The table below will look familiar as the former AYP Status graph which identified whether all students and the 10 subgroups met or did not meet the AMOs. However, with the new accountability program approved under Maryland’s Elementary and Secondary Education Act (ESEA) Waiver Application, AYP status will no longer be used or reported for accountability. Student achievement on reading and mathematics, and other academic indicators of attendance rate and graduation rate are measured under School Progress. The AMOs have been changed to reflect school specific new baseline data (in 2011) and a new target year (2017). More information is available about the new AMOs here. The data in this graph of the progress of each school toward meeting their own unique targets provides valuable information on the effectiveness of instructional strategies.
|2014 School Progress on AMO Targets|
|View Trends »||
Percent Proficient »
Participation Rate »
Percent Proficient »
Participation Rate »
|Graduation »||Attendance »|
|All Students||Not Met||Met||Not Met||Met||Met||Met|
|American Indian or Alaska Native||Not Met||na||Not Met||na||na|
|Asian||Not Met||Met||Not Met||Met||na|
|Black or African American||Not Met||Met||Not Met||Met||Met|
|Hispanic/Latino of any race||Not Met||Met||Not Met||Met||Met|
|Native Hawaiian or Other Pacific Islander||Met||na||Met||na||na|
|White||Not Met||Met||Not Met||Met||Met|
|Two or more races||Not Met||Met||Not Met||Met||Not Met|
|Free/Reduced Meals||Not Met||Met||Not Met||Met||Met|
|Special Education||Not Met||Met||Not Met||Met||Not Met|
|Limited English Proficient||Not Met||Met||Not Met||Met||na|
Each school is measured at the all students and each subgroup for proficiency in reading/language arts and mathematics. The other academic indicators are attendance rate for elementary and middle schools and cohort graduation rate for high schools. Attendance rate is measured for All Students. The Cohort Graduation Rate and Participation Rate are measured for the all student group and each subgroup.
The Annual Measurable Objectives are a trajectory toward 2017, the time by which each individual school is expected to reduce its percent of non-proficient students for each of its subgroups and overall by half. The progress of each school toward meeting their own unique targets provide valuable information over time on the effectiveness of instructional strategies, the inherent needs of the students and the extent to which the school is fulfilling those needs.
Annual Measurable Objectives (AMOs) are state established performance targets that assess the progress of student subgroups, schools, and each LEA.
The percentage of students present in school for at least half the average school day during the school year. The statewide standard for attendance rate for School Progress is 94% and remains the same as the measurement under former AYP. All schools, school systems and the state will utilize the same standard for attendance rate.
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.
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.
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.
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.
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:
In 2012, the cohort graduation rate is measured for the all students group and each subgroup for School Progress at the state, school system, and school level. Maryland calculated targets utilizing the four-year and five-year cohort graduation rate by setting annual equal increments toward the goal (2020 95%) of reducing by half the percentage of non-graduate students in each subgroup. The targets are uniquely defined for each school, school system and the state depending upon the 2011 baseline for the four-year and five-year graduation rates.
The graduation rate AMO for 2012 can be achieved by following the progress of the cohort of students entering grade nine for the first time in fall 2007. The graduation rate AMO can be met using the following two-question process:
For further information on the calculation of the four and five year cohort graduation rate please see the Four-Year Adjusted Cohort Graduation Rate definition.
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.
A 95% participation rate is required. The participation rate calculation is based on the number of students enrolled during the testing window. Beginning with the baseline year of 2010-2011, Maryland’s new accountability program ensures 100% participation by including all enrolled students, even absent students, in School Progress calculations. This was achieved by assigning a "basic" performance level to any student absent for the primary and makeup test administrations. Maryland's method for checking and ensuring a 95% participation rate remains unchanged. Participation rate is computed for each subgroup, and in the aggregate, for each of the reading and mathematics assessments by dividing the number of enrolled students in each testing group by the number of enrolled students in that group. The participation rate is calculated for each subgroup and for the aggregate separately in each of reading and mathematics assessments where a group includes at least:
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.)
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:
Maryland MSA standards are divided into three levels of achievement:
MSA Performance Level Descriptors
Other Performance Level Standards
Standards for the MFTs, Attendance Rate, and Dropout Rate were adopted in 1990.
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 third-graders and 50 fifth-graders, the third grade reading score would count for one-third of the school reading score, the fifth grade would count for two-thirds.
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 K-12 assessments in English and math anchored in what it takes to be ready for college and careers. These new K-12 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 2014-15 school year.
Release 20.00 | Last Updated 02/28/2017 | Copyright 1998–2017