www.MarylandPublicSchools.org
Maryland Public Schools
State of Education
2012
Innovation. High Standards. World-Class Reform.
1
Maryland State of Education • 2012
Innovation. High Standards. World-Class Reform.
Dear Friends of Maryland Public Education:
For an unprecedented fourth year in a row, Maryland public schools picked up top
honors for the work taking place in our classrooms! We are thrilled that Maryland’s
education system has been ranked once again as Number One in the nation by
Education Week, the nation’s leading education publication. In addition, the College
Board followed that up by ranking the State first in the nation for its rigorous Advanced
Placement (AP) program also for a fourth consecutive year for student performance.
Further, our schools continuously catch the eye of the Washington Post for their
remarkable achievements. For the third year in a row Maryland ranked #1 on the
Washington Post Challenge Index List for the highest percentage of college-level
courses being offered by high schools and taken by students.
Top Honors For
Maryland Public
Schools
Ranked #1 by Education
Week, the College Board,
and the Washington Post
The nation’s highest
percentage of graduates
scoring 3 or higher on
an AP exam
The nation’s highest
percentage of college-level
courses—offered and taken
Our focus continues to be on our education reform efforts for Maryland’s public
schools as we implement new programs and initiatives made possible through the
four-year $250 million federal Race to the Top (RTTT) award. Through the grant, we
will strengthen instruction by improving teacher effectiveness, bolstering assessments
and data collection, and improving chronically underperforming schools. At the end
of 2011, we were excited to learn that Maryland was one of nine states awarded a
four-year $50 million federal RTTT Early Learning Challenge Fund Grant. The grant is
designed to narrow the school readiness gap for children in poverty, English Language
Learners, and those with disabilities. We are determined to ensure that our students are
prepared for college, career, and life. We are preparing world-class students!
With all of our achievements and accolades, we have no intention of slowing down
in our quest to further strengthen our schools. In preparing world-class students, we
are aggressively working towards initiating Maryland’s education agenda that includes
Common Core State Standards, a Longitudinal Data System, Teacher and Principal
Evaluations, and The Breakthrough Center. This publication summarizes the many
good things taking place in Maryland classrooms and the work being done by our
State’s educators. It also looks at the future for Maryland schools. We greatly appreciate
your continued support as we work on behalf of all of our students.
Sincerely,
Bernard J. Sadusky, Ed.D.
Interim State Superintendent of Schools
“Make Maryland a model for adopting the world’s most successful approaches to schooling.
Virginia and Maryland are near the top of many measures of school performance. But Maryland...has been
the more consistent innovator. No state is better equipped, politically and culturally, to embrace systems that
have helped Singapore, Japan and Finland lead the world in teaching children. The changes would include
significantly raising standards for admission to public schools, teacher training programs and deepening
those programs—ideas with widespread support in Maryland.”
–Washington Post, Jay Mathews’ Five Wishes for DC-Area Schools, December 7, 2011
2
Maryland State of Education • 2012
Innovation. High Standards. World-Class Reform.
Maryland Ranks #1 for the Fourth Year In a Row!
It was another remarkable year for Maryland’s education system. The
nation’s leading education newspaper, Education Week, placed Maryland
at the top of the list for an unprecedented fourth straight year with
the nation’s only B+ average. The ranking is based on State education
policies and student performance that reflect nearly two decades of
work on a preK-12 curriculum; state accountability and standards; teacher
effectiveness; and work on school readiness, high school reform, and
preparation for college and the workplace. The report found that no other
state has a more consistent record of excellence than Maryland.
More good news came when the College Board ranked Maryland #1 in
the nation also for a fourth year in a row for the percentage of seniors
scoring 3 or higher on at least one AP exam. Of Maryland’s graduates, 27.9
percent scored a 3 or higher on an AP exam. A score of 3 or higher on the
5-point scale is considered mastery of college-level work.
Maryland has also dramatically increased AP participation among minority
students. In fact, Maryland has closed the equity and excellence gap
for Hispanic/Latino and American Indian students through AP. Nearly
11 percent (10.8 percent) of students receiving a score of 3 or better in
Maryland were African American—that’s the fourth-highest percentage
among states in the nation. Hispanic students also showed increases in
participation and success in the program as 7.8 percent of the seniors who
scored 3 or higher on the AP exam were Hispanic.
The Washington Post ranked Maryland #1 in the nation for the third
year in a row on its Challenge Index list of the nation’s top high
schools. Maryland ranks first in the nation for the highest percentage of
high schools that offer—and students that take—college-level courses.
More than half (58 percent) of the State’s high schools made the list—
the highest percentage in the nation.
ff A Highlight of Maryland’s Education System
Six Maryland public schools were named 2011-2012 National Blue
Ribbon Schools by the U.S. Department of Education. The schools
are recognized on the basis of rigorous State and national requirements
for high achievement and dramatic improvements.
3
“The citizens of our State...
understand that the
investments we make in
education are investments
in the future we all share.”
