Maine proposes to use a simple list of indicators.


While it has identified academic achievement, progress, graduation rate, English proficiency, and “consistent attendance” as its indicators, the plan lacks detail on why certain measures were chosen and how they will be implemented.


Maine is still exploring other college- and career-ready measures.


Maine indicates that one of its long-term goals is for 90 percent of students to be college and career ready by 2030, yet the state includes no indicators of college and career readiness in its accountability system and does not make a clear case for why the indicators it has selected are related to college and career readiness. Instead, the state is still exploring other college- and career-ready measures and the necessary data sources and definitions needed to measure them in a valid, reliable way.


Maine also indicates that one high priority for the state is moving toward a proficiency-based diploma by 2021 — yet nothing in the accountability system is directly related to this priority yet.


Maine will consider adding indicators to the system in the near future.


Since Maine already administers and reports results from a science assessment, the state might want to consider adding science achievement to the accountability system.


Moreover, it would be helpful if the state outlined a detailed process by which it would review data, consult with stakeholders, and begin to pilot new indicators for its accountability system.


New Mexico


New Mexico proposed a high-quality list of meaningful indicators, including the growth of the lowest-performing students, extended-year graduation rates, chronic absenteeism, and a new college-readiness indicator.


Choose a state to see their plans around indicators: