Definitions

A

Absentee Rate

Maryland's absentee rate is the percentage of students absent from school for one or more days between the first day of the school year and the last day of the school year. The report card includes absentee rates for fewer than five days, more than 20 days, and chronically absent (see Accountability section for chronic absenteeism).

Academic Achievement Indicator

The academic achievement indicator consists of one measure: a performance composite on state assessments for English language arts and mathematics. The composite score will have four components:

1. percentage of students scoring above a certain threshold on state English language arts assessments,
2. percentage of students scoring above a certain threshold on state mathematics assessments,
3. a performance index for English language arts assessments, and
4. a performance index for mathematics assessments.

(See academic achievement indicator table.)

The academic achievement indicator accounts for 20% of the total accountability system score for elementary and middle schools; for high schools, the academic achievement indicator accounts for 30%.

Component	Description	Points possible
Percentage of students scoring above a certain threshold on state English language arts assessments	Percentage of students performing at the "met expectations" or "exceeded expectations" levels on the state English assessment or the equivalent on the MSAA (Multi-State Alternate Assessment)	Elementary/Middle: 5 High: 7.5
Percentage of students scoring above a certain threshold on state mathematics assessments	Percentage of students performing at the "met expectations" or "exceeded expectations" levels on the state mathematics assessment or the equivalent on the MSAA	Elementary/Middle: 5 High: 7.5
Performance index for English language arts	Performance index will equal the average of student performance levels on the state's English language arts assessment (including the equivalent score on the MSAA)	Elementary/Middle: 5 High: 7.5
Performance index for mathematics	Performance index will equal the average of student performance levels on the state's mathematics assessments (including the equivalent score on the MSAA)	Elementary/Middle: 5 High: 7.5

For more information about the academic achievement indicator, visit: Maryland's Every Student Succeeds Act Plan

Academic Progress Indicator

The academic progress indicator is designed for elementary and middle schools only. The indicator is made up of two measures: Academic growth and credit for completion of a well-rounded curriculum (see the academic progress indicator table).

Academic growth
The academic growth measure is equal to the median student growth percentile (SGP) in English language arts and mathematics. The SGP is calculated as an individual student’s growth from one year to the next. That student’s growth is compared to other Maryland students who took the same assessment in the previous year and achieved a similar score. Because the SGP is calculated using two years of test scores, it can only be calculated for students in grades 4-8.

Credit for completion of a well-rounded curriculum
The completion of a well-rounded curriculum measure includes two components for elementary schools and three components for middle schools.

Elementary schools
The credit for completion of a well-rounded curriculum for elementary school includes two components:

Science achievement: The percentage of students scoring proficient on the Maryland Integrated Science Assessment (MISA)

Completion of 5th grade core coursework: The percentage of 5th graders passing one each of coursework in social studies, fine arts, physical education, and health

Middle schools
The credit for completion of a well-rounded curriculum for middle schools includes three components

Science achievement: The percentage of students scoring proficient on the Maryland Integrated Science Assessment (MISA)

Social studies achievement: The percentage of students scoring proficient on the Middle School Social Studies Assessment (MSSA) (The MSSA is expected to be included in Maryland's accountability system for the first time in school year 2020-21.)

Completion of 8th grade core coursework: The percentage of 8th grade students passing one of each coursework in mathematics, ELA, social studies, and science

The academic progress indicator will account for 35% of the total accountability system score for elementary and middle schools.

Measure	Component	Description	Points possible
Academic growth	Student growth percentile	Calculated as an individual student’s growth from one year to the next compared to other Maryland students who took the same assessment in the previous year and achieved a similar score	Elementary/Midde: 25 High: 0
Credit for completion of a well-rounded curriculum	Elementary Science achievement	Percentage of students scoring proficient on the Maryland Integrated Science Assessment	Elementary: 5 Middle/High: 0
	Elementary Passing core coursework	Percentage of 5th graders passing one each of coursework in social studies, fine arts, physical education, and health	Elementary: 5 Middle/High: 0
	Middle Science achievement	Percentage of students scoring proficient on the Maryland Integrated Science Assessment	Middle: 3.5 Elementary/High: 0
	Middle Social studies achievement	Percentage of students scoring proficient on the Middle School Social Studies Assessment	Middle: 5 Elementary/High: 0
	Middle Passing core coursework	Percentage of 8th grade students passing one of each coursework in mathematics, ELA, social studies, and science	Middle: 3 Elementary/High: 0

For more information about the academic progress indicator, visit: Maryland's Every Student Succeeds Act Plan

ACCESS for ELLs 2.0

The ACCESS for ELLs 2.0, designed by the WIDA Consortium, is given to 1st through 12th grade students who have been identified as English learners. The assessment measures student’s language in four areas: listening, reading, speaking, and writing.

For more information about ACCESS for ELLs 2.0, visit
Maryland Assessments
School Improvement in Maryland
WIDA ACCESS for ELLs 2.0

ACT

The ACT is an exam students take near the end of high school as they prepare to apply to college. Their score on the exam may help colleges determine if a student would be a good fit.

For more information about ACT, visit
ACT

Advanced Placement (AP)

High schools that participate in Advanced Placement (AP) offer students certified Advanced Placement courses and students may take Advanced Placement tests. Colleges and universities may allow students who score above a certain threshold on an AP test to earn college-level credit for that course.

For more information about the AP program, visit
Advanced Placement Program

Alternate Maryland Integrated Science Assessment (Alt-MISA)

The Alternate Maryland Integrated Science Assessment (Alt-MISA), also known as Dynamic Learning Maps (DLM), is designed for students with the most significant cognitive disabilities for whom the general education science assessment (MISA) is not appropriated, even with accommodations. The Alt-MISA is based on alternate achievement standards which have been derived from and are aligned with the Next Generation Science Standards (NGSS).

For more information about the A;t-MISA assessments, visit
Maryland Assessments

Alternate Maryland School Assessment (ALT-MSA)

AMOs for College- and Career-Readiness Indicator

Annual Measurable Achievement Objectives (AMAOs)

Under the federal Every Student Succeeds Act (ESSA) for Title III, Language Instruction for English Learners and Immigrant Students, states must conduct an annual statewide assessment of English learners (ELs), and local school systems are required to meet AMAOs for ELs from kindergarten through 12th grade. These AMAOs include:

• increases in the number or percentage of children making progress in learning English (AMAO I);
• increases in the number or percentage of children attaining English proficiency by the end of each school year (AMAO II); and
• making progress toward School Progress on the AMO targets: student achievement and participation in reading and mathematics and graduation rate (AMAO III).

Annual Measurable Objectives (AMOs)

Armed Services Vocational Aptitude Battery (ASVAB)

The Armed Services Vocational Aptitude Battery (ASVAB) is a timed multi-aptitude test. A participant's scores in Arithmetic Reasoning, Word Knowledge, Paragraph Comprehension, and Mathematics Knowledge make up their Armed Forces Qualifying Test (AFQT) score and determine if they are qualified to enlist in the military.

For more information about the ASVAB, visit:
ASVAB

Assessment Terms

Scale Score
The scale score is a representation of a student's actual test score. Maryland uses scale scores on its assessments to ensure one assessment score can be compared to another assessment score. Scales scores are then converted into proficiency levels.

For example, on the 2018 MISA, a student's actual test score of (x) equals a scale score of 761. The scale score fell within the range of 750-789 which means the student Met Expectations.

For more information about scale scores, visit
Maryland State Department of Education

Attendance Rate

Maryland's attendance rate represents the average daily attendance rate of students in grades 1-12, including special education students. The state’s proficient standard for attendance rate is 94% and the advanced standard is 96%.

Average Daily Attendance

The average daily attendance is calculated by dividing the total number of students in attendance by the total number of students registered to attend from the first day of school through April 13th.

B

Baseline or Starting Point

C

Chronic absenteeism

The chronic absenteeism measure identifies the number of students who are expected to attend school for at least 10 days and who were absent 10% or more of the school days while enrolled at that school. For example, a student who is registered to attend a school for 30 days and who is absent 3 of those 30 days is considered chronically absent.

A student can be counted as chronically absent in multiple schools within the state in the same year. This can occur when a student who is enrolled for in a school for at least 10 days and is chronically absent moves and enrolls in another school for at least 10 days and is chronically absent.

The chronic absenteeism measure will account for 15% of the total accountability score for all schools.

Code 504 Students

Code 504 students are students who have a physical or mental impairment that substantially limits one or more major life activities, have a record of such an impairment, or are regarded as having such an impairment. In grades where state mandated testing occurs, Code 504 students are counted as exempt if their accommodation invalidates portions of the test.

Confidence Interval

D

Direct Certification

Direct certification allows school systems to certify students as eligible for free meal benefits using participant data from other means-tested programs (as permitted), eliminating the need for an application. When a school uses direct certification to determine eligibility for school meals, there is less administrative burden for schools and parents. There is also associated cost savings with direct certification. School systems work with other public service agencies to directly certify students who meet the criteria defined by the U.S. Department of Agriculture.