-Governor Martin O’Malley,
addressing Education Week’s
“Quality Counts” event in
Washington, DC, January 12, 2012
Utah 20.7
Maine 20.4
New Jersey 19.9
Georgia 19.8
Wisconsin 19.4
Illinois 18.5
• 2012
North Carolina 18.4
Washington 18.4
Minnesota 18.3
New Hampshire 18.3
UNITED STATES 18.1
Texas 16.7
South Carolina 16.5
Figure
2: Percentage
of the class of 2011 scoring a 3 or higher on an AP Exam during
16.3
Nevada
high
school16.0
Michigan
Delaware 15.5
0%
5%
10%
15%
20%
25%
30%
Oregon 15.0
Figure 2: Percentage of the class of 2011 scoring a 3 or higher on an AP Exam during
Alaska 14.0Maryland 27.9
high school
Indiana 14.0New York 26.5
Figure 2: Percentage of the class of 2011 scoring a 3 or higher on an AP Exam during
0%
10%
15%
20%
25%
30%
Pennsylvania 13.8 Virginia
25.6 5%
high school
13.7
Kentucky Massachusetts
25.5
5%
10%
15%
20%
25%
30%
27.9 0%
Maryland 13.5
Arkansas
Connecticut 25.3
26.5
New
York
Ohio 12.8 Florida 23.9
27.9
Maryland
25.6
Virginia 12.7
Montana
California 23.4
26.5
New York 12.3
25.5
Massachusetts
South Dakota
Colorado 22.3
25.6
Virginia 12.2
25.3
Connecticut
Idaho
Vermont 21.4
25.5
Massachusetts
23.9
Florida 12.0
Rhode Island
Utah 20.7
25.3
Connecticut
23.4
California 11.1
New Mexico
Maine 20.4
23.9
Florida 10.7
22.3
Colorado
Oklahoma
New Jersey 19.9
23.4
California
21.4
Vermont 10.4
Tennessee
Georgia 19.8
22.3
Colorado
20.7
Utah 10.3
Kansas
Wisconsin 19.4
21.4
Vermont
20.4
Maine 10.0
Hawaii
Illinois 18.5
20.7
Utah 9.9
19.9
New
Jersey
Alabama
North Carolina 18.4
20.4
Maine 9.8
19.8
Georgia
Wyoming
Washington 18.4
19.9
New
Jersey 9.7
19.4
Wisconsin
Iowa
Minnesota 18.3
19.8
Georgia
18.5
Illinois
9.6
Arizona
New Hampshire 18.3
19.4
Wisconsin
18.4
North
Carolina
8.8
West
Virginia
UNITED
STATES 18.1
18.5
Illinois 8.2
18.4
Washington
Missouri
Texas 16.7
18.4
North Carolina 8.2
18.3
NorthMinnesota
Dakota South
Carolina 16.5
18.4
Washington
18.3
New
Hampshire 8.1
Nebraska
National
Nevada 16.3
18.3
Minnesota
Average
18.1
UNITED
STATES
6.6
District of Columbia
Michigan 16.0
18.3
New Hampshire
16.7
Texas 5.6
Louisiana
Delaware 15.5
18.1
UNITED
STATES
16.5
South
Carolina 4.5
Mississippi
Oregon 15.0
Texas 16.7
16.3
Nevada
Alaska 14.0
16.5
South Michigan
Carolina
Raw numbers
for this figure
are available in Appendix A. Ties are alphabetized by state name.
16.0
Indiana 14.0
Nevada 16.3
15.5
Delaware
Pennsylvania 13.8
Michigan
15.0
Oregon 16.0
The College Board
Kentucky 13.7
Delaware
14.0
Alaska 15.5
Arkansas 13.5
Oregon
14.0
Indiana 15.0
Ohio 12.8
Alaska 14.0
13.8
Pennsylvania
Montana 12.7
Indiana 14.0
13.7
Kentucky
South Dakota 12.3
Pennsylvania
13.5
Arkansas 13.8
Idaho 12.2
13.7
Kentucky
12.8
Ohio Rhode
Island 12.0
13.5
Arkansas
12.7
Montana New
Mexico 11.1
Ohio 12.8
12.3
South Dakota
Oklahoma 10.7
Montana
12.2
Idaho 12.7
Tennessee 10.4
South
Dakota
12.0
Rhode Island 12.3
Kansas 10.3
Idaho 12.2
11.1
New Mexico
Hawaii 10.0
Rhode
Island 12.0
10.7
Oklahoma
9.9
Alabama
New
Mexico 11.1
10.4
Tennessee
9.8
Wyoming
Oklahoma
10.3
Kansas 10.7
9.7
Iowa
Tennessee
10.0
Hawaii 10.4
9.6
Arizona
Kansas 10.3
9.9
Alabama
8.8
West Virginia
Hawaii 10.0
9.8
Wyoming
8.2
Missouri
9.9
Alabama
9.7
Iowa North
8.2
Dakota
9.8
Wyoming
9.6
Arizona
8.1
Nebraska
National
9.7
Iowa
8.8
West Virginia
Average
6.6
District of Columbia
9.6
Arizona
8.2
Missouri
5.6
Louisiana
8.8
West
8.2
NorthVirginia
Dakota Mississippi
4.5
8.2
Missouri
8.1
Nebraska
National
Average
8.2
North
Dakota
Raw numbers
alphabetized by state name.
6.6 for this figure are available in Appendix A. Ties are
District
of Columbia
Maryland State of Education
Innovation. High Standards. World-Class Reform.
on an AP Exam
during high school
19
states exceeded the
national average of
graduates scoring a
Maryland Leads the Nation in AP Scores
3 or higher
Percentage of the Class of 2011 scoring a 3 or higher on an AP Exam during high school
27.9%
18.1%
18.1%
18.1%
What do the
data show?
ofWhat
Maryland’s
do the
graduates
scored
data show?
aWhat
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Exam,
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of U.S.
