K-12 EDUCATION

The K-12 education system equips learners with essential knowledge, skills, and tools to thrive in their future endeavors. The journey from kindergarten through 12th grade aims to develop the whole individual and provides opportunities to explore their passions, cultivate critical thinking, and become active citizens.

Maine’s high school graduation rate is a measure of educational attainment of the knowledge, skills, and disposition that prepare students to be college, career, and community ready. Currently about 87% of Maine students graduate in four years. Graduating from high school signifies more than the culmination of academic years; it signifies the acquisition of a diverse skill set that empowers students to make informed choices about their paths ahead. For more detailed information about high school graduation, see the Attainment section below.

Student success is multifaceted; it cannot be measured by test scores and graduation rates alone. Our goal is to look at K-12 education in a holistic manner, understanding and appreciating Maine’s diverse learners and learning environments and striving for equitable educational outcomes for all.

STUDENT HEALTH & WELL-BEING

Are Maine students healthy and ready to learn?

Student well-being impacts academic performance, social interactions, and overall engagement. By incorporating measures related to mental health, mattering, and adverse childhood experiences, this section aims to holistically understand the dynamics that affect the broader education system in Maine.

The Maine Integrated Youth Health Survey contains the most detailed information about student health and well-being. The survey is administered to Maine students in grades 5-12 every other year to learn more about their health behaviors and attitudes regarding areas like substance use, mental health, protective factors, and more. There has been a notable increase in mental health concerns among both middle and high school students since the pandemic.

MENTAL HEALTH

Student mental health matters because it directly influences their ability to learn, thrive, and build meaningful relationships, shaping not only their academic journey but also their lifelong well-being. The percentages below refer to students agreeing with the statement, “Have you ever felt so sad or hopeless almost every day for two weeks or more in a row that you stopped doing some usual activities?”

33% of middle school students and 35% of high school students reported feeling sad or hopeless for two weeks or more.

Fully a third of both middle and high school students report experiencing persistent feelings of sadness or hopelessness. This is an increase from prior to the pandemic, when 25% of middle school students and 32% of high school students reported feeling sad and hopeless.

% of students feeling sad and hopeless (Middle School)

33%

Source: Maine Integrated Youth Health Survey (2023).

% of students feeling sad and hopeless (High School)

35%

Source: Maine Integrated Youth Health Survey (2023). 

Girls report significantly higher rates of feeling sad and hopeless compared to boys. For both groups, feeling sad and hopeless is more common in high school compared to middle school.

Girls consistently reported experiencing feelings of sadness or hopelessness at roughly twice the rate of their male peers in both middle and high school. This gender disparity has become even more pronounced since before the pandemic. Middle school girls especially have shown concerning increases in feeling sad and hopeless, from 33% reporting as such in 2019, up to 40% in 2021 and 46% in 2023.

% of students feeling sad and hopeless by Gender (Middle School)

Girls - 45%
Boys - 21%

% of students feeling sad and hopeless by Gender (High School)

Girls - 46%
Boys - 24%

Source: Maine Integrated Youth Health Survey (2023)

There is a wide variation in reported rates of feeling sad and hopeless among middle school and high school students when looking across racial and ethnic groups.

% of students feeling sad and hopeless by Race/Ethnicity (Middle School)

Hispanic - 44%
American Indian/AN* - 43%
Multiple Races - 40%
Asian - 33%
White - 32%
Black/AA* - 32%
Native Hawaiian/OPI* - 28%

% of students feeling sad and hopeless by Race/Ethnicity (High School)

American Indian/AN* - 48%
Hispanic - 45%
Multiple Races - 45%
Native Hawaiian/OPI* - 45%
White - 35%
Asian - 32%
Black/AA* - 31%

*AN = Alaska Native; AA = African American; OPI = Other Pacific Islander. Note: interpret percentages with caution due to sample sizes. Full details are available here.

Data available by county

The percentages of students who report feeling sad and hopeless vary by county. Learn more about students’ mental health in your county in the Maine Integrated Youth Health Survey (2023).

Students identifying as LGBTQ+ show alarming rates of feeling sad and hopeless compared to their peers.

60% of LGBTQ+ students felt sad or hopeless compared to 35% of all students (Note: data only available at the high school level)

Transgender - 73%
Described sexual orientation another way - 63%
Bisexual - 63%
Gay/Lesbian - 59%
Questioning - 48%
Heterosexual - 26%

Source: Maine Integrated Youth Health Survey (2023).

ADVERSE CHILDHOOD EXPERIENCES (*Data only available for High School)

Adverse Childhood Experiences (ACEs) refer to potentially traumatic events before the age of 18, such as family loss, violence, divorce, or substance abuse, which can profoundly impact a person’s health, well-being, education, and career outcomes. The implications of ACEs are long-lasting and can cast shadows on a person’s life into adulthood. By understanding the significance of ACEs, we can work collaboratively to prevent and address them, creating nurturing environments that promote resilience and support for children and their communities.

 

More than 1 in 4 Maine high school students have experienced four or more Adverse Childhood Experiences.