Dropout Rate: 4-Year Adjusted Cohort

The four–year adjusted cohort dropout rate is defined as the number of students who leave school, for any reason other than death, within the four year period divided by the number of students who form the adjusted cohort.

The school years are defined as the first day of the school year through the summer to the first day of the following school year. Student activity that occurs during the summer, including summer withdrawals, are included in the prior year`s data.

Figure 2: Four–Year Adjusted Cohort Dropout Rate Calculation

Four–Year Adjusted Cohort Dropout Rate	=	Dropouts Adjusted Cohort	=	Students who terminate formal education for any reason other than death (Number of First Time 9th Graders) + (Students who transfer in) - (Students who transfer out, emigrate, or die) during the 4 year period

First Time 9^th Graders are students who enter 9^th grade for the first time and who are expected to graduate within four school years. Dropouts are any student who, for any reason other than death, leaves school before graduation or the completion of a Maryland–approved educational program (including a special education program) and is not known to enroll in another school or State–approved program.

Because the numerator includes multiple withdrawals and the denominator includes multiple re–entries across the course of the four–year period, the net result is that a student will count once, and only once, despite multiple withdrawals and reentries.

Dropout Rate: Annual

The percentage of students dropping out of school in grades 9 through 12 in a single year.The number and percentage of students who leave school for any reason, except death, before graduation or completion of a Maryland approved educational program and who are not known to enroll in another school or state-approved program during the current school year. The year is defined as July through June and includes students dropping out over the summer and students dropping out of evening high school and other alternative programs.

The dropout rate is computed by dividing the number of dropouts by the total number of students in grades 9 - 12 served by the school.

Note: Students who re-enter school during the same year in which they dropped out of school are not counted as dropouts.

Reported since November 1990: System and State levels.
Reported since November 1991: School.

E

Economically Disadvantaged

For the accountability system, Maryland defines economically disadvantaged as any student identified as directly certified. Direct certification allows school systems to certify students as eligible for free meal benefits using participant data from other means-tested programs (as permitted), eliminating the need for an application.

English Language Arts

English is assessed in grades 3-8 and once in high school (English 10). Students may also take English assessments after completing English 9 and English 11. Students are measured in writing at every grade level because it is key to showing readiness for the next level of academic work and, in high school, readiness for college and career.

In these tests, students read passages from real fiction and non-fiction texts and sometimes watch video or listen to audio. They then respond, in writing, to a prompt; students use what they’ve learned from the passages and multi-media to support their arguments.

For more information about the English assessments, visit
Maryland Assessments
School Improvement in Maryland

English Language Proficiency Assessment

The English language proficiency assessment is administered to English learners (ELs) in grades K through 12 upon their entry into the school system (W-APT) and annually during a testing window in the second semester (ACCESS for ELLs 2.0®). The assessment measures a student's English language proficiency in the areas of listening/speaking (oral), reading/writing (literacy), and comprehension. English language proficiency is measured in six levels: entering, emerging, developing, expanding, bridging, and reaching.

The Alternate ACCESS for ELLs 2.0™ is designed for ELs with significant cognitive disabilities. In order to receive the most descriptive information from the test, it is very important that only students who meet all three criteria below and who cannot participate in the ACCESS for ELLs 2.0®—even with the provision of accommodations—shall be considered for the Alternate ACCESS for ELLs 2.0™.

Participation criteria:

1. The student has been classified as an EL.
2. The student has a significant cognitive disability and is eligible for special education services under IDEA.
3. The student is in an alternate curriculum aligned with his or her state's academic standards, and is participating in the state's alternate accountability assessment.

The Alternate ACCESS for ELLs 2.0™; is available for the 1–2, 3–5, 6–8, and 9–12 grade clusters.

Enrollment

The number of students registered to attend a school as of September 30. The number includes ungraded special education and pre-kindergarten students.

For more on enrollment, visit:
Maryland State Department of Education

Entrants

Student entrants is the number of students transferring in to or re-entering a school during the September to June school year after the first day of school. A student moving from one school to another within the same school district as a result of promotion is not considered to be an entrant for mobility purposes unless the student entered school after the first day.

Entry Mobility

Entry mobility is the percentage of students entering a school during the school year. This type of mobility is calculated by dividing the number of entrants by the average daily membership.

Equity

The Maryland State Department of Education has established educational equity as a critical matter of policy and priority. Maryland's education equity regulation proposed in December of 2018 states, "Each Maryland public school will provide every student equitable access to the educational rigor, resources, and supports that are designed to maximize the student's academic success and social/emotional wellbeing" [Code of Maryland Regulations (COMAR) 13A.01.06]. Equity data is shown for all schools and districts for the student groups they contain. Student groups are shown in comparison to students not within that specific student group and to the entire school population including that group. Student groups not achieving academically, not making progress toward academic achievement, and not achieving college or career readiness will be highlighted with larger equity gaps. For more information refer to the Guide to Equity found in Help Guides.

Exit Mobility

Exit mobility is the percentage of withdrawing from a school during the school year. This type of mobility is calculated by dividing the number of withdrawals by the average daily membership.

F

Focus Schools

Free/Reduced Price Meals

The number and percentage of students whose applications for free/reduced price meals meet the family size and income guidelines (as promulgated annually by the U.S. Department of Agriculture) and students approved through direct certification. The counts are reported as of the student's last day of enrollment in the school system - either the last day in school or the date the student withdrew. The percentage is calculated by dividing the number of students receiving free or reduced price meals by the June net enrollment.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

Full Academic Year

Under School Progress, a school, school system, or the State is held accountable for the student performance of students who have been enrolled in the respective school, system, or state from September 30 through the dates of testing.

G

Grade 12 Documented Decisions

The Maryland State Department of Education collects pre-graduation plans data using the High School Graduate Follow-up Questionnaire. All graduating seniors indicate their post graduation decisions within 30 days of anticipated graduation.

Graduation Rate for School Progress

School Progress Graduation Rate Calculations

In 2008, the U. S. Department of Education directed each state to use a cohort graduation rate for reporting purposes beginning in 2011 and for accountability purposes in 2012. Maryland law requires the state to use the cohort graduation rate for School Progress determination in 2011.

The Maryland State Board of Education approved standards for the cohort graduation rate in 2011. Graduation rate is the “other academic indicator” used to determine School Progress for high schools. The standards adopted are:

• Four-year cohort graduation rate: 81.5%
• Five-year cohort graduation rate: 84.4%
• 2020 four and five year cohort graduation rate goal: 95%

In 2012, the cohort graduation rate is measured for the all students group and each subgroup for School Progress at the state, school system, and school level. Maryland calculated targets utilizing the four-year and five-year cohort graduation rate by setting annual equal increments toward the goal (2020 95%) of reducing by half the percentage of non-graduate students in each subgroup. The targets are uniquely defined for each school, school system and the state depending upon the 2011 baseline for the four-year and five-year graduation rates.

The graduation rate AMO for 2012 can be achieved by following the progress of the cohort of students entering grade nine for the first time in fall 2007. The graduation rate AMO can be met using the following two-question process:

1. Has the school, school system, or state achieved the Annual Measurable Objective (AMO) for the four-year cohort graduation rate for the student cohort entering grade nine for the first time in fall 2007 and graduating no later than 2012? If the rate is achieved the standard is met. If the standard is not met a second analysis (#2 below) is conducted.
2. Has the school, school system, or state achieved the AMO for the five-year cohort graduation rate for the same cohort entering grade nine for the first time in fall 2007 graduating no later than 2012? If the five-year cohort graduation rate is achieved the standard is met, otherwise the standard is not met.

For further information on the calculation of the four and five year cohort graduation rate please see the Four-Year Adjusted Cohort Graduation Rate definition.

Graduation Rate Indicator

The graduation rate indicator is designed for high schools only. The indicator includes one measure, the graduation composite, and two components: the 4-year adjusted cohort graduation rate and the 5-year adjusted cohort graduation rate (see graduation rate indicator table).

The 4-year adjusted cohort graduation rate is the percentage of a school's cohort of first-time 9th grade students who graduate within four years, adjusted for students who transfer in and out of the cohort after 9th grade.

The 5-year adjusted cohort graduation rate is the percentage of a school’s cohort of first-time 9th grade students who graduate within five years, adjusted for students who transfer in and out of the cohort after 9th grade.

The graduation rate indicator will account for 15% of the total accountability score for high schools.

Graduation Rate Indicator Table: Components

Component	Description	Points possible
4-year adjusted cohort graduation rate	Percentage of a school's cohort of first-time 9th grade students who graduate within four years, adjusted for students who transfer in and out of the cohort after 9th grade.	High: 10 Elementary/Middle: 0
5-year adjusted cohort graduation rate	Percentage of a school's cohort of first-time 9th grade students who graduate within five years adjusted for students who transfer in and out of the cohort after 9th grade.	High: 5 Elementary/Middle: 0

For more information about the graduation rate indicator, visit: Maryland's Every Student Succeeds Act Plan

Graduation Rate: 3-Year Adjusted Cohort

The three-year adjusted cohort graduation rate is the number of students who graduate in three years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. For any given cohort, students who are entering grade 9 for the first time form a cohort that is subsequently ”adjusted” by adding any students who transfer into the cohort later during the next two years and subtracting any students who transfer out, emigrates to another country, or dies during that same period. This definition is defined in federal regulation 34 C.F.R. §200.19(b) (1) (i)–(iv).