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the nation
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on
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Exam and
scored
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orschool
higher
during high
on an AP Exam
during high school
states exceeded the
national average of
graduates scoring a
3 or higher
states exceeded
the
national average of
states
exceeded
the
graduates
scoring
a
national
average
of
3 or higher
graduates scoring a
3 or higher
Maryland’s
“This year’s AP Report to theofNation
highlights
graduates
apreport.collegeboard.org
13
the tremendous progress and success of scored
a 3 or higher on
Maryland’s students and educators.
I am leading
an AP Exam,
of Maryland’s
confident that Maryland’s
AP
community
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graduates
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athe
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-Gaston Caperton,
College Board President
18.1%
19
19
19
27.9%
27.9%
27.9%
18.1%
18.1%
18.1%
8.1
Nebraska
National
5.6
Louisiana
Average
6.6
District ofMississippi
Columbia
4.5
5.6
Louisiana
Raw numbers
for this figure
4.5 are available in Appendix A. Ties are alphabetized by state name.
Mississippi
apreport.collegeboard.org
4
The College Board
apreport.collegeboard.org
13
Maryland State of Education • 2012
Innovation. High Standards. World-Class Reform.
High School Assessment
The 2010-2011 senior class was the third one for whom passing the High School
Assessments (HSAs) in algebra/data analysis, biology, English, and government was a
graduation requirement. As of school year 2011-2012, the government exam will no longer be
administered. Nearly 60,000 Maryland students received diplomas in 2011, with more than
85 percent of students meeting the HSA requirement through examination. Another 8.8
percent (5,350 students) met the requirement through the alternative Bridge Plan for Academic
Validation. The Bridge Plan is the project-based alternative to the HSA exam. According to data
supplied to Maryland State Department of Education (MSDE) by local school systems, not a
single student statewide failed to graduate solely because of the HSAs. In 2004, the Maryland
State Board of Education voted to make meeting the HSA a requirement for the Maryland
High School Diploma, starting with the Class of 2009. The new data continues to show that the
assessments do not prove to be a barrier to graduation. (www.HSAexam.org)
Graduation Rate
Maryland’s graduation rate continued to improve in 2011—reaching its highest recorded
rate of 87 percent, up from 86.6 percent in 2010 and 85.2 percent in 2009. The 2011
graduation rate was calculated under the “leaver rate” which counts all graduates, not just those
who graduate in four years, and does not follow a particular group of students. Moving forward,
and as required by State Law, Maryland is transitioning from the “leaver rate” to the “cohort rate”
for federal reporting purposes. Further, federal law has changed the racial subgroup categories.
The combined effect will alter how much of Maryland’s data will be reported, and it initiates a
new baseline. As a result of Maryland’s accountability plan calling for both a four-year and
a five-year rate, five years of a single cohort’s data is needed. This means that the Class of 2010
data will be used for accountability in 2011. Under the new calculation, Maryland’s four-year
rate is 82 percent, and its five-year rate is 84.6 percent for the Class of 2010. While Maryland’s
cohort graduation data shows strong performance, the differences between student subgroups
persist.
“I want to
congratulate the
students, parents,
and educators
in Maryland for
outstanding progress
in graduation rates–
the highest level in
our State’s history,”
said Governor
Martin O’Malley.
“The more a person
learns, the more a
person earns, and
the more jobs we
can create. Together,
we can continue to
demonstrate why
Maryland’s public
schools are number
one in the nation
by preparing our
children for the jobs
of tomorrow.”
Percentage of Students Graduating
Per Subgroup
Class of 2010 Graduation Rates by Student Subgroup Using Five-Year Adjusted Cohort Rate
100
80
94.73%
94.56%
77.87%
89.65%
80.25%
78.15%
66.64%
60.94%
60
40
20
0
African
American
Asian
Limited
English
Proficient
Hispanic
Receiving Free
or ReducedPrice Meals
5
Special
Education
Two or More
Races
White
Maryland State of Education • 2012
Innovation. High Standards. World-Class Reform.
SAT
Maryland’s 2011 senior class broke the State’s previous record for the
highest percentage of students taking the SAT and the most diverse
group of test takers. Scores on the SAT exam registered a slight decline—
both in Maryland and across the nation. Maryland’s composite SAT score
fell six points to 1492 on the 2400-point scale, mirroring the six-point
national drop. Maryland students scored a 499 in critical reading (down
one point), 502 in mathematics (down 3 points), and 491 in writing (down
2 points).
Scores on the PSAT/NMSQT test increased for juniors taking the exam,
even as more students took the test. The mean critical reading score for
juniors was up 0.4 points to 46.8; the mean mathematics score was down
0.1 points to 46.9 (both higher than the national average increase), while
the writing skills mean fell back 0.7 points to 44.9. More students took the
PSAT as sophomores, and again the scores improved. The critical reading
mean was up 1.4 points, the critical mathematics mean was up 0.1 points,
and the writing skills remained the same.
Diverse Enrollment
Maryland’s edge in an increasingly competitive world depends on the
preparation of internationally literate graduates—graduates who are
culturally aware and proficient in languages other than English. One
project in Maryland’s Race to the Top grant establishes a world languages
pipeline beginning at the elementary school level. New programs funded
in the project’s first year include two Chinese, one Arabic, and one dual
immersion Spanish. The increasing diversity of Maryland’s classrooms is
reflected in the dramatic growth of English Language Learners (ELLs) in
the State. With a total of more than 190 home languages represented,
the top five home languages of Maryland’s ELL population are Spanish,
French, Chinese, Vietnamese, and Korean.
