This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance levels--basic and above, proficient and above, and advanced; (2) Background information about limitations of the state's test data and characteristics of the state's testing system, including major changes in its testing system; (3) Figures and tables with the percentages of students scoring at the proficient level and above for all years with comparable data since 1999 and for all grades tested under the No Child Left Behind Act; (4) Figures and tables with percentages of students performing at three achievement levels--basic, proficient, and advanced--for all years with comparable data and for grades 4, 8, and 10 (or adjacent grades, in the case of states that lack comparable trend data for these default grades); (5) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study; and (6) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study. Due to changes in Maine's testing system, test data are available for only three years (2006-2008) at most grades, the minimum numbers of years needed to identify trends. Only two years of data are available for high school math, too short of a period to determine a trend. In general, Maine students have made gains at the basic, proficient, and advanced achievement levels. The exceptions were in high school reading, where the percentage basic and above declined slightly, and in elementary and middle school math, where the percentages reaching the advanced level showed no change. Specific results include: (1) Between 2006 and 2008, the percentage of students scoring at the basic level and above in reading increased slightly at the elementary grade analyzed, rose at a moderate-to-large rate at the middle school level, and decreased slightly at the high school grade analyzed; in math, there were moderate-to-large increases in the percentage basic at the elementary and middle grades; (2) In reading, the percentage of students performing at the proficient level and above grew at a moderate-to-large rate at all three grade levels analyzed; in math, the percentage proficient increased slightly at the elementary level and at a moderate-to-large rate at the middle school level; and (3) The percentage of students reaching the advanced level in reading went up at a moderate-to-large rate at the middle school level and increased slightly at the high school grade analyzed; in math, the percentage advanced remained about the same at the elementary and middle school levels. (Contains 6 figures and 6 tables.) [For "State Test Score Trends through 2007-08, Part I: Is the Emphasis on 'Proficiency' Shortchanging Higher- and Lower-Achieving Students?," see ED506121. For "State Test Score Trends through 2007-08. Part II: Is There a Plateau Effect in Test Scores?," see ED506122.