The number of Maine children experiencing multiple Adverse Childhood Experiences (ACEs) is increasing. Over 1 in 4 high school students (27%) reported 4 or more ACEs in 2023, compared to 1 in 4 (25%) in 2021 and 1 in 5 (21%) in 2019.

% of students reporting 4+ ACEs (High School)

27%

Source: Maine Integrated Youth Health Survey (2023). 

Girls are far more likely to have experienced 4+ ACEs than boys.

1 in 3 high school girls and 1 in 5 high school boys report having experienced 4 or more Adverse Childhood Experiences. These rates are increasing over time.

% experiencing 4+ Adverse Childhood Experiences by Gender

Girls - 33%
Boys - 20%

Source: Maine Integrated Youth Health Survey (2023)

Asian youth are least likely to report experiencing 4 or more ACEs.

Students from varied racial and ethnic backgrounds may face unique stressors due to systemic factors. Rates are increasing for all groups except students of Asian descent.

% experiencing 4+ Adverse Childhood Experiences by Race/Ethnicity

American Indian/AN* - 43%
Multiple Races - 41%
Hispanic - 38%
Native Hawaiian/OPI* - 36%
White - 26%
Black/AA* - 22%
Asian - 15%

*AN = Alaska Native; AA = African American; OPI = Other Pacific Islander.

Source: Maine Integrated Youth Health Survey (2023)

MATTERING

When students feel like they matter to their community, they are more likely to be socially connected and experience positive mental health and a sense of wellbeing. Cultivating a strong sense of mattering and community connectedness is a positive factor that can improve child outcomes in a variety of areas, including in school. The percentages below refer to students agreeing with the statement, “Do you agree or disagree that in your community you feel like you matter to people?”

Only half of Maine high school students report feeling like they matter in their community.

The percentages of both middle and high school students reporting that they feel as though they matter to their community has been decreasing over time.

% of students feeling that they matter (Middle School)

54%

Source: Maine Integrated Youth Health Survey (2023). 

% of students feeling that they matter (High School)

50%

Source: Maine Integrated Youth Health Survey (2023). 

Boys report feeling like they matter in their community more than girls.

Over half of boys report feeling like they matter, though these feelings for both boys and girls have been declining over time. Boys and girls alike feel as though they matter less once they get to high school.

% of students feeling that they matter by Gender (Middle School)

Boys - 61%
Girls - 47%

% of students feeling that they matter by Gender (High School)

Boys - 53%
Girls - 40%

Source: Maine Integrated Youth Health Survey (2023)

White students report feeling like they matter in their community at higher rates than students of other racial/ethnic groups in both middle and high school.

All Maine students need to know that they matter to their community. There are clear gaps in feelings of mattering by race/ethnicity, with diverse students experiencing higher rates of feeling like they don’t matter.

% of students feeling that they matter by Race/Ethnicity (Middle School)

White - 55%
Black/AA* - 48%
Asian - 47%
Multiple Races - 47%
American Indian/AN* - 44%
Native Hawaiian/OPI* - 42%
Hispanic - 42%

*AN = Alaska Native; AA = African American; OPI = Other Pacific Islander.

Source: Maine Integrated Youth Health Survey (2023)

% of students feeling that they matter by Race/Ethnicity (High School)

White - 50%
Asian - 46%
Black/AA - 45%
Multiple Races - 43%
Hispanic - 43%
Native Hawaiian/OPI* - 42%
American Indian/AN* - 40%

*AN = Alaska Native; AA = African American; OPI = Other Pacific Islander.

Source: Maine Integrated Youth Health Survey (2023)

LGBTQ+ students report low levels of mattering to their community

LGBTQ+ students report the lowest levels of mattering compared to all subgroups. They are also the most likely to report feeling sad and hopeless for two weeks or more. (Note: data only available at the high school level)

Heterosexual - 55%
Questioning - 39%
Gay/Lesbian - 36%
Bisexual - 36%
Described sexual orientation another way - 33%
Transgender - 26%

Source: Maine Integrated Youth Health Survey (2023)

ATTAINMENT

Maine is continuing to explore and develop effective ways to measure college and career readiness within the education system. Standardized test scores have often been used as the primary measurement. In recent years, due to the COVID-19 pandemic as well as changes in assessment practice, standardized test data has not been readily available.

While assessments are important—after all, Maine needs to know what students know and can do in order to provide meaningful and equitable support for all learners and school environments—they are only one piece of the overall puzzle when we examine education outcomes. For now, this section focuses on attainment: how many Maine students ultimately attain a high school diploma?

HIGH SCHOOL GRADUATION

How many Maine high school students graduate within four years?

High school graduation is a pivotal achievement with far-reaching benefits. Graduation demonstrates attainment of essential knowledge and life skills and also enhances individuals’ employability, access to higher education, and overall contribution to society.

The data in this section reflects the four-year high school graduation rates for the graduating class of 2023. It’s important to note that certain student populations are less likely to complete high school within the traditional four-year timeframe. However, with adequate time and support, many of these students can successfully graduate within a six-year period.

87% of Maine students graduate from high school in four years.

Graduation rates have stayed consistent over the past several years. This is an overall increase in time: in 2010, Maine’s graduation rate was 83%.

