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:
 percentage of students scoring above a certain threshold on state English language arts assessments,
 percentage of students scoring above a certain threshold on state mathematics assessments,
 a performance index for English language arts assessments, and
 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 (MultiState 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 wellrounded 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 48.
Credit for completion of a wellrounded curriculum
The completion of a wellrounded curriculum measure includes two components for elementary schools and three components for middle schools.
Elementary schools
The credit for completion of a wellrounded 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 wellrounded 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 202021.)
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 wellrounded 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 collegelevel credit for that course.
For more information about the AP program, visit
Advanced Placement Program
Alternate Maryland Integrated Science Assessment (AltMISA)
The Alternate Maryland Integrated Science Assessment (AltMISA), 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 AltMISA 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;tMISA assessments, visit
Maryland Assessments
Alternate Maryland School Assessment (ALTMSA)
The Alternate Maryland School Assessment (ALTMSA) is the Maryland assessment in which students with disabilities participate if through the IEP process it has been determined they cannot participate in the Maryland State Assessment (MSA) even with accommodations. The ALTMSA assesses and reports student mastery of individually selected indicators and objectives from the reading, mathematics, and science content standards or appropriate access skills. A portfolio is constructed of evidence that documents individual student mastery of the assessed reading, mathematics, and science objectives.
Eligible students participate in the ALTMSA in Grades 38 and 10.
The statewide performance standards reflecting three levels of achievement: Basic, Proficient, and Advanced are reported for the ALTMSA.
AMOs for College and CareerReadiness Indicator
The College and CareerReadiness targets are calculated for the 5Year Adjusted Cohort Graduation Rate and College and Career Preparation (CCP). The 5Year Adjusted Cohort Graduation Rate targets are on a trajectory toward 2020, the time by which each individual school is expected to reduce its rate of nongraduating students by half. The CCP targets are on a trajectory toward 2017, the time by which each individual school is expected to reduce its percent of students that are not completing the CCP goals by half. CCP is a measurement of a student`s success in one of the following areas: Advance Placement (AP) or International Baccalaureate (IB), Career and Technology Education (CTE) Concentrators, and College Enrollment within 16 months of high school graduation. When a school`s baseline target is extraordinarily high (90 percent or higher for the 5Year Adjusted Cohort Graduation Rate and 95 percent or higher for CCP), then the LEA level target or State level target (lowest of the two) will be used. The goal for the 5Year Adjusted Cohort Graduation Rate is 95 percent; the goal for CCP is 100 percent.
5Year Adjusted Cohort Graduation Rate:
All Students Base Yr + (((.95  ((.95  All Students Base Yr) / 2))  All Students Base Yr) / 9)
CCP:
All Students Base Yr + (((1  ((1  All Students Base Yr) / 2))  All Students Base Yr) / 6)
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)
Annual Measurable Objectives (AMOs) are state established performance targets that assess the progress of student subgroups, schools, and each LEA.
Armed Services Vocational Aptitude Battery (ASVAB)
The Armed Services Vocational Aptitude Battery (ASVAB) is a timed multiaptitude 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 750789 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 112, 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
The No Child Left Behind Act defines the process of calculating the baseline or starting point for AYP. NCLB specifies that the state must establish a starting bar or measuring point for the percentage of students who must be at the proficient level, which may be based upon the lowest achieving schools (schools at the 20th percentile in the state) or lowest achieving demographic subgroup in the state, whichever is higher, or at a higher 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
Statistical procedures will be used in all tests of School Progress determinations to ensure that decisions take into account inherent measurement error present in all accountability systems. The confidence interval is a statistical tool used in Maryland School Progress determinations to ensure accurate and reliable accountability decisions. Because the accuracy of scores depends on the number of students in each group, the state uses a statistical test to help ensure that they make fair and valid School Progress decisions for groups with different numbers of students.
D
Direct Certification
Direct certification allows school systems to certify students as eligible for free meal benefits using participant data from other meanstested 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: 4Year 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 9^{th} Graders) + 

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 stateapproved 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 reenter 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 meanstested programs (as permitted), eliminating the need for an application.
English Language Arts
English is assessed in grades 38 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 nonfiction 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 multimedia 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 (WAPT) 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:
 The student has been classified as an EL.
 The student has a significant cognitive disability and is eligible for special education services under IDEA.
 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 prekindergarten students.
For more on enrollment, visit:
Maryland State Department of Education
Entrants
Student entrants is the number of students transferring in to or reentering 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
Focus Schools are 10 percent of all Title I schools having the largest gap between the “all students” subgroup and the lowestperforming subgroup or a Title I eligible high school with graduation rates 60 percent or lower. These schools are unique in that they do not require whole school reform measures, rather school interventions will focus on one or two subgroups that are low achieving and contribute to an increased achievement gap between other subgroups of students in the school. Focus schools will be expected to collect and analyze data to identify problematic areas of instruction and learning. This will allow schools and LEAs to address their identified areas of need through professional development, parental involvement, instructional teams, and the development of other specialized strategies that they deem necessary. These measures will be monitored by LEAs and MSDE to ensure that they effectively work to close the gaps between subgroups and all students within the school, thus improving the overall performance of the school. Focus Schools are identified every three years.