According to the 2011 Maryland Report Card enrollment data, White
students make up 43 percent of the State’s enrollment, followed by
African American students (36 percent); Hispanic (11.5 percent); Asian/
Pacific Islander (6.1 percent); two or more races (3.5 percent); and
American Indian/Alaskan Native (0.4 percent). While White and African
American student enrollment is slowly declining, the trend is showing a
slight increase in Hispanic and Asian/Pacific Islander student enrollment as
well as in the new subgroup of two or more races.
Dropout Rate
Maryland’s dropout rate increased slightly, from 2.3 percent to 3.2 percent. The rate remains below that of 2008, when it was
3.4 percent. The new cohort dropout rate for 2010 is 11.93 percent, which counts non-graduates who did not re-enroll for
a fifth year as dropouts.
6
Maryland State of Education • 2012
Innovation. High Standards. World-Class Reform.
Career Technology Education
The Maryland State Department of Education recognizes that success in 21st century careers requires that students
develop strong academic and technical skills. Maryland’s Career and Technology Education (CTE) programs prepare
students for further education and careers as part of their high school experience. There are 48 State-developed CTE
programs of study offered. All of these programs provide students the opportunity to explore careers, apply academic
concepts, and develop technical skills needed in the 21st century workplace. These programs add value to students’
education by awarding them early college credit and/or industry-recognized certifications while still in high school.
New statewide CTE programs have been developed to prepare more students for careers in fields related to science,
technology, engineering, and mathematics (STEM). These CTE programs are among those that are the fastest growing
and include pre-engineering, biomedical sciences, IT networking, and interactive media production. The Project Lead
The Way Biomedical Sciences program is rapidly expanding in Maryland due to the recent infusion of general funds.
Even more traditional CTE programs, such as the Construction Professions and Auto Technology, are being revised and
expanded to include advanced technical preparation with increased opportunity for high school students to earn early
college credit and industry certifications.
Financial Literacy Education
In September 2011, financial literacy education became a required program of instruction in
Maryland public schools in grades three through twelve. This new requirement means that
children will learn the importance
of sound financial planning long
before they are out on their
own where mistakes could lead
them into credit problems and
long-term debt. The Maryland
State Board of Education put this
requirement in place because
children are in control of more money today than ever before, and they need to learn how to
manage it wisely. The Maryland State Department of Education developed a State curriculum
to help guide local instruction on personal financial literacy education across the learning
levels. The curriculum includes six standards: 1) make informed, financially-responsible
decisions; 2) relate career, education and income; 3) plan and manage money; 4) manage
credit and debt; 5) create and build wealth; and 6) manage risks and preserve wealth.
“The earlier
children begin
learning how to
manage money,
the better off
they will be as
adults.”
–James H.
DeGraffenreidt, Jr.,
President,
Maryland State
Board of Education
National Board Certified Teachers
Maryland ranks 11th in the nation for its overall number of National Board Certified Teachers. In the past year, 241 teachers
earned their National Board Certification, bringing the total number in Maryland to 2,214. National Board Certification is
one way of assuring that Maryland students have access to the education they deserve. The Maryland State Department
of Education also offers nontraditional teacher certification programs such as Troops to Teachers and the Resident Teacher
program—offering the opportunity to bring talented and deeply committed individuals into the teaching profession and
into Maryland schools.
7
Maryland State of Education • 2012
Innovation. High Standards. World-Class Reform.
MSA
Maryland continued to experience improvement on the Maryland School Assessments (MSA) in 2011. Overall
improvement in mathematics was registered, and the percentage of students scoring in the “advanced” range
for both mathematics and reading continued to rise. The percentage of elementary students scoring at the
proficient levels in reading increased from 86.9 percent in 2010 to 88 percent in 2011. There was little change
in mathematics, moving from 86.5 to 86.3. At the middle school level, the percentage of mathematics students
scoring at the proficient levels improved from 72.6 percent in 2010 to 73.7 percent. The scores build on the
progress made over the past eight years. Composite elementary reading scores have increased 26 points since
2003, while mathematics scores are up 26.3 points. Composite middle school reading scores are up 23.6 points
since 2003, and mathematics has increased a remarkable 34 points.
MSA Reading and Mathematics - Maryland Snapshot 2006 vs. 2011
Grade 3
% of Students Scoring at Proficient Levels
in MSA by Grade/Subject
100
Grade 8
Grade 5
Reading
Math
Reading
Math
Reading
56.8 pts.
57.2 pts.
513.6 pts.
58.9 pts.
515.7 pts.
80
85.1%
78.3%
511.0 pts.
90.2%
86.3%
79.1%
Math
82.7%
82.3%
76.6%
73.4%
60
67.0%
66.1%
55.1%
40
20
0
2006
2011
2006
2011
2006
2011
2006 2011
2006
2011
2006
2011
School Year
Maryland has made a number of educational improvements over the past decade designed to maintain
progress. The State has been a leader in early childhood development, assessing the preparation of
kindergartners; built a Statewide curriculum, currently being updated through the Maryland Common Core
State Standards effort in English/Language Arts and Mathematics; greatly increased the percentage of highly
qualified teachers in the classroom; and bolstered local school systems with the Bridge to Excellence funding.
“This year’s MSA results demonstrate the progress our number-one ranked public schools are
making in academic achievement. Thanks to the hard work and commitment of our educators,
students and parents, we can sustain and build upon the gains we’ve made for every student and
every school in Maryland.”
