Sec. 2. Study group membership. Resolved: That the Commissioner of Education and the Chair of the State Board of Education shall jointly appoint cochairs and members of the study group. The membership of the study group includes but is not limited to 2 superintendents, 2 school board members, 2 elected or appointed municipal members, 2 members of the general public, one member of the Department of Education, one member of the State Board of Education, one teacher and one principal; and be it further

Sec. 3. Study group duties. Resolved: That the study group shall consider issues and make recommendations related to providing the organizational structure and functions that can provide adequate instructional opportunities for all students to achieve the State's learning results while also ensuring a high level of operational efficiency. In accomplishing its duties, the study group shall:

1. Research the history of regionalization in the State by the formation of districts and participation in regional collaboratives, including but not limited to implementation of the Sinclair Act, Maine Revised Statutes, Title 20-A, chapter 103, subchapters I and II. This history must consider demographic data of school administrative units and of regional collaboratives, their organizational structures and functions and how key decisions are made. The history must also characterize the instructional opportunities and operational efficiencies that are associated with different types of school units and regional collaboratives;

2. Investigate other research regarding school administrative units and regional collaboratives in other states and identify findings that may be applicable in the State; and

3. Recommend incentives that the State could provide that would serve to promote school administrative units that have the organizational characteristics that can be demonstrated to support high levels of student outcomes and efficient use of resources and to maintain school administrative units that are already exhibiting these organizational characteristics. These incentives may include, but are not limited to, receipt of higher amounts of general purpose aid for local schools and preferential