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 pregraduation plans data using the High School Graduate Followup 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:
 Fouryear cohort graduation rate: 81.5%
 Fiveyear 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 fouryear and fiveyear cohort graduation rate by setting annual equal increments toward the goal (2020 95%) of reducing by half the percentage of nongraduate students in each subgroup. The targets are uniquely defined for each school, school system and the state depending upon the 2011 baseline for the fouryear and fiveyear 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 twoquestion process:
 Has the school, school system, or state achieved the Annual Measurable Objective (AMO) for the fouryear 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.
 Has the school, school system, or state achieved the AMO for the fiveyear cohort graduation rate for the same cohort entering grade nine for the first time in fall 2007 graduating no later than 2012? If the fiveyear 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 FourYear 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 4year adjusted cohort graduation rate and the 5year adjusted cohort graduation rate (see graduation rate indicator table).
The 4year adjusted cohort graduation rate is the percentage of a school's cohort of firsttime 9th grade students who graduate within four years, adjusted for students who transfer in and out of the cohort after 9th grade.
The 5year adjusted cohort graduation rate is the percentage of a school’s cohort of firsttime 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 
4year adjusted cohort graduation rate  Percentage of a school's cohort of firsttime 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 
5year adjusted cohort graduation rate  Percentage of a school's cohort of firsttime 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: 3Year Adjusted Cohort
The threeyear 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 threeyear 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 threeyear 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 threeyear 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.
ThreeYear 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 firsttime 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 ThreeYear 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.
Threeyear, fouryear and fiveyear graduation rates included in School Progress determinations for 2010–2011  

Rate  Firsttime 9th graders  Cohort population  Regular high school diploma recipients 
Threeyear graduation rate  2006–2007  Firsttime 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. 
Fouryear graduation rate  2006–2007  Firsttime 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. 
Fiveyear graduation rate  2006–2007  Firsttime 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: 4Year Adjusted Cohort
The fouryear 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 fouryear 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 fouryear 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 fouryear 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.
FourYear 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 firsttime 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 FourYear 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.
Threeyear, fouryear and fiveyear graduation rates included in School Progress determinations for 2010–2011  

Rate  Firsttime 9th graders  Cohort population  Regular high school diploma recipients 
Threeyear graduation rate  2006–2007  Firsttime 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. 
Fouryear graduation rate  2006–2007  Firsttime 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. 
Fiveyear graduation rate  2006–2007  Firsttime 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: 5Year Adjusted Cohort
The fiveyear 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 fiveyear 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 fiveyear 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 fiveyear 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.
FiveYear 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 firsttime 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 FiveYear 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.
Threeyear, fouryear and fiveyear graduation rates included in School Progress determinations for 2010–2011  

Rate  Firsttime 9th graders  Cohort population  Regular high school diploma recipients 
Threeyear graduation rate  2006–2007  Firsttime 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. 
Fouryear graduation rate  2006–2007  Firsttime 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. 
Fiveyear graduation rate  2006–2007  Firsttime 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 endofcourse 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 SAT1 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 20052006 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 20022003 school year in Title 1 schoolwide programs must be highly qualified. In Title 1 targetedassistance 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 subjectmatter 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 longterm 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. IBparticipating 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 MidAtlantic 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 wellbeing 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 ParticipantsThe 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 (RLEP)
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 (AltMISA)
 Social Studies
 ACCESS for ELLs 2.0
 Kindergarten Readiness Assessment (KRA)
 MultiState Alternate Assessment (MSAA)
 National Assessment of Educational Progress (NAEP)
All stateadministered 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 MODMSA students for grades 68.
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 38 and once in high school (Algebra I). Students may also take a math endofcourse assessment after completing Geometry or Algebra II.
In these tests, students solve multistep math problems that require reasoning and address realworld situations. This requires students to reason mathematically, make sense of quantities and their relationship to solve realworld 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.
MultiState 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 MultiState 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 38 and 11
For more information about MSSA, visit
School Improvement in Maryland
Maryland Assessments
N
NAEP Achievement Level Standards for Mathematics Grade 4
Basic 

Fourthgraders performing at the Basic level should be able to estimate and use basic facts to perform simple computations with whole numbers, show some understanding of fractions and decimals, and solve some simple realworld problems in all NAEP content areas. Students at this level should be able to use—though not always accurately—fourfunction calculators, rulers, and geometric shapes. Their written responses will often be minimal and presented without supporting information. 
Proficient 
Fourthgraders performing at the Proficient level should be able to use whole numbers to estimate, compute, and determine whether results are reasonable. They should have a conceptual understanding of fractions and decimals; be able to solve realworld problems in all NAEP content areas; and use fourfunction calculators, rulers, and geometric shapes appropriately. Students performing at the Proficient level should employ problemsolving strategies such as identifying and using appropriate information. Their written solutions should be organized and presented both with supporting information and explanations of how they were achieved. 
Advanced 
Fourthgraders performing at the Advanced level should be able to solve complex and nonroutine realworld problems in all NAEP content areas. They should display mastery in the use of fourfunction calculators, rulers, and geometric shapes. The students are expected to draw logical conclusions and justify answers and solution processes by explaining why, as well as how, they were achieved. They should go beyond the obvious in their interpretations and be able to communicate their thoughts clearly and concisely. 