-Governor Martin O’Malley
8
Maryland State of Education • 2012
Innovation. High Standards. World-Class Reform.
More Positive MSA Results Within Maryland’s Number One Ranked Public School System
•
Twenty-two of Maryland’s 24 school systems have at least 80 percent of their elementary students scoring in
the proficient levels in both reading and mathematics. In the middle school level, 19 systems have at least 80
percent of their students scoring in the proficient levels in reading, while 10 systems have 80 percent of their
students hitting the proficiency target in mathematics.
•
Investment in early childhood education has paid important dividends for Maryland students as the third grade
scores have made dramatic improvement over time. In 2003, just 58.1 percent of Maryland third graders scored at
the proficient levels in reading and 65.1 in mathematics. Today, the percentages are 85.1 percent in reading and 86.3
percent in mathematics.
•
Achievement gaps for students receiving special services have registered declines in some important areas. There
has been a 32.8 percentage point reduction in the gap between English Language Learners and the general student
population in elementary reading. In addition, there has been a 13 percentage point reduction in the gap between
special education students and the general student population in middle school reading.
Many Maryland schools are reaching the 90 percent proficiency level in both reading and mathematics, making additional
progress difficult. Under the federal No Child Left Behind (NCLB) law, all students must be scoring at proficient levels
by 2014. Changes were made to the Maryland Report Card website as the federal government required the addition of
two new race codes, which means that racial subgroup trend data will not be available this year, and the federal Family
Education Rights and Privacy Act (FERPA) restricts the amount of data that the site can make available. Of Maryland’s 1,376
schools, 760 met Adequate Yearly Progress (AYP) in 2011—55.2 percent. This compares to 936—nearly 70 percent—in
2010. (www.mdreportcard.org)
Early Childhood Education
The Maryland State Department of Education expanded its State-recommended list of early childhood curricula for child
care centers, Head Start programs, and nursery schools. The Early Childhood Curriculum Project is meant to offer resources
for the classroom, which match up with the State’s pre-kindergarten and kindergarten curricular frameworks, also known
as the State Curriculum. The project is designed to support preschool age children before they start their school careers.
(www.MarylandPublicSchools.org/MSDE/divisions/child_care/early_learning/ <http://www.marylandpublicschools.org/
MSDE/divisions/child_care/early_learning/>)
9
MMSR Kindergarten Assessment 2011-2012
Trends for Composite and Domain Results
Maryland State
Language and Liter
Composite
Maryland State of Education • 2012
7
100%
3
3
100%
90%
16
15
90%
Innovation. High Standards. World-Class Reform.
80%
Percent of Students
Early Childhood Education
70%
60%
50%
60%
Maryland
State Results
Trends for Composite
and Domain
Maryland State
Language & Literacy
60%
50%
50%
40%
40%
30%
20%
10%
10%
0%
aching
2011‐12
0%
60%
50%
50%
40%
71
100%
5
77
75
77
75
80% 90%
70%
80%
2001‐02 2010‐11
Approaching
Full
Approaching
50%
50% 60%
40%
50%
40% 50%
30%
2011‐12
aching
7
5
50%
50%
50%
40%
40%
40%
30%
30%
27
20
24
24
3
5
15
19
75
68
83
77
75
40
77
71
71
49
24
40
0%
2001‐02
2011‐12
2010‐11
2011‐12
2011‐12
2010‐11
2011‐12
Approaching
Developing
Full
Approaching
Developing
2011‐12
Approaching2010‐11Developing
Full
Approaching
Developing
2001‐02
2010‐11
Full
Approaching
90%
90%
80%
80%
70%
70%
60%
5
22
19
22
80%
90%
13
75
73
71
77
73
71
50%
40%
10%
2010‐11
2011‐12
2010‐11
20
80%
Full
Full
Full
Approaching
2010‐11
Approaching
Approaching
2001‐02
Full
Developing
Developing
Full School
Language
andReadiness
Literacy
6
5
14
17
50%
5
5
5
27
24
22
24
23
27
30%
40%
30%
20%
30%
20%
10%
20%
10%
0%
59
50
59
71
68
73
71
71
68
24
36
24
2001‐02
2001‐02
2010‐11
Full
Full
2010‐11
Approaching
2010‐11
Approaching
2011‐12
2011‐12
Developing
2011‐12
Developing
Approaching
Developing
80%
30%
5
27
24
68
71
70%
47
10
50%
40%
5
17
–Dr. Bernard J. Sadusky, Interim State Superintendent of Schools
70%
60%
100%
75
77
60%
50%
59
40%
30%
2010‐1
Developing
2011‐12
Scientific
Thinking
Scientific
Thinking
Full
19
24
0%
2011‐12
60%
40%
90%
68
20%
36
2001‐02
5
59
30%
36
Developing
5
27
60%
“Providing high quality programs
to our youngest learners offers us our best chance
at eliminating the achievement
Mathematical Thinking
Scientific Thinking
gaps that plague every education system. The new project builds for our children a better academic foundation.
When students enter kindergarten with strong learning habits, the stage is set for future success.”