The three-year adjusted cohort graduation rate strictly adheres to section 1111(b) (2) (C) (vi) of the Elementary and Secondary Education Act, which defines graduation rate as the ”percentage of students who graduate from secondary school with a regular diploma in the standard number of years.”

The three-year graduation rate is calculated by dividing the number of students who graduate within three years, including the summer following their third year of high school, with a regular high school diploma by the number of students who form the adjusted cohort for that graduating class. Students who drop out of high school remain in the adjusted cohort—that is, the denominator of the cohort graduation rate calculation.

The following formula provides an example of the three-year graduation rate for the cohort entering 9^th grade for the first time in the fall of the 2006–2007 school year and graduating by the end of the 2008–2009 school year.

Three-Year Adjusted Cohort Graduation Rate	=	Number of cohort members who earned a regular high school diploma by the end of the 2008–2009 school year. Number of first-time 9th graders in 2006–2007 school year (starting cohort) plus students who transfer in, minus students who transfer out, emigrate, or die during school years 2006–2007, 2007–2008, and 2008–2009.

To allow for sufficient time for all relevant data to be collected, aggregated and reported, the Three-Year Adjusted Cohort Graduation Rate is lagged. “Lag” refers to the delayed reporting of a given cohort. Maryland “lags” graduation rate for School Progress determinations.

Lagging the cohort rates provides a more complete picture. By lagging, the summer activities can be attributed to the more appropriate cohort. Additionally, the cohorts‛ fifth year activities can be used for School Progress determinations.

Three-year, four-year and five-year graduation rates included in School Progress determinations for 2010–2011
Rate	First-time 9th graders	Cohort population	Regular high school diploma recipients
Three-year graduation rate	2006–2007	First-time 9th graders in 2006–2007 plus all students who transfer into the cohort minus students who transfer out, emigrate, or die by the summer following the end of the 2008–2009 school year.	All students in the cohort population who receive a regular high school diploma within three years including the summer following the end of the 2008–2009 school year.
Four-year graduation rate	2006–2007	First-time 9th graders in 2006–2007 plus all students who transfer into the cohort minus students who transfer out, emigrate, or die by the summer following the end of the 2009–2010 school year.	All students in the cohort population who receive a regular high school diploma within four years including the summer following the end of the 2009–2010 school year.
Five-year graduation rate	2006–2007	First-time 9th graders in 2006–2007 plus all students who transfer into the cohort minus students who transfer out, emigrate, or die by the end of the 2010–2011 school year.	All students in the cohort population who receive a regular high school diploma within five years or less by the end of the 2010–2011 school year.

Graduation Rate: 4-Year Adjusted Cohort

The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. For any given cohort, students who are entering grade 9 for the first time form a cohort that is subsequently “adjusted” by adding any students who transfer into the cohort later during the next three years and subtracting any students who transfer out, emigrates to another country, or dies during that same period. This definition is defined in federal regulation 34 C.F.R. §200.19(b) (1) (i)-(iv).

The four-year adjusted cohort graduation rate strictly adheres to section 1111(b) (2) (C) (vi) of the Elementary and Secondary Education Act, which defines graduation rate as the “percentage of students who graduate from secondary school with a regular diploma in the standard number of years.”

The four-year graduation rate is calculated by dividing the number of students who graduate within four years, including the summer following their fourth year of high school, with a regular high school diploma by the number of students who form the adjusted cohort for that graduating class. Students who drop out of high school remain in the adjusted cohort—that is, the denominator of the cohort graduation rate calculation.

The following formula provides an example of the four-year graduation rate for the cohort entering 9^th grade for the first time in the fall of the 2006–2007 school year and graduating by the end of the 2009–2010 school year.

Four-Year Adjusted Cohort Graduation Rate	=	Number of cohort members who earned a regular high school diploma by the end of the 2009–2010 school year. Number of first-time 9th graders in 2006–2007 school year (starting cohort) plus students who transfer in, minus students who transfer out, emigrate, or die during school years 2006–2007, 2007–2008, 2008–2009, and 2009–2010.

To allow for sufficient time for all relevant data to be collected, aggregated and reported, the Four-Year Adjusted Cohort Graduation Rate is lagged. “Lag” refers to the delayed reporting of a given cohort. Maryland “lags” graduation rate for School Progress determinations.

Lagging the cohort rates provides a more complete picture. By lagging, the summer activities can be attributed to the more appropriate cohort. Additionally, the cohorts‛ fifth year activities can be used for School Progress determinations.

Three-year, four-year and five-year graduation rates included in School Progress determinations for 2010–2011
Rate	First-time 9th graders	Cohort population	Regular high school diploma recipients
Three-year graduation rate	2006–2007	First-time 9th graders in 2006–2007 plus all students who transfer into the cohort minus students who transfer out, emigrate, or die by the summer following the end of the 2008–2009 school year.	All students in the cohort population who receive a regular high school diploma within three years including the summer following the end of the 2008–2009 school year.
Four-year graduation rate	2006–2007	First-time 9th graders in 2006–2007 plus all students who transfer into the cohort minus students who transfer out, emigrate, or die by the summer following the end of the 2009–2010 school year.	All students in the cohort population who receive a regular high school diploma within four years including the summer following the end of the 2009–2010 school year.
Five-year graduation rate	2006–2007	First-time 9th graders in 2006–2007 plus all students who transfer into the cohort minus students who transfer out, emigrate, or die by the end of the 2010–2011 school year.	All students in the cohort population who receive a regular high school diploma within five years or less by the end of the 2010–2011 school year.

Graduation Rate: 5-Year Adjusted Cohort

The five-year adjusted cohort graduation rate is the number of students who graduate in five years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. For any given cohort, students who are entering grade 9 for the first time form a cohort that is subsequently ”adjusted” by adding any students who transfer into the cohort later during the next four years and subtracting any students who transfer out, emigrates to another country, or dies during that same period. This definition is defined in federal regulation 34 C.F.R. §200.19(b) (1) (i)–(iv).

The five-year adjusted cohort graduation rate strictly adheres to section 1111(b) (2) (C) (vi) of the Elementary and Secondary Education Act, which defines graduation rate as the ”percentage of students who graduate from secondary school with a regular diploma in the standard number of years.”

The five-year graduation rate is calculated by dividing the number of students who graduate within five years, with a regular high school diploma by the number of students who form the adjusted cohort for that graduating class. Students who drop out of high school remain in the adjusted cohort—that is, the denominator of the cohort graduation rate calculation.

The following formula provides an example of the five-year graduation rate for the cohort entering 9th grade for the first time in the fall of the 2006–2007 school year and graduating by the end of the 2010–2011 school year.

Five-Year Adjusted Cohort Graduation Rate	=	Number of cohort members who earned a regular high school diploma by the end of the 2010–2011 school year. Number of first-time 9th graders in 2006–2007 school year (starting cohort) plus students who transfer in, minus students who transfer out, emigrate, or die during school years 2006–2007, 2007–2008, 2008–2009, 2009–2010, and 2010–2011.

To allow for sufficient time for all relevant data to be collected, aggregated and reported, the Five-Year Adjusted Cohort Graduation Rate is lagged. “Lag” refers to the delayed reporting of a given cohort. Maryland “lags” graduation rate for School Progress determinations.

Lagging the cohort rates provides a more complete picture. By lagging, the summer activities can be attributed to the more appropriate cohort. Additionally, the cohorts‛ fifth year activities can be used for School Progress determinations.

Three-year, four-year and five-year graduation rates included in School Progress determinations for 2010–2011
Rate	First-time 9th graders	Cohort population	Regular high school diploma recipients
Three-year graduation rate	2006–2007	First-time 9th graders in 2006–2007 plus all students who transfer into the cohort minus students who transfer out, emigrate, or die by the summer following the end of the 2008–2009 school year.	All students in the cohort population who receive a regular high school diploma within three years including the summer following the end of the 2008–2009 school year.
Four-year graduation rate	2006–2007	First-time 9th graders in 2006–2007 plus all students who transfer into the cohort minus students who transfer out, emigrate, or die by the summer following the end of the 2009–2010 school year.	All students in the cohort population who receive a regular high school diploma within four years including the summer following the end of the 2009–2010 school year.
Five-year graduation rate	2006–2007	First-time 9th graders in 2006–2007 plus all students who transfer into the cohort minus students who transfer out, emigrate, or die by the end of the 2010–2011 school year.	All students in the cohort population who receive a regular high school diploma within five years or less by the end of the 2010–2011 school year.

Graduation Rate: Leaver

The percentage of students who received a Maryland high school diploma during the reported school year. This is an estimated cohort rate. It is calculated by dividing the number of high school graduates by the sum of the dropouts for grades 9 through 12, respectively, in consecutive years, plus the number of high school graduates.