NAEP Achievement Level Standards for Mathematics Grade 8
Basic 

Eighthgraders performing at the Basic level should complete problems correctly with the help of structural prompts such as diagrams, charts, and graphs. They should be able to solve problems in all NAEP content areas through the appropriate selection and use of strategies and technological tools—including calculators, computers, and geometric shapes. Students at this level also should be able to use fundamental algebraic and informal geometric concepts in problem solving. As they approach the Proficient level, students at the Basic level should be able to determine which of the available data are necessary and sufficient for correct solutions and use them in problem solving. However, these eighthgraders show limited skill in communicating mathematically. 
Proficient 
Eighthgraders performing at the Proficient level should be able to conjecture, defend their ideas, and give supporting examples. They should understand the connections between fractions, percents, decimals, and other mathematical topics such as algebra and functions. Students at this level are expected to have a thorough understanding of Basic level arithmetic operations—an understanding sufficient for problem solving in practical situations. Quantity and spatial relationships in problem solving and reasoning should be familiar to them, and they should be able to convey underlying reasoning skills beyond the level of arithmetic. They should be able to compare and contrast mathematical ideas and generate their own examples. These students should make inferences from data and graphs, apply properties of informal geometry, and accurately use the tools of technology. Students at this level should understand the process of gathering and organizing data and be able to calculate, evaluate, and communicate results within the domain of statistics and probability. 
Advanced 
Eighthgraders performing at the Advanced level should be able to probe examples and counterexamples in order to shape generalizations from which they can develop models. Eighthgraders performing at the Advanced level should use number sense and geometric awareness to consider the reasonableness of an answer. They are expected to use abstract thinking to create unique problemsolving techniques and explain the reasoning processes underlying their conclusions. 
NAEP Achievement Level Standards for Reading Grade 4
Basic 

Fourthgrade students performing at the Basic level should demonstrate an understanding of the overall meaning of what they read. When reading text appropriate for fourthgraders, they should be able to make relatively obvious connections between the text and their own experiences and extend the ideas in the text by making simple inferences. 
Proficient 
Fourthgrade students performing at the Proficient level should be able to demonstrate an overall understanding of the text, providing inferential as well as literal information. When reading text appropriate to fourth grade, they should be able to extend the ideas in the text by making inferences, drawing conclusions, and making connections to their own experiences. The connection between the text and what the student infers should be clear. 
Advanced 
Fourthgrade students performing at the Advanced level should be able to generalize about topics in the reading selection and demonstrate an awareness of how authors compose and use literary devices. When reading text appropriate to fourth grade, they should be able to judge text critically and, in general, to give thorough answers that indicate careful thought. 
NAEP Achievement Level Standards for Reading Grade 8
Basic 

Eighthgrade students performing at the Basic level should be able to locate information; identify statements of main idea, theme, or author`s purpose; and make simple inferences from texts. They should be able to interpret the meaning of a word as it is used in the text. Students performing at this level should also be able to state judgments and give some support about content and presentation of content. 
Proficient 
Eighthgrade students performing at the Proficient level should be able to provide relevant information and summarize main ideas and themes. They should be able to make and support inferences about a text, connect parts of a text, and analyze text features. Students performing at this level should also be able to fully substantiate judgments about content and presentation of content. 
Advanced 
Eighthgrade students performing at the Advanced level should be able to make connections within and across texts and to explain causal relations. They should be able to evaluate and justify the strength of supporting evidence and the quality of an author`s presentation. Students performing at the Advanced level also should be able to manage the processing demands of analysis and evaluation by stating, explaining, and justifying. 
NAEP Achievement Level Standards for Science Grade 8
Basic 

Students performing at the Basic level should be able to state or recognize correct science principles. They should be able to explain and predict observations of natural phenomena at multiple scales, from microscopic to global. They should be able to describe properties and common physical and chemical changes in materials; describe changes in potential and kinetic energy of moving objects; describe levels of organization of living systems—cells, multicellular organisms, and ecosystems; identify related organisms based on hereditary traits; describe a model of the solar system; and describe the processes of the water cycle. They should be able to design observational and experimental investigations employing appropriate tools for measuring variables. They should be able to propose and critique the scientific validity of alternative individual and local community responses to design problems. 
Proficient 
Students performing at the Proficient level should be able to demonstrate relationships among closely related science principles. They should be able to identify evidence of chemical changes; explain and predict motions of objects using positiontime graphs; explain metabolism, growth, and reproduction in cells, organisms, and ecosystems; use observations of the Sun, Earth, and Moon to explain visible motions in the sky; and predict surface and ground water movements in different regions of the world. They should be able to explain and predict observations of phenomena at multiple scales, from microscopic to macroscopic and local to global, and to suggest examples of observations that illustrate a science principle. They should be able to use evidence from investigations in arguments that accept, revise, or reject scientific models. They should be able to use scientific criteria to propose and critique alternative individual and local community responses to design problems. 
Advanced 
Students performing at the Advanced level should be able to develop alternative representations of science principles and explanations of observations. They should be able to use information from the periodic table to compare families of elements; explain changes of state in terms of energy flow; trace matter and energy through living systems at multiple scales; predict changes in populations through natural selection and reproduction; use lithospheric plate movement to explain geological phenomena; and identify relationships among regional weather and atmospheric and ocean circulation patterns. They should be able to design and critique investigations involving sampling processes, data quality review processes, and control of variables. They should be able to propose and critique alternative solutions that reflect sciencebased tradeoffs for addressing local and regional problems. 