100%
5
17
70%
70%
50%
40%
0%
90%
80%
50
40
Approaching
Scientific Think
50
47
2001‐02
60%
50%
10%
0%
2010‐11
2001‐02
Full
5
23
23
2001‐02
100%
19
20
81
Full
0%
100%
47
44
20
20%
10%
5
6
2010‐1
100%
5
Scientific
Thinking
h47
percentage
points
since
2001-02
17
100%
90%
5
10%
24
60%
60%
60%
14
Developing
2011‐12
2001‐02
Kindergarten
Assessment 2011-2012
5
16
2001‐02
5
6
13
14
Trends for Composite and Domain Results
Developing
Maryland State
3
27
2001‐02
Full
0%
Developing
5
13
0% 2001‐02
Developing
Percent of Students
oaching
0% 10%
13
68
20%
2011‐12
Developing
Approaching
40%
30% 40%
20%
30%
70%
70%
0%
59 47
30%
20%
2011‐12
59
40%
10% 20%
0%
10%
2010‐11
Developing
Approaching
2010‐11
MMSR
70%
60%
70%
10%
0%
2011‐12
Scientific
Thinking Thinking
Mathematical
Scientific Thinking
Composite
5
Mathematical5Thinking 5
17
80%
60% 70%
50%
60%
20% 30%
10%
2010‐11
17
2010‐11 2011‐12
2010‐11
90%
70% 80%
60%
70%
Percent of Students
19
Percent of Students
20
100%
100%
90%
80%
90%
Percent of Students
Percent of Students
5
19
Percent of Students
5
20
100%
100%
90%
80%
80%
80%
20%
10%
Full
5
83
49
Full
l Thinking
Thinking
73
90%
90%
90%
30%
20%
Full
2001‐02
Developing
83
73
81
49
2001‐02
0%
81
71
0%
2001‐02
10%
Developing
50
36
10%
20%
2011‐12
50 44
60%
20%
36
30%
15
22
44
30%
40%
15
3
22
Percent of Students
2010‐11
70%
16
23
5
Percent of Students
70%
60%
16
3
23
Percent of Students
70%
6
7
Percent
of Students
Percent
of Students
80%
80%
70% 80%
30%
20%
2010‐11
oaching
14
100%
100%
Percent of Students
Percent of Students
83
81
90%
90%
80% 90%
Percent of Students
83
81
Percent of Students
Percent of Students
315
15
Percent of Students
3
16
16
and Literacy
FullLanguage
School Readiness
Mathematical Thinking
h37
points
since 2001-02
Language and
Literacy
100% percentage
3
3
6
7
14
100%
90%100%
36
Developing
Percent of Students
Language and
Literacy
points
since 2001-02 5
100% h37 percentage
Composite
100%
3
3
Approaching
71
Mathematical Thinking
Language
and
Literacy
Full School
Readiness
Composite
posite
posite
Full
50
50%
83 2 percent 40%
81 for school—a
40%
In 2011, according to their teachers, 83 percent of entering kindergartners
were fully ready
30%
30%
increase over the previous year and a 34 percent increase since 2001-02. This statistically-significant increase occurred
49
20%
20%
for the composite score in Language and Literacy, Mathematical Thinking
and Scientific Thinking from 2001-02. Since
10%
the 2001-2002 school year, the percentage of students fully ready for school in Languages and Literacy has risen 37 10%
0%
percentage
points;2011-2012
Mathematical Thinking has
climbed
37 percentage
points;
and Scientific
Thinking2011‐12
has risen 47 0%
MMSR Kindergarten
Assessment
MMSR
Kindergarten
Assessment
2011-2012
2001‐02
2010‐11
Trends
for Composite
and Domain2011-2012
Results
MMSR
Kindergarten
Assessment
Trends
for
Composite
and
Domain
Results
MMSR Kindergarten Assessment 2011-2012
percentage
points.
Maryland
State
Trends for Composite
and
Domain Results
Maryland State
23
80%
44
Percent of Students
70%
6
14
Approaching
Maryland State of Education • 2012
Innovation. High Standards. World-Class Reform.
Maryland’s Vision for Education Reform: Race to the Top
The Maryland State Department of Education continues moving forward with its third wave of education reform, preparing
world-class students through the Common Core State Standards and Race to the Top Initiatives (RTTT). In August 2010,
Maryland was awarded one of the federal government’s coveted Race to the Top education grants, worth $250 million
over four years. The unprecedented $4.3 billion federal program is aimed at boosting student achievement, reducing gaps
in achievement among student subgroups, turning around struggling schools, and improving the teaching profession.
Maryland Common Core State Curriculum • Common
Core State Standards • Curriculum Frameworks • Online
Curriculum Toolkit
Maryland’s primary
RTTT reforms will:
•
Revise the preK12 Maryland State
Curriculum, assessments,
and accountability system
based on the Common
Core State Standards to
assure that all graduates
are college- and careerready. The State Board
in June 2010 adopted
the Common Core State
Standards.
•
Build a statewide
technology infrastructure
that links all data
elements with analytic
and instructional tools
to monitor and promote
student achievement.
•
Redesign the model for
preparation, development,
retention, and evaluation
of teachers and principals.
•
Fully implement the
innovative Breakthrough
Center approach for
transforming lowperforming schools and
districts.
The Common Core State Standards in English/Language Arts and
Mathematics, for grades K-12, are national education standards that
establish a set of shared goals and expectations for what students should
understand and be able to do to be prepared for success in college and
the workplace. The Common Core State Standards initiative is a state-led
effort coordinated by the National Governor’s Association and the Council
of Chief State School Officers to ensure that students receive an equally
rigorous, high-quality education consistently, from school to school and
state to state.