The performance standard for graduation rate for School Progress is 90%.

H

High School Assessments (HSA)

The High School Assessments are end-of-course tests that students take as they complete the appropriate high school level course. All students including middle school students taking high school level courses, must take the High School Assessment after they complete the appropriate course. These courses currently include English, government, algebra/data analysis, and biology.

All students receive a score for each test they take. Scores are also reported for the state, school systems, and schools. The passing scale scores for all four of the content areas have been established. They are as follows:

Algebra	412
Biology	400
English	396
Government	394

Public Release Forms, sample test items, and additional information may be found on the School Improvement in Maryland Web site at http://mdk12.org/assessments/high_school/index_b.html, http://mdk12.org/assessments/high_school/index.html, and the Maryland State Department of Education Web site at http://www.msde.maryland.gov.

High School Program Completion: Course of Study

Course of Study reflects the percentage of students completing a rigorous course of study.

University of Maryland - The number and percentage of graduates who completed course requirements that would qualify them for admission to the University System of Maryland.

Career and Technology - The number and percentage of graduates who completed an approved Career and Technology Education program.

Both University and Career/Technology - The number and percentage of graduates who met both of the above requirements.

Rigorous High School Program - The percentage of graduates who mastered 4 of the 6 performance indicators:

• Two or more credits in the same foreign language with a grade of B or better;
• One or more credits in mathematics courses at a level higher than Algebra II and Geometry with a grade of B or better;
• Four credits of science with a grade of B or better;
• Two or more credits of approved advanced technology education with a grade of B or better;
• A score of 1,000 or higher on SAT-1 or a score of 20 or higher on ACT, or both; and
• A cumulative grade point average of 3.0 or higher on a 4.0 scale.

Course requirements for the admissions standards are set by the Board of Regents of the University System of Maryland. Ensuring the acceptability of each local system`s courses by the University System of Maryland is the responsibility of the individual school systems.

A list of approved Career and Technology Education programs is available from the Division of Career and Technology Education, MSDE, the approving agency.

The denominator is the number of graduates from the regular school year as well as any graduates from the preceding summer.

Highly Qualified Teachers

Classes taught throughout the school year, including summer school classes were reported. In addition, the elementary classes were weighted to account for all core academic subject instruction.

The federal "No Child Left Behind Act" (NCLB), enacted in January 2002, states that all teachers in core academic areas must be highly qualified in the core academic subjects they teach by the end of the 2005-2006 school year. It also requires that newly hired teachers in Title 1 programs or schools be highly qualified immediately. All teachers hired after the first day of the 2002-2003 school year in Title 1 schoolwide programs must be highly qualified. In Title 1 targeted-assistance schools, only those teachers paid with Title 1 funds need to be highly qualified immediately.

"Highly qualified" is a specific term defined by No Child Left Behind. The law outlines a list of minimum requirements both in content knowledge and teaching skills to meet the "highly qualified" status. The law requires teachers to have a bachelor`s degree and full state certification and to demonstrate content knowledge in the subjects they teach. Under NCLB states decide what is necessary for certification and for determining subject-matter competency. Rules surrounding the requirements for highly qualified teachers continue to be developed and refined. For more information on the state requirements please go to: www.msde.maryland.gov/MSDE/divisions/certification.

Under NCLB, states are required to measure the extent to which all students have highly qualified teachers. We have incorporated statistics on the percent of not highly qualified teachers in high poverty schools and in low poverty schools. This calculation is based on ranking schools by the percentage of economically disadvantaged students. Maryland uses students receiving free and reduced priced meals for this measure. MSDE reports the percentage of not highly qualified teachers in the highest and lowest quartiles of schools in this ranking.

I

Indicators

ESSA requires states receiving federal education funding establish indicators to measure student growth toward meeting the state’s long-term goals. Maryland’s ESSA plan includes indicators for the following areas: Academic achievement, academic progress, graduation rate, progress in achieving English language proficiency, school quality or student success, and readiness for postsecondary success.

Each indicator has a weight to ensure meaningful differentiation between all public schools in the state. The indicator table lists each indicator and weight in the accountability system. (Each indicator is discussed in greater detail below.)

Indicator	Weight for elementary and middle schools	Weight for high schools
Academic Achievement Indicator	20%	30%
Academic Progress Indicator	35%	-
Progress in Achieving English Language Proficiency	10%	10%
Graduation Rate Indicator	-	15%
School Quality or Student Success	35%	35%
Readiness for Postsecondary Success	-	10%
Total	100%	100%

International Baccalaureate (IB)

The International Baccalaureate program (IB) provides participating schools with curricular and instructional resources, tools, and support. IB-participating high schools may participate in a diploma program, in which students may earn an IB diploma by taking specific courses and passing a series of assessments and exams.

For more information about the IB program, visit
The Mid-Atlantic Association of IB World Schools

K

Kindergarten Readiness Assessment

The Kindergarten Readiness Assessment (KRA) is given to students entering kindergarten to measure their readiness to do kindergarten work. The KRA is a developmentally appropriate observational and assessment tool that relies on performance tasks and observations of children’s work and play to measure specific skills. The assessment is used to determine what each entering kindergartener knows and is able to do across four areas: language and literacy, mathematics, social foundations, and physical well-being and motor development.

For more information about the KRA, visit
Ready 4 Kindergarten

L

Length of School Day for Pupils

Average amount of time students were expected to be in attendance during a school day.

The length of the school day is defined as the amount of time to the nearest quarter hour between the first and final bell during a full school day for students.

Reported since November 1990: System and State levels.

Length of School Year for Pupils

The length of the September to June school year is defined as the number of days schools were open and students were expected to attend. Days when the schools were open for staff, but not expecting students, are excluded.

Reported since November 1990: System and State levels.

LEP Exempt Student

A State may exempt a recently arrived LEP student, from one administration of the State`s reading/language arts assessment. The State must report on the State and district report cards, the number of recently arrived LEP students who are not assessed on the State`s reading/language arts assessment.

A recently arrived LEP student is defined as a student with limited proficiency in English who attended schools in the United States for less than twelve months.

A State must assess the mathematics achievement of a recently arrived LEP student.

A State may include the scores of former LEP students as part of the LEP subgroup for the purpose of reporting School Progress at the State level.

Limited English Proficient

Special Services: LEP Program Participants

The number and percentage of students assessed as eligible for the Limited English Proficient (LEP) Program. LEP is also referred to as English as a Second Language (ESL).

LEP students have a primary or home language other than English and have been assessed as having limited or no ability to understand, speak, read, or write English. The counts are reported as of the student's last day of enrollment in the school system - either the last day in school or the date the student withdrew. The percentage is calculated by dividing the number of LEP students by the June net enrollment.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

LEP Exempt

Limited English Proficient students, during their first year of enrollment in U.S. schools, have the option of taking or not taking (exempt from) the state reading assessment. LEP students also have the option of taking or not taking (exempt from) the state mathematics assessment with accommodations as appropriate. States can but are not required to include these results in Adequate Yearly Progress. Students would be counted as participants for Adequate Yearly Progress purposes for the 95 percent testing requirement.

Redesignated Limited English Proficient (R-LEP)

These are students that exit the LEP subgroup once they attain English language proficiency. For Adequate Yearly Progress calculations, states have two years to include in the LEP subgroup students who have attained English proficiency.

M

Maryland Comprehensive Assessment Program (MCAP) and Other Assessments

Maryland Comprehensive Assessment Program (MCAP) and Other Assessments

The Maryland Comprehensive Assessment Program (MCAP) provides information that helps Maryland schools strengthen instruction and improve student performance so that high school graduates are ready to move into the workforce or a postsecondary education.

The Maryland Comprehensive Assessment Program (MCAP) includes all Maryland state assessments. In 2018, Maryland administered:

• English language arts
• Mathematics
• Science (MISA)
• Alternate Maryland Integrated Science Assessment (Alt-MISA)
• Social Studies
• ACCESS for ELLs 2.0
• Kindergarten Readiness Assessment (KRA)
• Multi-State Alternate Assessment (MSAA)
• National Assessment of Educational Progress (NAEP)

All state-administered assessments are part of Maryland's ESSA plan. There are other assessments that are included in the plan that Maryland does not oversee. These assessments include ACT, Advanced Placement, ASVAB, International Baccalaureate, and SAT.

Maryland Public College Credit

The number and percentage of students enrolled in a Maryland Public College within 16 months of high school graduation and completed one year of college credit within 24 months enrollment. One year of college credit is defined as 30 credits.

Maryland Public College Enrollment

The number and percentage of Maryland graduating students that received a Maryland Diploma and enrolled in a Maryland Public College within 16 months of high school graduation. The numerator data source is the Maryland Higher Education Commission. The denominator is the number of graduates from the regular school year as well as any graduates that complete their program of study in the summer that follows.

Maryland School Assessment (MSA)

The Maryland School Assessment (MSA) requires students in grades 3 through 8 to demonstrate what they know about reading, math, and science. The MSA test measures basic as well as higher level skills. For 2009, the performance results for MSA include both MSA and MOD-MSA students for grades 6-8.