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 directions^{1}  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 largeprint 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 booklet^{1}  yes  yes  yes 
Takes the test in small group (5 or fewer)  yes  yes  yes 
Takes the test oneonone  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 grammarchecking 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 directions^{1}  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 wordforword 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 oneonone  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 statelevel information that can be used for statetostate comparisons and statetonation comparisons, but it does not produce district or schoolspecific 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 nonpublic 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 20102011, 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:
 30 students for schools with one grade tested,
 60 students for schools with two or more grades tested, or
 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)
In 2014 most Maryland public schools had some students who participated in MSA and some students who participated in the PARCC field test. PARCC performance data is not reported because test items are being field tested. Therefore, reading and/or mathematics proficiency data is not reported in the grades for those schools that field tested in those contents. The participation rate data is reported for both MSA and for PARCC on School Progress.
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of 12 states plus the District of Columbia working together to develop a common set of K12 assessments in English and math anchored in what it takes to be ready for college and careers. These new K12 assessments will build a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support. The PARCC assessments will be ready for states to administer during the 201415 school year.
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
 Instructional Staff per 1,000 pupils.
 Professional Support Staff per 1,000 pupils.
 Instructional Assistants per 1,000 pupils.
All staff are reported in terms of fulltime equivalent (FTE) positions. That is, the time required to perform a parttime assignment divided by the time required in a corresponding fulltime position.
 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.
 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.
 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. Halfday prekindergarten 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 5202 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 ALTMSA
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 selfexamination 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.
ALTMSA 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 MODMSA
Standards for the MFTs, Attendance Rate, and Dropout Rate were adopted in 1990.
Performance Level Standards for MODMSA
Beginning in the 20122013 school year the ModMSA 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 selfexamination 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.
MODMSA Reading Performance Level Descriptors
 Advanced Students at this level can regularly read above gradelevel 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.
MODMSA 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 entrylevel 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 ALTMSA
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 selfexamination 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.
MSA Performance Level Descriptor
Basic
 use context clues to determine appropriate meanings of words and commonly used expressions
 identify information and details directly stated in a text
 draw simple inferences from gradeappropriate text
 identify basic characteristics of a literary genre
 use appropriate prior knowledge to make simple inferences about information in a text
 use sufficient textual evidence to support or explain an idea or inference about a text
 identify or state a main idea of an informational text
 identify or state a theme of a literary text
 use graphic aids to help construct meaning from a text
Proficient
 identify a stated or implied main idea of an informational passage
 identify a theme or lesson learned in a literary text
 support simple inferences or ideas about a text with appropriate textual evidence
 use graphic aids to help construct meaning from a text
 synthesize information to arrive at generalizations, conclusions, and complex inferences
 use textual evidence effectively to explain ideas
 analyze a text to uncover its complexities
Advanced
 discriminate between details/information and the ideas they express
 synthesize information and details to arrive at generalizations, conclusions, and complex inferences
 analyze a text to uncover its complexities use evidence from a text effectively to explain conclusions and inferences
Basic
 draw simple inferences from gradeappropriate text
 identify information directly stated in a text
 use context clues to determine appropriate meanings of words
 identify the main idea of a text when that idea is obvious
 make connections to the real world and the text by accessing prior knowledge
 respond in writing to questions about a text with minimal textual evidence
 support ideas about a text with adequate textrelevant information or evidence
 infer a main idea from a text
 use knowledge of literary elements to make meaning
Proficient
 use context clues to determine appropriate meanings of words
 recognize the relationship between text features and ideas or information in a text
 support a literal reading of a text with textrelevant information
 support simple inferences or general ideas about a text with appropriate textual evidence
 apply knowledge of literary elements (e.g., character, main conflict) when making meaning from a text
 explain complexities of a text
 clarify and extend ideas in a text with specific, effective textrelevant information
 consistently make connections among ideas in a text
 exhibit a reading of a text beyond the literal
Advanced
 analyze a text to uncover its complexities
 clarify and extend ideas in a text with specific, effective textrelevant information or evidence
 use relationships among ideas in a text to draw conclusions and make generalizations
 articulate conclusions about author's craft
Basic
 understand basic literary elements (e.g., character, simple plot, conflict)
 make lowlevel inferences from information in a text
 use context clues to determine appropriate meanings of words
 respond in writing to questions about a text with only minimal textual evidence
 provide adequate textual evidence to support or develop ideas about a text
 consistently apply basic wordlevel knowledge (e.g., synonyms)
 demonstrate more than a minimal understanding of the text
Proficient
 pull appropriate details or information from across a text to summarize briefly or demonstrate a general understanding of the text