The Common Core State Standards form the foundation upon which
Maryland is building its new State Curriculum. Maryland is now in the
process of revising its curriculum to align with the new document.
Hundreds of classroom educators, instructional leaders, administrators,
and higher education representatives continue to assist State officials in
developing the new Maryland Common Core State Curriculum. The new
State Curriculum will be implemented in Maryland schools in the 20132014 school year.
The Maryland Common Core State Curriculum will have two main
components, the Curriculum Frameworks and the Online Curriculum
Toolkit. In June 2011, the State Board of Education approved the draft of
the Maryland Common Core State Curriculum Frameworks for English/
Language Arts and Mathematics. The Frameworks define essential skills
and knowledge and are the foundation for the new State Curriculum.
Maryland’s Online Curriculum Toolkit provides resources to assist
educators in designing instructional programs that are aligned with the
new curriculum and the new assessments. The Toolkit will contain model
lessons, model units, formative assessments, multi-media resources,
intervention and enrichment modules, and online courses for students
and educators. This resource will also enable educators to differentiate
instruction to meet the needs of all students.
11
www.MarylandPublicSchools.org/rttt
Maryland State of Education • 2012
Innovation. High Standards. World-Class Reform.
Educator Effectiveness Academies/Effective Educators
As part of its third wave of reform, MSDE conducted a number of regional Educator Effectiveness Academies beginning
last summer (2011) and continuing through 2014. These multiple-day professional development programs are aimed
at building educators’ knowledge of new reform measures—knowledge that they will bring back to all of Maryland’s
schools. The 2011 Academies were specifically targeted at expanding educators’ understanding about the new State
curriculum, the Maryland Common Core State Curriculum, and how STEM education aligns with these new standards.
More than 6,000 educators, representing every school in the state of Maryland,
participated in the 2011 summer Academies. Each school selected a team of four
representatives to participate, including the school’s principal and one teacher from
each of the following subject areas: reading English/language arts, mathematics, and
science, technology, engineering, and mathematics (STEM) content. Subsequent to
the fall follow-up session to the summer 2011 Educator Effectiveness Academies,
the Maryland State Department of Education released four online professional
development modules based on the content presented during the Academies. The
modules focus on how schools can begin planning their transition to the Common
Core State Standards, English/Language arts, mathematics, and STEM. The modules
are posted on www.mdk12.org, under the Educator Effectiveness Academy tab.
Since the start of the 2011-2012 school year, seven local school systems have been
piloting the new statewide Educator Evaluation System (Baltimore City, and Baltimore,
Charles, Kent, Prince George’s, Queen Anne’s and St. Mary’s Counties). To help guide
the design of the evaluation system, to refine the system based on the pilots, and to
resolve outstanding issues, the Governor created the Maryland Council for Educator
Effectiveness (MCEE) through an Executive Order. The MCEE met from August 2010 to June 2011. In December 2011, the
MCEE met again to review the progress to date on the pilots. Overall, the pilots reported that: (1) many of them are using
the Framework for Teaching developed by Charlotte Danielson, or a variation of this model for Professional Practice;
(2) their greatest challenge is the non-tested areas (69 percent of teachers are in untested areas); and (3) they continue to
work on addressing the teacher of record issue for classes with multiple teachers. The MCEE will work through December
2013 to further refine the evaluation framework.
Partnership for Assessment of Readiness for College and Careers
Maryland is a Governing State in the Partnership for Assessment of Readiness for College
and Careers—known as PARCC—a consortium of 24 states working to develop an
assessment system aligned with the Common Core State Standards. The new assessments
will be anchored in college and career readiness; provide comparability across states; and be
able to assess and measure higher-order skills such as critical thinking, communication, and
problem solving. The assessments will be computer-based and will include a mix of constructed
response items, performance-based tasks, and computer-enhanced, computer-scored items.
In August 2011, PARCC released its draft of the PARCC Model Content Frameworks in English
Language Arts/ Literacy and Mathematics, which serve as a bridge between the Common
Core State Standards and the new assessment system. The PARCC assessments will be fully
implemented in Maryland in the 2014-15 school year and will replace the Maryland School
Assessments. (www.parcconline.org)
12
Maryland State of Education • 2012
Innovation. High Standards. World-Class Reform.
Science, Technology, Engineering and Mathematics
Our nation’s future is dependent upon our ability to prepare the
next generation of students to be innovators in science, technology,
engineering, and mathematics (STEM). Maryland has a shortage of highly
qualified STEM employees, teachers, and college-ready STEM students. A
STEM task force convened by Governor O’Malley made recommendations
embraced by the Maryland State Department of Education that have
implications for preschool through higher education (PreK-12) STEM
education and teacher preparation. Through a more strategic use of
existing local, State and federal funds, including Race to the Top funding.
Maryland’s STEM plan is to improve coordination of existing STEM assets,
seek new resources, and address the shortages of well-prepared students,
teachers, and workers.
Maryland’s STEM initiatives will:
• Align PreK–12 STEM curriculum with college requirements and
workplace expectations. A comprehensive definition of STEM
Education, Maryland STEM Standards of Practice, and STEM Standards
of Practice curriculum frameworks were developed by a collaborative
team including representatives from MSDE’s Office of STEM Initiatives
in the MSDE Division of Instruction and Division of Career and
College Readiness. These STEM Standards of Practice will guide the
development of K-12 STEM Curriculum Frameworks.
