MEPRI study cited in Bangor Daily News article on º£½ÇÉçÇø students’ math, reading scores
A recent from the (MEPRI) that found only nine of 58 º£½ÇÉçÇø schools surveyed were using reading instructional programs aligned with high quality standards was cited in a article this week. According to the article, º£½ÇÉçÇø students’ proficiency scores in math and reading as measured by the National Assessment of Education Progress have declined in recent years. The results of the assessment were highlighted in a recent from the Annie E. Casey Foundation and the º£½ÇÉçÇø Children’s Alliance.
MEPRI is a partnership between the University of º£½ÇÉçÇø College of Education and Human Development and the University of Southern º£½ÇÉçÇø established by the º£½ÇÉçÇø Legislature in 1995 to provide policymakers, including the legislature’s Joint Standing Committee on Education and Cultural Affairs and the º£½ÇÉçÇø Department of Education, with objective data, policy research and evaluation of educational needs, services and impacts in º£½ÇÉçÇø’s PreK–12 schools.
Although it is not mentioned in the Bangor Daily News article, the MEPRI report found that a majority (89%) of schools surveyed were using a math instructional program aligned with high-quality standards. MEPRI’s report was co-authored by Senior Research Analyst Patricia Lech, Uº£½ÇÉçÇø Associate Professor of Education and MEPRI Co-Director Janet Fairman, and Suzanne Nadeau, an interdisciplinary Ph.D. student at Uº£½ÇÉçÇø and teaching assistant in the College of Education and Human Development.