 define words using contextual evidence
 support a literal reading of a text with textrelevant information
 recognize synonyms of gradeappropriate words and use synonyms to draw a simple conclusion
 demonstrate a general, often literal, understanding of a literary or informational text
 reason deductively when drawing conclusions or making inferences
 read critically to evaluate text
 demonstrate understanding of the complexities of a text
Advanced
 apply deductive reasoning to draw conclusions and make inferences
 provide appropriate and sufficient textual evidence to clarify effectively ideas in a text
 read critically to evaluate text
 recognize synonyms of both gradelevel and abovegradelevel words
 synthesize ideas and information to uncover the complexities of a text
Basic
 demonstrate a minimal to literal understanding of a gradeappropriate informational or literary text
 respond to questions about a text with only minimal supporting textual evidence
 apply basic understanding of narrative elements in a literary text (e.g., sequence, character relationships)
 determine meanings of words in context
 make simple predictions and draw simple conclusions based on information in a text
 recognize a main idea and identify information not related to a main idea
 apply basic wordlevel knowledge to identify word meaning and usage
 recognize an organizational pattern in an informational text
 apply understanding of author's choice of language to make meaning of text
 provide adequate textrelevant information or evidence to support an idea or a conclusion about a text
Proficient
 demonstrate a general understanding of a literary or informational text
 use textual evidence to draw conclusions about narrative elements in a literary text (e.g., mood, characters)
 determine the meanings of words and expressions in context (e.g., idioms, common expressions, synonyms)
 recognize an author's opinion in an informational text and determine the purpose of a text or portion of text
 identify an organizational pattern of an informational text
 provide some textual support for an idea of conclusion about a text
 explain an organizational pattern of an informational text
 recognize the implications of an author's specific language choices
 extend ideas or information in a text in order to discover the text's complexities
Advanced
 interpret effectively an author's choice of words and phrases
 use effectively supporting evidence from a text to clarify or extend ideas
 analyze and explain an organizational pattern of an informational text by using effective textual evidence
Basic
 identify information directly stated in an informational or literary text
 respond in writing to a question about a text with only minimal textual support
 identify a main idea of an informational text or a theme of a literary text when that idea or theme is apparent
 draw conclusions about characters in a literary text
 recognize the implications of text features (e.g., bulleted list, illustration)
 draw conclusions about characters in a literary text
 recognize tone in a text
 effectively use context clues to define words and phrases
 move beyond a minimal understanding of literary elements (e.g., setting, characters)
Proficient
 demonstrate a general understanding of an informational or literary text
 recognize an obvious tone in a text
 determine the meanings of words in context
 draw conclusions and make inferences about characters and character relationships in a literary text
 articulate an understanding of setting as related to time and place
 articulate a sophisticated understanding of a literary setting
 analyze author's craft
 clarify and extend ideas to explore the complexities of a text
 use textual support effectively to explain ideas about a text
Advanced
 interpret effectively an author's choice of words and phrases
 use effectively supporting evidence from a text to clarify or extend ideas
 analyze and explain an organizational pattern of an informational text by using effective textual evidence
Basic
 identify information directly stated in the text
 draw simple conclusions and make simple inferences from information in the text
 apply basic summary and paraphrasing skills to gradeappropriate text
 respond in writing to questions about a text with only minimal textual support
 cite adequate textual evidence to support or explain ideas about a text
 identify a main idea
Proficient
 draw conclusions about characters from their words and actions
 identify a main idea
 support ideas about text with appropriate textual evidence
 demonstrate a general understanding of a literary or informational text (e.g., make inferences, draw conclusions)
 use textual information effectively to clarify ideas in and about a text
 analyze the implications of literary elements
 analyze an author's use of language
 demonstrate an understanding of the text beyond literal reading
Advanced
 choose appropriate text effectively to clarify ideas
 draw conclusions about multiple elements of both informational and literary texts (e.g., word meanings, comparison, poetic devices, implications of text features)
 analyze narrative elements (e.g., relationships between characters, character traits, plot structure)
 apply language skills (e.g., recognize synonyms, define words in context, analyze poetic language, determine tone)
Basic
 read a writing prompt and respond by attempting an organizational strategy and supplying minimal support and elaboration
 apply basic capitalization and punctuation rules.
 use sentence sense to combine two or three simple sentences logically
 draw simple conclusions and inferences from gradelevel text regarding main idea, plot, characterization, theme, and tone
 provide evidence in writing that a minimal understanding of a text has been achieved
 recognize structural features of a poem
 read titles of online sources and predict usefulness of content for a given purpose
 read and address a writing prompt by using an organizational structure and supplying adequate support and elaboration
 internalize and apply a widerange of language mechanics rules
 apply sentence sense to combine multiple sentences, using effective subordination, coordination, and sequencing
 make valid connections between ideas within or across texts
 provide textual evidence in writing to verify a literal understanding of gradeappropriate text
 draw simple inferences from images and figurative language
 interpret poetry
 use context clues to determine the meaning of unknown/above gradelevel words
 recognizing grammatical classifications of words using position, form, and function
Proficient
 all of what a basic student can do, plus
 read and address a writing prompt by using an organizational strategy, supplying adequate support and elaboration, and minimizing errors in language usage and conventions
 apply a widerange of internalized language mechanics
 use a resource to apply standard English language usage and conventions
