Maine’s Educational Decline Highlights Contrasting Policy Outcomes With Mississippi

Once a high-performing state in education, Maine has plummeted to the bottom of national rankings despite increasing K-12 spending by more than 60% since 2019. Meanwhile, Mississippi, historically one of the worst-performing states, has seen significant gains in early literacy and math. The stark contrast underscores the debate over what truly drives educational improvement: funding, policy focus, or instructional strategy.

Maine and Mississippi now present diametrically opposed trajectories in American education. Maine, once a top-tier state for student achievement, has dropped to near the bottom, with recent assessments showing the state’s worst reading and math scores in approximately three decades. Nearly three-quarters of Maine’s fourth- and eighth-grade students are not reading at grade level. Elementary schools, previously ranked in the top 20 nationally as recently as 2018, are now in the bottom tier. This decline coincides with a significant increase in state education spending—an approximately 61% rise since 2019.

In stark contrast, Mississippi, a state long considered one of the lowest-performing in U.S. education, has seen some of the most significant achievement gains in the nation. It moved from 49th in fourth-grade reading a decade ago to 21st today, narrowing persistent achievement gaps in the process. Practitioners attribute this improvement to targeted reforms focused on early literacy, teacher training, and structured accountability measures. Mississippi lawmakers implemented a phonics-based reading instruction framework, supported teacher training tied to evidence-based methods, and introduced an early intervention system to identify and assist struggling students.

The divergent results between the two states raise questions about the effectiveness of education strategies centered solely on funding. Education experts and practitioners suggest that while money matters, effective policy implementation and a sustained focus on instructional fundamentals are essential for driving meaningful improvements.

James Paul, director of state education policy at the America First Policy Institute, said Mississippi’s success story shows “what is possible when states prioritize K-3 literacy, ensure rigorous teacher training, and hold schools accountable for results." According to Paul, Maine’s approach has been hampered by a lack of clear instructional focus and accountability.

In an interview, Matthew Gagnon, chief executive officer of the Maine Policy Institute, attributed Maine’s educational struggles to what he called a shift away from core academics toward “bureaucratic and ideological” priorities under Governor Janet Mills. “From 2019 onward, the focus pivoted to social-emotional learning, DEI initiatives, and non-academic priorities,” Gagnon said. He pointed to comments from Maine Education Commissioner Pender Makin, who stated in 2023 that academic instruction would take a “backseat” to addressing student trauma and disengagement. Gagnon argued that this approach exacerbated already declining outcomes, with Maine’s National Assessment of Educational Progress (NAEP) scores showing steep drops between 2019 and 2022.

The role of leadership and policy decisions has been a contentious issue in explaining both Maine’s decline and Mississippi’s rise. According to one education expert, Mississippi took deliberate steps to focus explicitly on improving foundational skills rather than general spending increases. “Mississippi required structured training for teachers in phonics-based reading instruction, implemented early regular screenings for struggling students, and established clear standards of accountability,” the expert said. “It’s not just about pouring money into the system—it’s about how that money is allocated.”

Conversely, critics of Maine’s system argue that the state emphasized symbolic priorities over substantive reforms. One commentator noted, “Under Governor Mills’ leadership, education outcomes took a backseat to politically progressive policies. Despite increased spending, the lack of a clear academic focus ultimately failed Maine students.”

In terms of funding, Mississippi's reforms happened on a budget widely considered modest. By contrast, Maine’s significant increase in K-12 spending has not translated into improved outcomes, highlighting the broader debate over whether higher funding levels guarantee better student performance. A comparison of the states appears to reinforce the principle that without a coherent instructional focus, additional financial resources may mask deeper systemic challenges rather than resolve them.

Looking forward, education practitioners emphasize the importance of replicating Mississippi’s strategies in other states. Early literacy-focused reforms, such as Mississippi’s third-grade retention policy—which requires students to meet minimum reading benchmarks to advance—are seen as potential models. However, some note the political and institutional barriers that can impede the adoption of similar policies elsewhere. “Many states remain preoccupied with measuring inputs, like spending and staffing, rather than monitoring whether students are truly mastering core skills,” Gagnon said.

As states grapple with ongoing educational challenges nationally, the experiences of Maine and Mississippi suggest a need for renewed focus on evidence-based teaching practices and accountability frameworks. Practitioners agree that while funding remains an essential component of a robust education system, strategies geared toward foundational skill development and measurable outcomes must be a primary focus for sustained progress.

Observers will be closely monitoring how Maine utilizes education funding moving forward, particularly given recent federal allocations totaling $28 million secured by Senator Susan Collins to support the state’s schools. Whether state officials utilize that funding to deliver tangible improvements or simply add to existing expenditures without reversing the decline remains an open question.

Meanwhile, Mississippi will likely attract continued attention as a case study for policy-driven educational success. For reform advocates, the state’s experience underscores a broader lesson: long-term gains depend not on how much is spent, but how resources are strategically directed to improve student achievement.