]
The percentage of Mainers
holding college degrees alone has increased from 35% in 2005 to 40% in 2015. Maine
is below the 2015 average of 46% in New England, but is just above the 39% U.S.
average. College degree attainment has grown slightly faster in Maine than in New
England and the nation over the past decade.[23]
Adding the 2% of Mainers with a
certificate but no degree brings us to 42% of adults holding a high-quality certificate
or degree in 2015. With the continued support of these credential-granting institutions
and learners of all ages, Maine is on track to meet our 44% goal by 2019.
MAINERS WITH COLLEGE
DEGREES & CREDENTIALS
MAINERS WITH A COLLEGE DEGREE, CERTIFICATE, OR INDUSTRY CREDENTIAL
WHAT YOU CAN DO:
We each have a role to play in improving Maine’s education pipeline.
Together we can prepare Maine’s students and adult learners for success
and positively impact Maine’s future prosperity.
TAKE ACTION!
Get your child to
school on time every
day, ready to learn.
Know what it takes to
help your child learn,
understand academic
requirements and help
your child reach them.
Make sure your child
takes challenging
courses in English,
math and science.
Support teacher
professional
development.
If you believe your
child needs extra
help, ask for it.
Get involved by
communicating with
teachers, participating
in school events,
and attending school
board meetings.
Commit to ongoing
communication with
students and parents
about each student’s
academic progress.
Implement a variety of
support systems and
instructional practices
that will ensure the
success of students.
Use data to inform
instructional practices.
Offer rigorous classes.
Advocate
for professional
development.
Encourage your
employees to get
involved in their
child’s education
by attending parent
teacher conferences,
volunteering in schools,
mentoring, etc.
Encourage your
employees to continue
their education.
Offer tuition
reimbursement.
Offer paid internships
to students.
Share your hiring
criteria with students,
parents and educators
—explain what you
are looking for in
terms of knowledge,
skills, and attitudes.
Support
professional
development for
educators.
Work with your
colleagues to posi-
tively impact the ten
indicators highlighted
in this report.
Visit a school and a
classroom and find out
what educators in your
area need most in order
to improve student
performance.
Support programs,
rules and/or laws that
increase participation
in and make more
accessible high
quality early
childhood programs.
Engender a culture
of high academic
expectations from
your schools, district
administration,
faculty and students.
Visit schools, talk
with teachers and
students, attend
school board and
town budget meetings.
Become a student
mentor.
Be informed about
what is needed for
students and schools
to be successful in
today’s economy.
Support
professional
development for
educators.
Families Educators Business Elected
Ofﬁcials
Community
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
* Adults ages 25 and older
SOURCES: U.S. Census Bureau, American Community Survey 1-Year Estimates; Lumina Foundation
66%
BY 2020,
TWO-THIRDS
OF THE 237,000
PROJECTED
JOB OPENINGS
IN MAINE
WILL REQUIRE
POSTSECONDARY
EDUCATION
BEYOND HIGH
SCHOOL.[24]
MAINERS WITH COLLEGE DEGREES AND CREDENTIALS:
MAINE (42%), NEW ENGLAND (50%)
44% OF MAINERS WILL HOLD A COLLEGE DEGREE,
CERTIFICATE, OR INDUSTRY CREDENTIAL BY 20192019 GOALS
WHERE WE ARE
2005
20%
40%
60%
20082007 2009 2011 20122010
35%
42%
34%
42%
36%
43%
34%
43%
36%
43%
36%
43%
37%
44%
MAINE NEW ENGLAND
2013
37%
45%
2006 2014 2015
38%
45%
39%
46%
42%
50%
Non-degree credentials added for 2015