 apply sentence sense to combine multiple sentences using effective subordination, coordination, and sequencing
 make valid connections among ideas within a text and draw conclusions and inferences by synthesizing information
 draw simple inferences from images and figurative language
 interpret poetry
 provide textual evidence in writing to verify that a literal understanding of a text has been achieved
 use context clues to determine the meaning of unknown/above gradelevel words
 recognize distinctions between the denotative and connotative meanings of words and phrases
 recognize grammatical classifications of words by position, form, and function
 fulfill the demands of a writing prompt by using an effective organizational structure, providing relevant and complete support, exhibiting clear and/or purposeful word choice, and applying correct language usage and convention
 expand sentences by correctly placing modifying details
 analyze the connection between stylistic elements and author's purpose in poetry and gradeappropriate text
 clarify and extend understanding of a text beyond the literal
 provide in writing stated and implied evidence that affirms an understanding of the complexities of a text
Advanced
 all of what a proficient student can do, plus
 fulfill the demands of a writing prompt by using an effective organizational structure, providing relevant and complete support, exhibiting clear and/or purposeful word choice, and applying correct English language usage and conventions
 use specificity in word choice, details, and syntax to expand sentences effectively
 analyze the connection between stylistic elements and author's purpose in poetry and gradeappropriate text
 provide in writing stated and implied evidence that clarifies and extends understanding of a text beyond the literal and affirms an understanding of the complexities of a text
Basic
 complete repeating patterns
 identify congruent figures and lines of symmetry
 read scales
 interpret tables and bar graph
 apply placevalue concepts
 add and subtract whole numbers
 represent multiplication basic facts
 write simple equations and simple inequalities
 analyze properties of solid figures
 interpret pictographs
 determine value of mixed currency
 represent division basic facts
 communicate a partially developed understanding of problem solving using a strategy with little or no support
Proficient
 write simple equations and simple inequalities
 analyze properties of solid figures
 interpret pictographs
 determine value of mixed currency
 represent division basic facts
 communicate a partially developed understanding of problem solving using a strategy with little or no support
 analyze properties of plane geometric figures
 analyze transformations
 describe the probability of one simple event
 communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Advanced
 analyze properties of plane geometric figures
 analyze transformations
 describe the probability of one simple event
 communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Basic
 find the unknown factor in an equation
 find perimeter
 write simple fractions and decimals
 multiply whole numbers
 generalize a nonnumeric pattern rule
 write simple expressions using whole numbers
 describe probability as a fraction
 divide whole numbers
 subtract decimals
 estimate to find the sum
 communicate a partially developed understanding of problem solving using a strategy with little or no support
Proficient
 generalize a nonnumeric pattern rule
 write simple expressions using whole numbers
 describe probability as a fraction
 divide whole numbers
 subtract decimals
 estimate to find the sum
 communicate a partially developed understanding of problem solving using a strategy with little or no support
 represent simple fractions on a number line
 measure to the nearest quarter inch
 convert inches to feet or yards
 make a line plot
 analyze data to find range and median
 communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Advanced
 represent simple fractions on a number line
 measure to the nearest quarter inch
 convert inches to feet or yards
 make a line plot
 analyze data to find range and median
 communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Basic
 locate whole numbers on a number line
 evaluate expressions
 identify similar figures
 organize data
 determine the probability of one simple event
 compare decimals
 interpret the rule for a one operation function table
 solve simple equations
 determine equivalent units of measurement
 analyze data to interpret stemandleaf plots and read circle graphs
 identify members of a sample space
 apply knowledge of fractions and decimals
 apply number relationships to prime and composite numbers and greatest common factor
 communicate a partially developed understanding of problem solving using a strategy with little or no support
Proficient
 interpret the rule for a one operation function table
 solve simple equations
 determine equivalent units of measurement
 analyze data to interpret stemandleaf plots and read circle graphs
 identify members of a sample space
 apply knowledge of fractions and decimals
 apply number relationships to prime and composite numbers and greatest common factor
 communicate a partially developed understanding of problem solving using a strategy with little or no support
 analyze geometric relationships of plane geometric figures
 estimate and apply formulas to determine perimeter and area
 determine measures of central tendency
 communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Advanced
 analyze geometric relationships of plane geometric figures
 estimate and apply formulas to determine perimeter and area
 determine measures of central tendency
 communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Basic
 identify a rule for a one operation function table
 identify plane geometric figures
 organize data to make frequency tables
 find percent of a number
 represent integers
 write a rule for a one operation function table
 evaluate expressions
 locate integers on a number line
 identify on a graph a linear relationship that shows increase, decrease, and no change
 classify triangles
 compare radii and diameters
 apply formulas to determine volume and area
 apply knowledge of rational numbers
 analyze number relationships.
 communicate a partially developed understanding of problem solving using a strategy with little or no support
Proficient
 write a rule for a one operation function table
 evaluate expressions
 locate integers on a number line
 identify on a graph a linear relationship that shows increase, decrease, and no change
 classify triangles
 compare radii and diameters
 apply formulas to determine volume and area
 apply knowledge of rational numbers
 analyze number relationships.
 communicate a partially developed understanding of problem solving using a strategy with little or no support
 analyze linear relationships to identify graph of a line.
 identify perpendicular bisectors.