Maine High School Graduation Rate

87%

Source: Maine Department of Education Data Warehouse. 

Maine’s statewide high school graduation rate has been fairly consistent over time.

Source: Maine Department of Education Data Warehouse

Female students graduate at a rate 2 percentage points higher than their male peers.

Female students have persistently been graduating at higher rates than their male counterparts. Between Spring 2022 and Spring 2023, the graduation rate for male students jumped from 84% to 87%.

High school graduation rate by Gender

Female - 89%
Male -87%

Source: Maine Department of Education Data Warehouse

Higher income students graduate high school at a higher rate than their economically disadvantaged peers.

The graduation gap by student economic status is 16 points. These rates increased slightly from the previous year (non-ED students up 2%, ED students up 1%).

High school graduation rate by Economic Status

Non-economically disadvantaged - 95%
Economically disadvantaged - 79%

Source: Maine Department of Education Data Warehouse

Multilingual learners graduate from high school at a lower rate than their peers.

The graduation gap by language learner status is 16 points.

High school graduation rate by Language Learner Status

Non-multilingual learners - 87%
Multilingual learners - 71%

Source: Maine Department of Education Data Warehouse

Students without a special education designation graduate from high school at a higher rate than special education students.

The graduation gap by special education status is 16 points.

High school graduation rate by Student Disability Status

Not a Special Education student - 90%
Special Education student - 74%

Source: Maine Department of Education Data Warehouse

Note: In this report, the term “multilingual learners” is used instead of “English learners” to more accurately reflect the linguistic diversity of students who have a primary or home language other than English and are in the process of acquiring English language skills. High-quality programs designed for multilingual learners recognize and leverage these assets by providing individualized support and ensuring equitable academic opportunities. For more information about Multilingual Learners in Maine, click here.

White students graduate at higher rates than other racial/ethnic groups.

High school graduation rate by Race/Ethnicity

White - 88%
Multiple Races - 82%
Black/African American - 81%
Hispanic - 77%
American Indian/Alaska Native - 69%

Note: Due to small sample size, data was not available for Asian or Native Hawaiian/Other Pacific Islander students in 2023.

Source: Maine Department of Education Data Warehouse

Graduation rates (4-year and 6-year) vary by student subgroup.

Source: Maine KIDS COUNT (2023)

PATHWAYS

Diverse learning pathways accommodate different learning styles, interests, and goals, ensuring that every student has an opportunity to excel and reach their full potential within a comprehensive education system. Career and Technical Education is an example of an educational pathway that promotes meaningful learning opportunities and equips students with the tools they need to navigate their journeys through education and career.

CAREER AND TECHNICAL EDUCATION

Maine’s career and technical education centers offer hands-on education that prepares students for college and career. Breaking down barriers to accessing CTE courses will increase the number of students participating in this educational pathway and increase the number of students who graduate with a credential of value for the workforce.

27

The number of career and technical education centers in Maine.

88

The number of programs offered across all Maine CTE schools. Examples include Culinary Arts, Early Childhood Education, Graphic Design, and Plumbing & Heating.

10,012

The number of Maine students enrolled in CTE programs during the 2023-24 school year.

CTE enrollments are increasing across Maine

Career and Technical Education programs provide valuable hands-on, in-demand skills training for a variety of careers across Maine. Enrollments in CTE programs have been growing in recent years, and Maine recently began piloting middle school CTE programming that has grown from 14 schools and 2,053 students in 2019-20 to 21 schools and 4,436 students in 2021-22. While there was no funding for 2022-23, there are grants for middle school CTE in 2023-24. Data will be available at the end of the school year.

As of 2024, there are 21 CTEs serving 121 middle schools across the state.

Source: Maine Department of Education

ENGAGEMENT

Students need to be fully engaged in their educational communities in order to learn. Engagement in K-12 education is currently measured at the most basic level by tracking attendance rates. Chronic absence is defined as missing 10% or more of the school year.

States across the nation have seen tremendous increases in chronic absence rates as the COVID-19 pandemic shifted expectations around where and how formal education took place. Many schools are now faced with attendance challenges due to varied reasons, such as shifting behaviors and attitudes about the importance of attendance; transportation challenges (such as bus driver shortages); and mental health challenges among students.

Chronic absenteeism is beginning to decline after a rapid rise during the pandemic. Over 1 in 4 students was chronically absent during the 2022-2023 school year.

% of students chronically absent by School Level

Elementary - 17%
MS/HS - 11%

(MS/HS = middle school, high school.)

% of students chronically absent by Student Economic Status

ED - 14%
Non-ED - 13%

(ED = economically disadvantaged. Non-ED = non-economically disadvantaged.)

Source: Maine Department of Education Data Warehouse.

LEARN MORE

Data & Reports

Student Well-Being Initiatives

Nonprofit Initiatives

Additional Resources

Educate Maine Policy Briefs

In addition to the annual Education Indicators Report, Educate Maine publishes occasional policy briefs that touch on important issues related to education and workforce development in Maine. Recent briefs explore higher education, student assessment, and education funding. You can read all briefs here.