Christopher Hall | Chair
CEO and President
Portland Regional Chamber
of Commerce, Portland
Cari Medd | Vice Chair
Principal
Poland Regional High School, Poland
Vicki Gordan | Treasurer
Chief Internal Auditor and Senior Vice President
UNUM, Portland
Christopher Emmons | Secretary
President & CEO
Gorham Savings Bank, Gorham
J. Duke Albanese
Senior Policy Advisor
Great Schools Partnership, Portland
Ron Bancroft
President
Bancroft and Company, Cumberland
Michael Bennett
Vice President
Cianbro, Pittsfield
Paul Bolin
Vice President HR, East Region
Eastern Maine Healthcare System, Brewer
Susan Corbett
Owner & CEO
Axiom Technologies, Machias
Jennifer Dorman
2015 Maine Teacher of the Year
Skowhegan Area Middle School, Skowhegan
Michael Dubyak
Chairman
WEX, Inc., South Portland
Ken Grady
Vice President & CIO
IDEXX, Westbrook
Clif Greim
President & CEO
Harriman and Associates, Lewiston
Dr. Richard Hopper
President
Kennebec Valley Community College, Fairfield
Dana Humphrey
Dean of Engineering
University of Maine, Orono
Laurie Lachance
President
Thomas College, Waterville
Deanna Sherman
President & CEO
Dead River Company, Bangor
E. William Stockmeyer
Attorney
Drummond Woodsum & MacMahon, Portland
Dr. Betsy Webb
Superintendent
Bangor School System, Bangor
Bill Williamson
Market President
Bank of America, Portland
Kelly Winslow
Vice President, Mid Maine
Regional Market Manager
Bangor Savings Bank, Bangor
Shawn Yardley
CEO
Community Concepts, Lewiston
Ed Cervone
Executive Director
Jason Judd
Program Director
Amanda Petersen
Office Manager
Dolly Sullivan
Program Director
EDUCATE MAINE is a business-led education advocacy
organization championing college and career readiness, and
increased education attainment. Educate Maine believes
that education is the catalyst and foundation for individual
success, engaged citizenship, and sustainable economic
growth; and that all Maine people should have equal access
to high quality educational opportunities.
OFFICERS
BOARD OF DIRECTORS
STAFF
CITATIONS
[1] Anne E. Casey Foundation (2010), www.aecf.org/resources/double-jeopardy [2] Educational Psychologist (2007), http://new.every1graduates.org/wp-content/uploads/2012/03/
preventing_student_disengagement.pdf [3] Stanford Center for Education Policy Analysis (2012), http://cepa.stanford.edu/content/widening-academic-achievement-gap-between-
rich-and-poor [4] Executive Office of the President of the United States (2014), https://www.whitehouse.gov/sites/default/files/docs/early_childhood_report1.pdf [5] National Center
for Children in Poverty (2008), http://www.nccp.org/publications/pub_835 [6] National Institute for Early Education Research (2008), http://nieer.org/resources/research/Preschool-
LastingEffects.pdf [7] Philip Trostel (2013), http://melig.org/pdfs/Path_to_a_Better_Future_Full_Report.pdf [8] The Campaign for Grade-Level Reading, http://gradelevelreading.net/
our-work/school-readiness [9] Anne E. Casey Foundation (2010), www.aecf.org/resources/double-jeopardy [10] Anne E. Casey Foundation (2010), www.aecf.org/resources/double-
jeopardy [11] ACT (2008), https://forms.act.org/research/policymakers/pdf/ForgottenMiddle.pdf [12] Connecticut, Massachusetts, New Hampshire, Rhode Island, and Vermont high
school graduation statistics gathered from those states’ Department of Education websites [13] Alliance for Excellence in Education (2015), http://impact.all4ed.org/wp-content/
uploads/2015/09/ME_2015.pdf [14] Georgetown University Center on Education and the Workforce (2010), https://cew.georgetown.edu/cew-reports/help-wanted [15] Maine Depart-
ment of Labor (2012), http://www.maine.gov/labor/cwri/publications/pdf/Maine_Workforce_Outlook_2012_to_2022.pdf [16] Maine Economic Growth Council (2015), http://www.mdf.
org/publications/Measures-of-Growth-2015/820/ [17] Mitchell Institute (2015), http://mitchellinstitute.org/wp-content/uploads/2014/01/MaineCollegeGoing2015.pdf [18] Education
Trust (2015), https://edtrust.org/wp-content/uploads/2014/09/ThePellPartnership_EdTrust_20152.pdf. [19] US Department of Education (2015), http://www.ed.gov/news/press-releases/
fact-sheet-focusing-higher-education-student-success [20] https://nces.ed.gov/ipeds/datacenter, Average net price for full-time, first-time degree/certificate-seeking undergraduate
students and Average amount of student loan aid received by full-time first-time undergraduates [21] The Institute for College Access and Success (2015), http://ticas.org/posd/map-
state-data-2015 [22] Lumina Foundation (2016), http://strongernation.luminafoundation.org/report/2016/#maine [23] U.S. Census Bureau, American Community Survey one-year
estimates, Table B15002 [24] Georgetown Center on Education and the Workforce (2013), https://cew.georgetown.edu/wp-content/uploads/StateProjections_6.1.15_agc_v2.pdf
For more information visit indicators.educatemaine.org

16-068_EDME_2016_IndicatorsReport_Final

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