 apply formulas to determine area of a rectangle and a triangle
 organize data to make a stemandleaf plot
 represent whole numbers using exponential form using powers of 10
 compare and order fractions
 communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Advanced
 analyze linear relationships to identify graph of a line
 identify perpendicular bisectors
 apply formulas to determine area of a rectangle and a triangle
 organize data to make a stemandleaf plot
 represent whole numbers using exponential form using powers of 10
 compare and order fractions
 communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Basic
 identify simple expressions in context
 apply the properties of congruent polygons
 apply mean, median, and mode
 identify a number written in exponential notation
 write and evaluate simple expressions, solve simple equations, and write simple inequalities
 locate points on a number line and a coordinate plane using rational numbers
 identify and apply properties of various angles
 determine best choice of a data display and organize data in a variety of displays
 determine probability and express it as a decimal
 compare and order decimals, fractions, percents and integers, and determine equivalent ratios
 determine percent of another number
 communicate a partially developed understanding of problem solving using a strategy with little or no support
Proficient
 write and evaluate simple expressions, solve simple equations, and write simple inequalities
 locate points on a number line and a coordinate plane using rational numbers
 identify and apply properties of various angles
 determine best choice of a data display and organize data in a variety of displays
 determine probability and express it as a decimal
 compare and order decimals, fractions, percents and integers, and determine equivalent ratios
 determine percent of another number
 communicate a partially developed understanding of problem solving using a strategy with little or no support
 evaluate algebraic expressions
 identify in a table linear relationships that show increase, decrease, and no change
 graph the solution to an inequality
 draw a transformation on a coordinate plane
 determine area of a trapezoid and surface area of a rectangular prism
 use percents as rates to solve a problem
 determine equivalent fractions, decimals, and numbers in exponential notation
 communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Advanced
 evaluate algebraic expressions
 identify in a table linear relationships that show increase, decrease, and no change
 graph the solution to an inequality
 draw a transformation on a coordinate plane
 determine area of a trapezoid and surface area of a rectangular prism
 use percents as rates to solve a problem
 determine equivalent fractions, decimals, and numbers in exponential notation
 communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Basic
 determine the nth term in recursive arithmetic sequences
 identify data organized in a variety of data displays
 determine length using a scale drawing
 identify linear functions given a graph
 write and simplify expressions, write and solve equations, and solve inequalities
 identify properties of parallel lines cut by a transversal
 apply the Pythagorean Theorem
 determine square root of whole numbers
 apply a variety of percents in context
 communicate a partially developed understanding of problem solving using a strategy with little or no support
Proficient
 identify linear functions given a graph
 write and simplify expressions, write and solve equations, and solve inequalities
 identify properties of parallel lines cut by a transversal
 apply the Pythagorean Theorem
 determine square root of whole numbers
 apply a variety of percents in context
 communicate a partially developed understanding of problem solving using a strategy with little or no support
 determine the nth term in recursive geometric sequences
 determine circumference of a circle
 organize and display data in a variety of data displays
 analyze results of simulations
 represent rational numbers in scientific notation
 use proportional reasoning to solve problems
 communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Advanced
 determine the nth term in recursive geometric sequences
 determine circumference of a circle
 organize and display data in a variety of data displays
 analyze results of simulations
 represent rational numbers in scientific notation
 use proportional reasoning to solve problems
 communicate a comprehensive understanding of problem solving using a strategy with supporting connections
Basic
 represent and extend a linear and geometric pattern
 determine the sum of two matrices
 write and solve an equation that models a realworld situation
 determine the value of an equation or inequality for a given value of x
 use the graph of a line of best fit to make a prediction
 use a curve of best fit to describe the trend of the data
 determine the experimental probability from a survey and a simulation
 determine the value of a data point from the mean and the remaining data points
 determine the mean of data in a stem and leaf plot and the median in a box and whisker plot
 identify the maximum and minimum of the graph of a nonlinear function
 compare rate of increase/decrease between intervals of the graph of a nonlinear function
 use the results of a simulation to make a prediction
 determine the theoretical probability of an event
 determine the quartiles of a data set and create a box and whisker plot
 identify representative sampling and simple random sampling
 identify the graph of a system of equations
 write and solve a system of equations that models a realworld situation
 model a realworld situation with an algebraic expression that uses the sum or quotient
 write the equation for a line of best fit
 identify and use a curve of best fit and a line of best fit to describe data and make predictions
 determine the difference between two matrices
 recognize the misuse of data from a survey and a graph
 determine the linear equation that models a function in a table
Proficient
 use the results of a simulation to make a prediction
 determine the theoretical probability of an event
 determine the quartiles of a data set and create a box and whisker plot
 identify representative sampling and simple random sampling
 identify the graph of a system of equations
 write and solve a system of equations that models a realworld situation
 model a realworld situation with an algebraic expression that uses the sum or quotient
 write the equation for a line of best fit
 identify and use a curve of best fit and a line of best fit to describe data and make predictions
 determine the difference between two matrices
 recognize the misuse of data from a survey and a graph
 determine the linear equation that models a function in a table
 determine the range of a nonlinear graph
 write an inequality that models a realworld situation
 extrapolate the value of a graph beyond the grid provided
 explain and justify a system of equations and its solution that models a realworld situation
 explain and justify the extension of a linear pattern beyond immediate next terms
 justify the appropriate use of a curve of best fit to make a prediction
 model a realworld situation with an algebraic expression that uses sum and product
 multiply a matrix by a scalar and interpret the result
 analyze stem and leaf plots to determine measures of central tendency
 justify a sampling method as providing a representative sample
Advanced
 determine the range of a nonlinear graph
 write an inequality that models a realworld situation
 extrapolate the value of a graph beyond the grid provided
 explain and justify a system of equations and its solution that models a realworld situation
 explain and justify the extension of a linear pattern beyond immediate next terms
 justify the appropriate use of a curve of best fit to make a prediction
 model a realworld situation with an algebraic expression that uses sum and product
 multiply a matrix by a scalar and interpret the result
 analyze stem and leaf plots to determine measures of central tendency
 justify a sampling method as providing a representative sample
Basic
Proficient
Advanced
Basic
Proficient
Advanced
Basic
Proficient
Advanced
Standards for the MFTs, Attendance Rate, and Dropout Rate were adopted in 1990.
Priority Schools
Priority Schools are 5 percent of all Title I schools that are the lowest achieving on MSA or Tier I or Tier II School Improvement 1003(g) Grant (SIG) schools. These schools have not reached adequate performance standards in reading and mathematics for the "all students" subgroup, not just for lowperforming subgroup populations. Schools or local education agencies have the option to use one of the USDE approved "turnaround models" or they can develop their own measures to implement to improve the school. If a school chooses to use its own model it must address a number of turnaround principles including strong leadership, effective teachers and instruction, additional time for student learning, school instructional programs, a safe school environment, and family and community engagement. Priority Schools are identified every three years.
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 growthtotarget model to measure an English learner's (EL) progress toward English language proficiency. The growthtotarget 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:
Meeting the minimum growth expectation (see minimum growth expectation table)
Earning a proficiency score of 4.5 or higher
Initial Year Proficiency Level (based on MCAP ELP)  Year 2  Year 3  Year 4  Year 5  Year 6 
1.01.9  2.0  2.9  3.6  4.1  4.5 
2.02.9  2.9  3.6  4.1  4.5   
3.03.9  3.7  4.2  4.5     
4.04.4  4.3  4.5       
4.5 or higher (proficiency goal met)           
Initial Year Proficiency Level(based on MCAP ELP)  Year 2  Year 3  Year 4  Year 5  Year 6 
1.01.9  1.0  0.9  0.7  0.5  0.4 
2.02.9  0.9  0.7  0.5  0.4   
3.03.9  0.7  0.5  0.3     
4.04.4  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 prekindergarten 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, ontrack in 9th grade and credit for completion of a wellrounded 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.
Ontrack in 9th grade
The ontrack 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 ontrack in 9th grade measure will account for 5% of the total accountability score for high schools.
Credit for completion of a wellrounded curriculum
The credit for completion of a wellrounded 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 MSDEapproved CTE program and achieved CTE concentration level status or higher
 completed an MSDEapproved 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 wellrounded curriculum will account for 5% of the total accountability score for high schools.
Readiness for Postsecondary Readiness Indicator Table: Measures
Measure  Description  Points possible 
Ontrack 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 wellrounded 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
Reward Schools are recognized in two categories: Title I Highest Performing Reward Schools (Category 1) and Title I Highest Progress Reward Schools (Category 2).
Category 1 Schools
 Title I Highest Performing Reward Schools will have met the AMOs for "all students" and all subgroups for two consecutive years and have a 10 percent or less achievement gap between “all students” and subgroups and the school is designated in Strand 1 or 2 for two consecutive years.
 Of the schools that are considered Highest Performing Reward Schools, those that are additionally in the top 10 percent of all Title I schools, indicating the maximum amount of improvement in student performance on MSA tests from 20092013, will be designated as Distinguished Highest Performing Reward Schools.
 In addition, if a Highest Performing Reward School has improved its "all students" performance by at least 10 percentage points and the school is made up of 50 percent or more economically disadvantaged students, it will receive the title of a Superlative Highest Performing Reward School.
Category 2 Schools
 Highest Progress Reward Schools are those Title I schools that have significantly reduced the gap in achievement between the subgroups from 20092013. These schools must have made at least 10 percentage point gain in the "all students" and have a 10 percent or less gap between the performance of "all students" and that of any other performing subgroup.
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, MODMSA, and ALTMSA 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:
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 
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 
Scale Score for Proficient  Scale Score for Advanced  
Grade 5  391  467 
Grade 8  387  478 
Biology  400  452 
Beginning in the 20122013 school year the ModMSA was discontinued and those students are taking the MSA. MODMSA 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 MODMSA 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.
MODMSA scale scores range from 2 to 98. The scale scores for MODMSA reading and mathematics are listed below by grade:
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 
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 ALTMSA reading, mathematics and science are listed below by grade:
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 
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 wellrounded education. Access to wellrounded 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 wellrounded education
The access to a wellrounded 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 912):
 enrolled in an Advanced Placement or International Baccalaureate course,
 participated in dual enrollment, or
 enrolled in stateapproved 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 wellrounded education.
The access to a wellrounded 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 wellrounded 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 MSDEapproved CTE course. Enrollment in a general education course meets the requirement for access to a wellrounded 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, fillintheblank, matching, and other technologyenabled items. The fourth unit will include one task similar to those in units 13 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, fillintheblank, matching, and other technologyenabled 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 endofcourse 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.
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 (RLEP)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 HawkinsStafford 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 nonpublic school.
The Standard Professional Certificate II requires 3 years of satisfactory, professional schoolrelated 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 fulltime professional schoolrelated 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 AltMSA, 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 HawkinsStafford 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
Grade level scores for the MSA will be reported and disaggregated for all students who took the test. For purposes of School Progress, the grade level scores of students who count for School Progress will be combined to create one subject score for the school. The average will be weighted according to the number of students in each grade. For example, in a school with 25 thirdgraders and 50 fifthgraders, the third grade reading score would count for onethird of the school reading score, the fifth grade would count for twothirds.
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.