The MSA test produces a score that describes how well a student masters the reading, math, and science content specified in the Maryland Content Standards. Each child will receive a score in each content area that will categorize their performance as basic, proficient, or advanced.

This test, which has replaced the Maryland School Performance Assessment Program (MSPAP), provides educators, parents, and the public valuable information about student, school, school system, and state performance.

Mathematics

Math is assessed in grades 3-8 and once in high school (Algebra I). Students may also take a math end-of-course assessment after completing Geometry or Algebra II.

In these tests, students solve multi-step math problems that require reasoning and address real-world situations. This requires students to reason mathematically, make sense of quantities and their relationship to solve real-world problems, and show their understanding.

For more information about the mathmatics assessment, visit
Maryland Assessments
School Improvement in Maryland

Migrant Students

Migrant students are students whose parents or guardians are migratory agricultural workers (including dairy and fishing workers) and who, in the preceding 36 months, have moved from one school district to another to accompany their parents or guardians. Maryland does not have a large enough migrant student population to report meaningful assessment results.

Mobility

Mobility refers to the movement of students from one school to another during the school year. Three types of mobility are calculated using student entrants and student withdrawals: Total student mobility, entry mobility, and exit mobility.

Multi-State Alternate Assessment (MSAA)

If, through the Individual Education Plan (IEP) process, it is determined that a student cannot participate in Maryland’s general education English and math assessments, even with accommodations, then that student would participate in the Multi-State Alternate Assessment (MSAA). The MSSA assesses and reports student mastery of individually selected indicators and objectives from the English language arts and mathematics content standards or appropriate access skills.

A portfolio is constructed of evidence that documents individual student mastery of the assessed English language arts and mathematics objectives.

Eligible students participate in the MSAA in Grades 3-8 and 11

For more information about MSSA, visit
School Improvement in Maryland
Maryland Assessments

N

NAEP Achievement Level Standards for Mathematics Grade 4

NAEP Achievement Level Standards for Mathematics Grade 8

NAEP Achievement Level Standards for Reading Grade 4

NAEP Achievement Level Standards for Reading Grade 8

NAEP Achievement Level Standards for Science Grade 8

NAEP Participation/Inclusion

NAEP assesses a representative sample of all students selected as a part of its sampling process. In all NAEP schools, accommodations are provided as necessary for students with disabilities (SD) and English language learners (ELL).The accommodations are available to students whose Individualized Education Program (IEP) specifically requires them. Because some ELL students do not have an IEP, decisions about accommodations for these students are typically made by knowledgeable school staff.

The NAEP program has established procedures to include as many students with disabilities (SD) and English language learners (ELLs) as possible in the assessments. School staff make the decisions about whether to include an SD or ELL student in a NAEP assessment, and which testing accommodations, if any, they should receive.

School staff who are familiar with these students are asked a series of questions to help them decide whether each student should participate in the assessment and whether the student needs accommodations.

Inclusion in NAEP of an SD or ELL student is encouraged if that student (a) participated in the regular state academic assessment in the subject being tested, and (b) if that student can participate in NAEP with the accommodations NAEP allows. Even if the student did not participate in the regular state assessment, or if he/she needs accommodations NAEP does not allow, school staff are asked whether that student could participate in NAEP with the allowable accommodations.

A listing of the accommodations allowed on NAEP are presented below.

Accommodations for Students with Disabilities	Math	Reading	Science
Has directions read aloud/repeated in English or receives assistance to understand directions1	yes	yes	yes
Has directions only signed	yes	yes	yes
Has test items signed	yes	no	yes
Has occasional words or phrases read aloud	yes	no	yes
Has all or most of the test materials read aloud	yes	no	yes
Uses a Braille version of the test	yes	yes	yes
Uses a large-print version of the test	yes	yes	yes
Uses magnifying equipment	yes	yes	yes
Responds in sign language	yes	yes	yes
Uses a Braille typewriter to respond	yes	yes	yes
Points to answers or responds orally to a scribe	yes	yes	yes
Tape records answers	no	no	no
Uses a computer or typewriter to respond—no spell/grammar check allowed	yes	yes	yes
Uses a template to respond	yes	yes	yes
Uses large marking pen or special writing tool	yes	yes	yes
Writes directly in test booklet1	yes	yes	yes
Takes the test in small group (5 or fewer)	yes	yes	yes
Takes the test one-on-one	yes	yes	yes
Takes the test in a study carrel	yes	yes	yes
Receives preferential seating, special lighting, or furniture	yes	yes	yes
Has test administered by a familiar person	yes	yes	yes
Receives extended time	yes	yes	yes
Is given breaks during the test	yes	yes	yes
Takes test session over several days	no	no	no
Uses a calculator, including talking or Braille calculator, for computation tasks	no	no	no
Uses an abacus, arithmetic tables, graph paper	no	no	no
Uses dictionary, thesaurus, or spelling and grammar-checking software or devices	no	no	no

Accommodations for English Language Learners	Math	Reading	Science
Has directions read aloud/repeated in English or receives assistance to understand directions1	yes	yes	yes
Has directions only read aloud in native language	yes	no	yes
Has test materials read aloud in native language	yes	no	yes
Uses a bilingual version of the booklet (Spanish/English only)	yes	no	yes
Uses a bilingual word-for-word dictionary without definitions	yes	no	yes
Has occasional words or phrases read aloud in English	yes	no	yes
Has all or most of the test materials read aloud in English	yes	no	yes
Has oral or written responses in native language translated into written English	no	no	no
Takes the test in small group (5 or fewer)	yes	yes	yes
Takes the test one-on-one	yes	yes	yes
Receives preferential seating	yes	yes	yes
Has test administered by familiar person	yes	yes	yes
Receives extended time	yes	yes	yes
Is given breaks during the test	yes	yes	yes
Takes test session over several days	no	no	no

1: Accommodations that are standard NAEP practice, and so are not considered as accommodations.

NAEP allows most accommodations students receive on the Maryland state tests with the exception of the following:

NAEP DOES NOT ALLOW:

• Test questions read aloud (verbatim reading) or signed for the reading assessment.
• Tests taken over several days.
• The use of a calculator for computation tasks in a booklet or section that does not require one including talking or Braille calculators.
• The use of a dictionary, thesaurus, or spelling and grammar checking software or devices.
• Some visual organizers such as graph paper or templates.

National Assessment of Educational Progress (NAEP)

The National Assessment of Educational Progress (NAEP) is a nationally representative assessment that measures what students know and can do in mathematics and reading. NAEP is administered every other year to a sample of Maryland's 4th and 8th grade students. The data collected from NAEP produces state-level information that can be used for state-to-state comparisons and state-to-nation comparisons, but it does not produce district- or school-specific information (with the exception of Baltimore City, which participated in NAEP's Trial Urban District Assessment (TUDA) since 2009).

For more information about NAEP, visit
NAEP overview
NAEP participant selection
NAEP inclusion policy
NAEP TUDA

Nationwide College Enrollment

The number and percentage of Maryland graduating students that received a Maryland Diploma and enrolled in a Nationwide public or non-public college within 12, 16 or 24 months of high school graduation. The numerator data source is the National Student Clearinghouse. The denominator is the number of graduates from the regular school year as well as any graduates that complete their program of study in the summer that follows.

O

Other Academic Indicators for School Progress

School progress requires schools to show improvement in one other academic indicator in addition to test scores. This academic measure, determined by the state, is measured separately in the School Progress calculation. The academic indicator is graduation rate for high schools that is measured for all subgroups. The attendance rate is measured for the all students subgroup for elementary and middle schools.

P

Participation Rate For School Progress

A 95% participation rate is required. The participation rate calculation is based on the number of students enrolled during the testing window. Beginning with the baseline year of 2010-2011, Maryland's new accountability program ensures 100% participation by including all enrolled students, even absent students, in School Progress calculations. This was achieved by assigning a "basic" performance level to any student absent for the primary and makeup test administrations. Maryland's method for checking and ensuring a 95% participation rate remains unchanged. Participation rate is computed for each subgroup, and in the aggregate, for each of the reading and mathematics assessments by dividing the number of enrolled students in each testing group by the number of enrolled students in that group. The participation rate is calculated for each subgroup and for the aggregate separately in each of reading and mathematics assessments where a group includes at least:

1. 30 students for schools with one grade tested,
2. 60 students for schools with two or more grades tested, or
3. 60 students for school systems.

Groups not meeting the minimum criteria listed are not checked for participation rate. (Please note the minimum group size (N) for checking performance has not changed; it remains 5.)

Partnership for Assessment of Readiness for College and Careers (PARCC)

Per Pupil Expenditures

Funds spent on public education in relation to the number of students enrolled in school.

An expenditure is defined as money spent on:

• Administration
• Instruction
• Special Education
• Student Personnel Services
• Student Transportation
• Health Services
• Operations of Physical Plant
• Maintenance of Physical Plant
• Fixed Charges (including the state’s share of teachers’ retirement and social security)

Expenditures for equipment, transfers, and adult education are excluded. Data are based on the previous year’s financial information included in the Annual Financial Report. The denominator is the September 30 equated enrollment.