• Triple the numbers of prepared teachers in STEM shortage
areas and increase their five-year retention rate. The Office of
STEM Initiatives is also working in collaboration with MSDE’s Division
of Certification and Accreditation to ensure alignment of studentcentered and teacher-centered STEM Standards of Practice with the
intent to increase the number of STEM proficient elementary and
early childhood teachers. The number of secondary STEM proficient
teachers will be increased using the UTEACH model from Texas.
• Provide professional development and resources to PreK-12
Maryland STEM teachers. Ensure that all PreK–12 STEM teachers
have the knowledge and skills to help all students successfully
complete the college- and career-ready curriculum through Educator
Effectiveness Academy professional development activities, online
professional development, and an expanded MSDE toolkit that
includes STEM units, resources, and links to Common Core and State
curricula.
Maryland is poised to meet and exceed the STEM expectations of the
21st century. Specific details of these Race to the Top STEM Initiatives can
be accessed through the MSDE website (www.MarylandPublicSchools.org).
13
Maryland State of Education • 2012
Innovation. High Standards. World-Class Reform.
Highlights of Maryland’s Education System
•
Maryland’s Class of 2011 graduating seniors were offered nearly
$1 billion ($925,809,326) in scholarship funding to continue their
pursuit of knowledge at the college of their choice. Nearly 42 percent
of public high school graduates (22,264) received scholarship offers. The
scholarships included a record number of 399 National Merit Finalists
and nearly 400 scholarship offers from Ivy League institutions.
•
During the 2011-2012 school year, 228 schools in the State will share
$2.8 million in state funds to participate in the Maryland Meals for
Achievement (MMFA) classroom breakfast program. Under the program,
students in participating schools have the opportunity to eat School
Breakfast in their classrooms every morning, incorporating breakfast into
their school day.
•
The new website, MarylandLearningLinks.org offers a one-stop
path to resources for parents and educators of children and students
with disabilities. The unique website provides information about the
Individualized Family Services Plan (IFSP) and Individualized Education
Program (IEP) processes, family involvement, and other topics and trends
related to special education.
•
MSDE received a three year, $1.7 million grant from the U.S. Department
of Education to expand its successful Advanced Placement (AP)
program. The Operation ACCESS: Building the STEM Pipeline for College and
Career grant addresses the need to increase the successful participation
of low-income students in AP courses and exams using six strategies:
Acceleration, College and Career readiness, Community connections,
Enrichment, STEM courses, and Student and family support (ACCESS).
•
MSDE received $25,000 from the Investment Company Institute
Education Foundation (ICIEF) grant program designed to advance
investment education within the greater metropolitan Washington, DC
area. The grant will underwrite teacher training in investment education
for middle- and high-school educators in Calvert, Charles, Frederick, and
Prince George’s Counties. In partnership with the Take Charge America
Institute for Consumer Financial Education and Research, MSDE will
develop free, downloadable curriculum and conduct teacher training
through webinars, videos, and an online educational community.
14
Maryland State of Education • 2012
Innovation. High Standards. World-Class Reform.
•
Maryland is one of 20 states selected to lead the Next Generation Science
Standards (NGSS) designed to strengthen science education for all
students. It will define the content and practices that students will need to
learn from kindergarten through high school.
•
MSDE’s Division of Early Childhood Development, in partnership with The
Johns Hopkins University/Center for Technology in Education, released
Healthy Beginnings­—a set of newly updated developmental guidelines for
families and those who live or work with children from birth through three
years of age. The guidelines describe what infants and young children are
learning at specific ages, and how adults can support their development.
(http://www.marylandhealthybeginnings.org/)
•
Maryland Teacher of the Year Michelle Shearer was named the 2011
National Teacher of the Year, becoming the second Maryland teacher in
the last five years to be awarded the honor.
•
Six Maryland public schools were named 2011-2012 National Blue Ribbon
Schools by the U.S. Department of Education. The schools are recognized
on the basis of rigorous state and national requirements for high
achievement and dramatic improvements.
•
Division of Rehabilitation Services (DORS) helped 1,044 people move from
public benefits into employment. These new employees added $39.5
million to Maryland’s economy.
•
The Maryland State Department of Education has awarded more than
$3.7 million in federal 21st Century Community Learning Center (21st CCLC)
grant funding to 12 programs in nine Maryland jurisdictions to provide
after school programs to children who attend high-poverty schools or
those schools identified for improvement.
•
Maryland students gathered 462,552 pounds of food and $120,813 in
donations during the 2011 Annual Harvest for the Hungry Campaign for the
Maryland Food Bank and its affiliates.
•
The graduating Class of 2011 amassed more than 4.5 million hours of
service-learning experiences. This is actually a conservative estimate
based on 59,548 students with 75 service learning hours each, for an
estimated total of 4,466,100 service learning hours.
•
Approximately 305,673* Maryland students engaged in more than
6,166,782* hours of service-learning during the 2010-2011 school year.
Maryland is the only state with a service-learning requirement for high
school graduation. (*At the time of reporting, data was not available from
Baltimore City or Calvert County public school systems.)
15
www.MarylandPublicSchools.org
State of Education 2012
Innovation. High Standards. World-Class Reform.
Bernard J. Sadusky, Ed.D.
Interim State Superintendent of Schools
James H. DeGraffenreidt, Jr.
President, Maryland State Board of Education
©2012 Maryland State Department of Education
Martin O’Malley, Governor
16
Maryland State Department of Education
200 West Baltimore Street
Baltimore, Maryland 21201
410-767-0600
1-888-246-0016
410-333-6441 (TTY)