Reported since November 1990: System and State levels.

Per Pupil Staffing

1. Instructional Staff per 1,000 pupils.
2. Professional Support Staff per 1,000 pupils.
3. Instructional Assistants per 1,000 pupils.

All staff are reported in terms of full-time equivalent (FTE) positions. That is, the time required to perform a part-time assignment divided by the time required in a corresponding full-time position.

1. Instructional Staff perform professional activities related to teaching students either in a classroom setting or other location. Included are classroom, resource, home and hospital teachers.
    
2. Professional Support Staff provide auxiliary services to students or to the instructional program at the school level. Included are media specialists, guidance counselors, school psychologists, therapists, principals, assistant principals, and administrative assistants.
    
3. Instructional Assistants assist a teacher with routine activities such as monitoring students, conducting rote exercises, operating equipment, and performing clerical duties. Included are regular program, special education, Title I, and library assistants.
    

The denominator for each category of staff is the September 30 equated enrollment. Half-day pre-kindergarten and kindergarten students are counted as 0.5 in the total enrollment count.

Reported since November 1990: System and State levels.

Per Pupil Wealth

Taxable Wealth in relation to the September 30 enrollment of a school district.

Wealth is defined in The Code of Maryland Regulations COMAR Section 5-202 as the sum of a county`s net taxable income, the assessed value of real property, and fifty percent of the assessed value of personal property. The denominator is the September 30 equated enrollment.

Reported since November 1990: System and State levels.

Performance Level Standards for ALT-MSA

Standards are measures of performance against which yearly results are compared. Standards help to examine critical aspects of instructional programs; help to ensure that all students receive quality instruction; hold educators accountable for quality instruction; and help to guide efforts toward school improvement.

Maryland School Performance Program (MSPP) performance standards were determined through deliberative processes by educators with involvement of critical stakeholders such as the legislators and members of the business community. The State Board of Education adopted all standards.

The purpose of the MSPP standards is to:

• provide statewide equity and quality assurance in terms of student outcomes;
• establish a mechanism for instructional accountability useful to schools, school systems, and the state;
• stimulate self-examination and appropriate action by local district staff and the Maryland State Department of Education; and
• set improvement expectations that guide school and school system objectives, decision, and efforts.

Maryland standards are divided into three levels of achievement: Advanced, Proficient, and Basic.

ALT-MSA Performance Level Descriptors

• Advanced Students at this level demonstrate 90% or greater attainment of their identified mastery objectives in reading and mathematics (attainment of 9 or 10 of the student`s Mastery Objectives in a given content area).
• Proficient Students at this level demonstrate at least 60% but less than 90% attainment of their identified mastery objectives in reading and mathematics (attainment of 6 to 8 of the student`s Mastery Objectives in a given content area). The goal for all students is to reach the proficient or advanced level.
• Basic Students at this level demonstrate 0% to less then 60% attainment of their identified mastery objectives in reading and mathematics. (attainment of up to 5 of the student`s Mastery Objectives in a given content area).

Other Performance Level Standards

Performance Level Standards for MSA
Performance Level Standards for MOD-MSA

Standards for the MFTs, Attendance Rate, and Dropout Rate were adopted in 1990.

Performance Level Standards for MOD-MSA

Beginning in the 2012-2013 school year the Mod-MSA was discontinued and those students are taking the MSA.

Standards are measures of performance against which yearly results are compared. Standards help to examine critical aspects of instructional programs; help to ensure that all students receive quality instruction; hold educators accountable for quality instruction; and help to guide efforts toward school improvement.

Maryland School Performance Program (MSPP) performance standards were determined through deliberative processes by educators with involvement of critical stakeholders such as the legislators and members of the business community. The State Board of Education adopted all standards.

The purpose of the MSPP standards is to:

• provide statewide equity and quality assurance in terms of student outcomes;
• establish a mechanism for instructional accountability useful to schools, school systems, and the state;
• stimulate self-examination and appropriate action by local district staff and the Maryland State Department of Education; and
• set improvement expectations that guide school and school system objectives, decision, and efforts.

Maryland standards are divided into three levels of achievement: Advanced, Proficient, and Basic.

MOD-MSA Reading Performance Level Descriptors

• Advanced Students at this level can regularly read above grade-level text and demonstrate the ability to comprehend complex literature and informational passages. Students were provided supports which included test items having fewer answer choices, test items with language (other than required Reading terminology) which was simplified, stimulus material which was shorter, and test items which had information not essential to the content removed.
• Proficient Students at this level can read grade appropriate text and demonstrate the ability to comprehend literature and informational passages. The goal for all students is to reach the proficient or advanced level. Students were provided supports which included test items having fewer answer choices, test items with language (other than required Reading terminology) which was simplified, stimulus material which was shorter, and test items which had information not essential to the content removed.
• Basic Students at this level are unable to adequately read and comprehend grade appropriate literature and informational passages. Students were provided supports which included test items having fewer answer choices, test items with language (other than required Reading terminology) which was simplified, stimulus material which was shorter, and test items which had information not essential to the content removed.

MOD-MSA Mathematics Performance Level Descriptors

• Advanced Students at this level can regularly solve complex problems in mathematics and demonstrate superior ability to reason mathematically. Students were provided supports which included test items having fewer answer choices, test items with language (other than required Mathematics terminology) which was simplified, stimulus material which was shorter, and test items which had information not essential to the content removed.
• Proficient Students at this level demonstrate an understanding of fundamental grade level skills and concepts and can generally solve entry-level problems in mathematics. Students were provided supports which included test items having fewer answer choices, test items with language (other than required Mathematics terminology) which was simplified, stimulus material which was shorter, and test items which had information not essential to the content removed.
• Basic Students at this level demonstrate only partial mastery of the skills and concepts defined in the Maryland Mathematics Content Standards.Students were provided supports which included test items having fewer answer choices, test items with language (other than required Mathematics terminology) which was simplified, stimulus material which was shorter, and test items which had information not essential to the content removed.

Other Performance Level Standards

Performance Level Standards for ALT-MSA
Performance Level Standards for MSA

Standards for the MFTs, Attendance Rate, and Dropout Rate were adopted in 1990.

Performance Level Standards for MSA

Standards are measures of performance against which yearly results are compared. Standards help to examine critical aspects of instructional programs; help to ensure that all students receive quality instruction; hold educators accountable for quality instruction; and help to guide efforts toward school improvement.

Maryland School Performance Program (MSPP) performance standards were determined through deliberative processes by educators with involvement of critical stakeholders such as the legislators and members of the business community. The State Board of Education adopted all standards.

The purpose of the MSPP standards is to:

• provide statewide equity and quality assurance in terms of student outcomes;
• establish a mechanism for instructional accountability useful to schools, school systems, and the state;
• stimulate self-examination and appropriate action by local district staff and the Maryland State Department of Education; and
• set improvement expectations that guide school and school system objectives, decision, and efforts.

Maryland MSA standards are divided into three levels of achievement:

• Advanced is a highly challenging and exemplary level of achievement indicating outstanding accomplishment in meeting the needs of students.
• Proficient is a realistic and rigorous level of achievement indicating proficiency in meeting the needs of students.
• Basic is a level of achievement indicating that more work is needed to attain proficiency in meeting the needs of students.

Standards for the MFTs, Attendance Rate, and Dropout Rate were adopted in 1990.

Priority Schools

Progress in Achieving English Language Proficiency Indicator

The progress in achieving English language proficiency indicator includes one measure, the percentage of students making progress towards attaining English language proficiency as measured by growth on the MCAP ELP assessment (see the progress in achieving English language proficiency indicator table).

The progress in achieving English language proficiency indicator will account for 10% of the total accountability score for all schools with at least 10 English learners who have:

• A valid prior year MCAP ELP score and
• A valid current year MCAP ELP score

• For an English learner in their first year of identification as an EL, a valid current year MCAP ELP score that meets proficiency (a score of 4.5 or higher).

Progress in Achieving English Language Proficiency Table: Measures

Measure	Description	Points possible
Progress toward English language proficiency	Percentage of students making progress towards attaining English language proficiency as measured by growth on the MCAP ELP assessment	Elementary/Midde/High: 10

Maryland will use a proficiency level growth-to-target model to measure an English learner's (EL) progress toward English language proficiency. The growth-to-target model is based on the overall proficiency level earned on the MCAP for English language proficiency (see English language proficiency tables). English learners are considered to have met the target if their overall proficiency level shows growth by:

Table reads: An English learner (EL) scoring between a 1.0 and a 1.9 on the MCAP ELP in their first year of being identified as an EL is expected to score at least a 2.0 on the MCAP ELP in their second year under that status, score at least a 2.9 in their third year, a 4.1 in their fourth year, and a 4.5 in their fifth year. A score of 4.5 or higher means the student has met Maryland's proficiency target.

Initial Year Proficiency Level (based on MCAP ELP)	Year 2	Year 3	Year 4	Year 5	Year 6
1.0-1.9	2.0	2.9	3.6	4.1	4.5
2.0-2.9	2.9	3.6	4.1	4.5	---
3.0-3.9	3.7	4.2	4.5	---	---
4.0-4.4	4.3	4.5	---	---	---
4.5 or higher (proficiency goal met)	---	---	---	---	---

Table reads: An English learner (EL) scoring a 1.0 on the MCAP ELP in their first year of being identified as an EL is expected to improve their score in the second year by at least 1.0 points, 0.9 points in their third year of EL status, 0.7 their fourth year, 0.5 in their fifth year, and 0.4 in their sixth year. If a student misses their annual growth target in years three, four, five, or six, that student could still met the English language proficiency goal by meeting their maximum growth expectation. For example is an EL student scores a 1.0 in their first year, and a 1.9 in their second year (0.9 growth) they will miss both their annual growth target and their maximum growth expectation because they did not increase their previous score by 1.0 points. In their third year, they could meet their maximum growth expectation by scoring a 2.8 (0.9 growth) in their third year even though they would miss their annual growth target.

Initial Year Proficiency Level(based on MCAP ELP)	Year 2	Year 3	Year 4	Year 5	Year 6
1.0-1.9	1.0	0.9	0.7	0.5	0.4
2.0-2.9	0.9	0.7	0.5	0.4	---
3.0-3.9	0.7	0.5	0.3	---	---
4.0-4.4	0.3	0.2	---	---	---
4.5 or higher (proficiency goal met)	---	---	---	---	---

For more information about the progress in achieving English language proficiency indicator, visit: Maryland's Every Student Succeeds Act Plan

Promotion Rate

The Promotion rate reflects the percentage of students promoted during the school year. Students that advanced from one grade to a higher level are defined as promoted. Students receiving a Maryland High School Diploma and Certificate of Completion along with grades pre-kindergarten through grade 12 are included. The Promotion rate percentage is calculated by dividing the aggregate number of students promoted by the aggregate number of students enrolled as of the end of the school year. Summer promotions are included in the promotion rate percentage.

R

Readiness for Postsecondary Success Indicator

The readiness for postsecondary success indicator is designed for high school only. The indicator includes two measures, on-track in 9th grade and credit for completion of a well-rounded education (see readiness for postsecondary success indicator table).

The readiness for postsecondary success indicator will account for 10% of the total accountability score for high schools.

On-track in 9th grade
The on-track in 9th grade measure is the percentage of 9th grade students earning at least four credits in any of the following:

• English language arts
• mathematics
• science
• social studies
• world language

The on-track in 9th grade measure will account for 5% of the total accountability score for high schools.

Credit for completion of a well-rounded curriculum
The credit for completion of a well-rounded curriculum measure is the percentage of students graduating from or exiting high school with a certificate of program completion who have achieved at least one of the following:

• earned a score of 3 or higher on an Advanced Placement exam or a score of 4 or higher on an International Baccalaureate program exam
• met a standard set by the College Board on the SAT exam
• met a standard set by ACT on the ACT exam
• earned credit for dual enrollment
• met the University of Maryland entry requirements
• completed a youth or other apprenticeship training program approved by the Maryland Apprenticeship Training Council
• completed an industry certification aligned with and MSDE-approved CTE program and achieved CTE concentration level status or higher
• completed an MSDE-approved CTE program
• met a standard on the ASVAB exam
• received the Seal of Biliteracy
• for students who obtained a Maryland High School Certificate of Program Completion, entered the world of work though:
  • gainful employment
  • postsecondary education and training
  • supported employment
  • other services that are integrated in the community

The credit for completion of well-rounded curriculum will account for 5% of the total accountability score for high schools.

Readiness for Postsecondary Readiness Indicator Table: Measures

Measure	Description	Points possible
On-track for 9th grade	Percentage of 9th graders earning at least four credits in a specific list of courses	High: 5 Elementary/Middle: 0
Credit for completion of a well-rounded curriculum	Percentage of students graduating or exiting with a certificate of program completion that have achieved at least one of the specific requirements	High: 5 Elementary/Middle: 0

For more information about the readiness for postsecondary success indicator, visit: Maryland’s Every Student Succeeds Act Plan

Reward Schools

S

Safe Harbor

If a school does not meet the annual performance targets for each subgroup, a provision called Safe Harbor still allows a school to make AYP if the school meets all performance targets in the aggregate, and the subgroup meets the other academic indicator; and the percentage of students achieving below the proficient level in that subgroup decreases by ten percent. Safe Harbor is calculated using the last two years of test administration data.

SAT

The SAT is an exam students take near the end of high school as they prepare to apply to college. Their score on the exam may help colleges determine if a student would be a good fit.

For more information about the SAT, visit
SAT

Scale Score

The scale score is the measurement of a student`s performance relative to different performance levels that have been identified by the state. These performance levels for MSA, MOD-MSA, and ALT-MSA are basic, proficient, and advanced. The scale score data is reported at the school, system, and state level as well as student level.

MSA scale scores range from 240 to 650. The scale scores for MSA reading, mathematics, and science are listed below by grade:

MSA Reading Scale Scores

	Scale Score for Proficient	Scale Score for Advanced
Grade 3	388	456
Grade 4	371	437
Grade 5	384	425
Grade 6	381	421
Grade 7	385	425
Grade 8	391	425
English	396	429

 

MSA Mathematics Scale Scores

	Scale Score for Proficient	Scale Score for Advanced
Grade 3	379	441
Grade 4	374	433
Grade 5	392	453
Grade 6	396	447
Grade 7	396	451
Grade 8	407	444
Algebra	412	450

 

MSA Science Scale Scores

	Scale Score for Proficient	Scale Score for Advanced
Grade 5	391	467
Grade 8	387	478
Biology	400	452

Beginning in the 2012-2013 school year the Mod-MSA was discontinued and those students are taking the MSA. MOD-MSA scale scores are not the same scores that are used to determine proficiency on the regular MSA in reading and mathematics for Grades 3 through 8. The MOD-MSA assesses the same content as the regular MSA but was designed with test items that are less complex and more accessible for a student with disabilities. Therefore, the modified assessments are different tests with separate standards and a different scale.

MOD-MSA scale scores range from 2 to 98. The scale scores for MOD-MSA reading and mathematics are listed below by grade:

MOD-MSA Reading Scale Scores

	Scale Score for Proficient	Scale Score for Advanced
Grade 3	54	64
Grade 4	53	65
Grade 5	53	69
Grade 6	54	67
Grade 7	56	72
Grade 8	54	66

 

MOD-MSA Mathematics Scale Scores

	Scale Score for Proficient	Scale Score for Advanced
Grade 3	54	66
Grade 4	53	67
Grade 5	54	70
Grade 6	56	69
Grade 7	54	71
Grade 8	60	73

The scale scores for ALT-MSA reading, mathematics and science are listed below by grade:

ALT-MSA Reading and Mathmatics Scale Scores

	Percent of Objectives Mastered Proficient	Percent of Objectives Mastered Advanced
Grade 3	60	90
Grade 4	60	90
Grade 5	60	90
Grade 6	60	90
Grade 7	60	90
Grade 8	60	90
Grade 10	60	90

 

ALT-MSA Science Scale Scores

	Percent of Objectives Mastered Proficient	Percent of Objectives Mastered Advanced
Grade 5	60	90
Grade 8	60	90
Grade 10	60	90

School Quality or Student Success Indicator

The school quality or student success (SQSS) indicator includes three measures: chronic absenteeism, school climate, and access to a well-rounded education. Access to well-rounded education has grade specific components (see the school quality or student success indicator table).

The school quality or student success indicator will account for 35% of the total accountability score for all schools.

Chronic absenteeism
The chronic absenteeism measure identifies the number of students who are expected to attend school for at least 10 days and who were absent 10% or more of the school days while enrolled at that school. For example, a student who is registered to attend a school for 30 days and who is absent 3 of those 30 days is considered chronically absent.

A student can be counted as chronically absent in multiple schools within the state in the same year. This can occur when a student who is enrolled for in a school for at least 10 days and is chronically absent moves and enrolls in another school for at least 10 days and is chronically absent.

The chronic absenteeism measure will account for 15% of the total accountability score for all schools.

Access to a well-rounded education
The access to a well-rounded education measure has three components that are based on grade span:

Elementary schools: The percentage of 5th graders enrolled in science, social studies, fine arts, physical education, and health

Middle schools: The percentage of 8th grade students enrolled in fine arts, physical education, health, and computational learning

High schools: The percentage of graduating students or students exiting high school with a certificate of program completion who met at least one of the following criteria during high school (grades 9-12):

• enrolled in an Advanced Placement or International Baccalaureate course,
• participated in dual enrollment, or
• enrolled in state-approved career and technical education (CTE) program at the CTE concentrator level or higher

For students pursuing a certificate of program completion, enrollment in a general education course meets the requirement for access to a well-rounded education.

The access to a well-rounded education measure will account for 10% of the total accountability score for all schools.

School Quality or Student Success Indicator Table: Measures and components

Measure	Component	Description	Points possible
Chronic absenteeism	N/A	Percentage of students who missed 10% of the school days or more from a school in which they were enrolled for 10 or more days	Elementary/Middle/High: 15
School climate	N/A	Aggregate score from the Maryland State School Survey for students and educators	Elementary/Middle/High: 10
Access to a well-rounded curriculum	Elementary	Percentage of 5th graders enrolled in science, social studies, fine arts, physical education, and health	Elementary:10 Middle/High: 0
	Middle	Percentage of 8th graders enrolled in fine arts, physical education, health, and computational learning	Middle:10 Elementary/High: 0
	High	Percentage of high school graduates who participate in at least one of the following: AP or IB, dual enrollment, or a MSDE-approved CTE course. Enrollment in a general education course meets the requirement for access to a well-rounded education for students pursuing a certificate of program completion	High: 10 Elemenary/Middle: 0

For more information about the school quality or student success indicator, visit: Maryland's Every Student Succeeds Act Plan

Science

Science, or the Maryland Integrated Science Assessment (MISA), is administered to all students in fifth grade, eighth grade, and high school every spring. MISA replaced the Maryland School Assessment (MSA) in science for grades 5 and 8 in 2016 and was field tested for high school in 2018.

Information about the grades 5 and 8 tests
The test is made up of four "units." In each of the first three units, students read information about three separate phenomena and answer questions about each. One of those questions is a constructed response item, and the other questions will be a combination of multiple choice, fill-in-the-blank, matching, and other technology-enabled items. The fourth unit will include one task similar to those in units 1-3 and one extended task that may include a simulation.

Information about the high school test
The High School Maryland Integrated Science Assessment (HS MISA) will consist of five sessions. In each of the sessions, students will read information about two separate phenomena and respond to questions about each. One of those questions will be a constructed response item, and the other questions will be a combination of selected response, fill-in-the-blank, matching, and other technology-enabled items.

For more information about the social studies assessment, visit
Maryland Assessments
School Improvement in Maryland

Social Studies

The social studies assessment is given as an end-of-course test for students who take Government in high school. The test consists of both selected response items and constructed response items. The constructed response items require students to write rather than select an appropriate response.

For more information about the social studies assessment, visit
Maryland Assessments
School Improvement in Maryland

Special Education

The number and percentage of special education program participants - students with disabilities who have current Individualized Education Plans (IEPs). The counts are reported as of the student's last dayof enrollment in the school system - either the last day in school or the date the student withdrew. The percentage is calculated by dividing the number of special education students by the June net enrollment.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

Special Services: Free/Reduced Price Meals

The number and percentage of students whose applications for free/reduced price meals meet the family size and income guidelines (as promulgated annually by the U.S. Department of Agriculture) and students approved through direct certification. The counts are reported as of the student`s last day of enrollment in the school system - either the last day in school or the date the student withdrew. The percentage is calculated by dividing the number of students receiving free or reduced price meals by the June net enrollment.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

Special Services: LEP Program Participants

The number and percentage of students assessed as eligible for the Limited English Proficient (LEP) Program. LEP is also referred to as English as a Second Language (ESL).

LEP students have a primary or home language other than English and have been assessed as having limited or no ability to understand, speak, read, or write English. The counts are reported as of the student`s last day of enrollment in the school system - either the last day in school or the date the student withdrew. The percentage is calculated by dividing the number of LEP students by the June net enrollment.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

LEP Exempt

Limited English Proficient students, during their first year of enrollment in U.S. schools, have the option of taking or not taking (exempt from) the state reading assessment. LEP students also have the option of taking or not taking (exempt from) the state mathematics assessment with accommodations as appropriate. States can but are not required to include these results in Adequate Yearly Progress. Students would be counted as participants for Adequate Yearly Progress purposes for the 95 percent testing requirement.

Redesignated Limited English Proficient (R-LEP)

These are students that exit the LEP subgroup once they attain English language proficiency. For Adequate Yearly Progress calculations, states have two years to include in the LEP subgroup students who have attained English proficiency.

Special Services: Special Education Program Participants

The number and percentage of special education program participants - students with disabilities who have current Individualized Education Plans (IEPs). The counts are reported as of the student`s last dayof enrollment in the school system - either the last day in school or the date the student withdrew. The percentage is calculated by dividing the number of special education students by the June net enrollment.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

Special Services: Title I Program Participants

The number and percentage of students receiving Title I services of the Elementary and Secondary Education Act (ESEA) (the Hawkins-Stafford Amendments of 1988). In schools with targeted assistance programs, only students receiving Title I services are counted. In schools with school wide programs, all students enrolled are counted. Students enrolled in any school receiving only State Compensatory Education (SCE) funding are not included in this count. The counts are reported as of the student`s last day of enrollment in the school system - either the last day in school or the date the student withdrew. The percentage is calculated by dividing the number of Title I students by the June net enrollment.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

State NAEP Sampling and Participation Rate

In state assessments (mathematics, reading, science, and writing), a sample of schools and students is selected to represent each participating state. In an average state, 2,500 students in approximately 100 public schools are assessed per grade, for each subject assessed. The selection process for schools uses stratified random sampling within categories of schools with similar characteristics. Some schools or groups of schools (districts) may be selected for each assessment cycle if they are unique in the state.

Typically, 30 students per grade per subject are selected randomly in each school. Some of the students who are randomly selected may be classified as students with disabilities (SD) or as English language learners (ELL).

Student Mobility

Student mobility is the percentage of students that either enter or withdraw from a school during the school year. To calculate student mobility, the number of entrants is added to the number of withdrawals and that sum is divided by the average daily student enrollment.

Students Absent Fewer Than 5 Days

The fewer than five days absent rate is the percentage of students in the school, county, or state who were absent between zero and four days and who were registered to attend a single school, one or more schools in a county, or one or more schools in Maryland for at least 90 days.

Students Absent More Than 20 Days

The more than 20 days absent rate is the percentage of students in the school, county, or state who were absent 21 school days or more and who were registered to attend a single school, one or more schools in a county, or one or more schools in Maryland for at least 90 days.

For more information about absentee rates, visit:
Maryland’s Every Student Succeeds Act Plan

T

Teacher Qualifications in Maryland

There are 3 professional certificates available in Maryland:

Standard Professional Certificate I and II
Teachers teaching a core academic subject (reading, mathematics, writing) must hold a valid certificate to teach in Maryland.

The Standard Professional Certificate I is issued to an applicant who meets all certification requirements and is employed by a Maryland local school system or an accredited non-public school.

The Standard Professional Certificate II requires 3 years of satisfactory, professional school-related experience plus 6 hours of acceptable credit and a professional development plan for the Advanced Professional Certificate.

Advanced Professional Certificate
Requires verification of 3 years of full-time professional school-related experience, 6 semester hours of acceptable credit; and a master’s degree, or a minimum of 36 semester hours of post baccalaureate course work which must include at least 21 hours of graduate credit. (The remaining 15 semester hours may include graduate or undergraduate course work and/or Maryland State Department of Education Continuing Professional Development (CPD) credits, or obtained National Board Certification and earned a minimum of 12 semester hours of approved graduate course work earned after the conferral of the bachelor degree.

Resident Teacher Certificate
Issued to an applicant who has been selected by a local school system in a specialized program.

Conditional Certificate
Issued only at the request of a local school system superintendent to an applicant employed in a local school system who does not meet all certification requirements.

The teacher totals reflected in each of these categories, are the number of teachers with credentials teaching core academic subjects as defined by the Federal government. These subjects are English, Reading or Language Arts, Mathematics, Science, Foreign Languages, Civic and Government, Economics, Arts, History and Geography. Teachers teaching other subjects are not in these totals.

Testing Eligible

All students are tested and all of their scores are included in the scores that are reported at the school, system, and state levels. Not all student scores count for School Progress.

• All students enrolled for a full academic year in grades 3 through 8 count for School Progress at the school, system and state levels. This includes students with no or limited English proficiency, students with disabilities taking MSA or Alt-MSA, and students absent during testing who do not make up the test.
• Students moving among schools in grades 3 through 8 in the same school system count for School Progress at the school system and state levels.
• Students in grades 3 through 8 moving among school systems count for School Progress at the state level.
• Students moving among states do not count for School Progress at any level.

If the minimum subgroup size (N) is not met then it is not checked for School Progress. For reading and math performance, N=5 students. For participation, N=30 students for schools with one grade tested, 60 for schools with two or more grades tested, and 60 for local school systems.

Title I

The number and percentage of students receiving Title I services of the Elementary and Secondary Education Act (ESEA) (the Hawkins-Stafford Amendments of 1988). In schools with targeted assistance programs, only students receiving Title I services are counted. In schools with school wide programs, all students enrolled are counted. Students enrolled in any school receiving only State Compensatory Education (SCE) funding are not included in this count. The counts are reported as of the student's last day of enrollment in the school system - either the last day in school or the date the student withdrew. The percentage is calculated by dividing the number of Title I students by the June net enrollment.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

W

Weighted Averages for School Progress

Withdrawals

Student withdrawals is the number of students transferring out of or withdrawing from a school for any reason during the September to June school year.