Definitions

A

Academic Achievement Indicator

The Academic Achievement indicator is a component of the accountability system for elementary, middle, and high schools. This indicator describes student performance on state standardized tests in English Language Arts and math. There are four measures in this indicator: (1) percent of students scoring “proficient” or higher on state standardized math tests; (2) average Performance Level of students on state standardized math tests; (3) percent of students scoring “proficient” or higher on state standardized English Language Arts tests; (4) average Performance Level of students on state standardized English Language Arts tests.

For elementary and middle schools, the Academic Achievement indicator has a total of 20 possible points; each measure has 5 possible points. For high schools, the Academic Achievement indicator has a total of 30 possible points; each measure has 7.5 possible points.

More information about the indicators and measures included in Maryland’s accountability system is available in the Maryland Report Card User Guide, which is located under the Help Guides section of this website. Additional information about the accountability system is available in Maryland’s Every Student Succeeds Act Consolidated State Plan.

Academic Progress Indicator

The Academic Progress indicator is a component of the accountability system for elementary and middle schools. For elementary schools, the Academic Progress indicator has four measures: (1) student growth on state standardized math tests; (2) student growth on state standardized English Language Arts tests; (3) percent of students scoring “proficient” or higher on the state science test; (4) percent of fifth graders earning credit in social studies, fine arts, physical education, and health courses. The Academic Progress indicator for elementary schools has 35 possible points: 25 possible points for student growth (12.5 for English Language Arts and 12.5 for math), 5 possible points for science proficiency, and 5 possible points for the percent of fifth graders earning credit in social studies, fine arts, physical education, and health.

The Academic Progress indicator for middle schools has five measures: (1) student growth on state standardized math tests; (2) student growth on state standardized English Language Arts tests; (3) percent of students scoring “proficient” or higher on the state science test; (4) percent of students scoring “proficient” or higher on the state social studies test; (5) percent of eighth graders earning credit in English Language Arts, math, social studies, and science courses. The Academic Progress indicator for middle schools has 35 possible points: 25 possible points for student growth (12.5 for English Language Arts and 12.5 for math), 3.5 possible points for science proficiency, 3.5 possible points for social studies proficiency, and 3 possible points for the eighth graders earning credit in English Language Arts, math, social studies, and science courses.

More information about the indicators and measures included in Maryland’s accountability system is available in the Maryland Report Card User Guide, which is located under the Help Guides section of this website. Additional information about the accountability system is available in Maryland’s Every Student Succeeds Act Consolidated State Plan.

ACT

The ACT is an exam students take near the end of high school as they prepare to apply to college. Reported data reflect June high school graduates who took the ACT during high school. If a student tested more than once, their highest English, Math, Reading, and Science scores are reported. The highest scores are averaged together to create the student's composite score. The MSDE receives ACT data directly from ACT.

For more information about ACT, visit ACT.

ADA 504 Students

Americans with Disabilities Act (ADA) 504 is defined as a student with a disability or multiple disabilities, who is provided with related aids and services under Section 504 of the Rehabilitation Act of 1973. The school, district, and state-level counts and percentages of ADA 504 counts reported on the Maryland Report Card website are obtained from Local Education Agencies via MSDE’s Early Attendance data collection and reflect counts of students who were in membership as of the collection’s “as of” date.

Advanced Placement (AP)

High schools that participate in Advanced Placement (AP) offer students certified Advanced Placement courses and students may take Advanced Placement tests. Colleges and universities may allow students who score above a certain threshold on an AP test to earn college-level credit for that course. Data reported on the Maryland Report Card website reflect the highest scores earned by June graduates for a given academic year. AP test performance data are provided by the College Board.

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

Alternate Maryland Integrated Science Assessment (Alt-MISA)

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

For more information about the Alt-MISA assessments, visit Maryland Assessments.

Attendance Rate

A school’s attendance rate is the total number of days its students were in attendance divided by the total number of days attending and days absent combined (total number of days in membership). The attendance rates published on the Maryland Report Card website are based on attendance data submitted by Local Education Agencies (LEAs) to the Maryland State Department of Education in the Early Attendance data collection. The attendance rate calculation includes students in grades one through twelve.

C

Chronic Absenteeism

The chronic absenteeism rate identifies the percentage of students who are expected to attend school for at least 10 days and who were absent for 10% or more of the school days. For example, based on a school year with 180 days, a student missing 18 or more days would be considered chronically absent. The results reported on the Maryland Report Card website are based on data submitted in the End-of-Year Attendance data collection. Students in kindergarten through grade twelve are included in the calculations.

D

Dropout Rate: 4-Year Adjusted Cohort

The four-year adjusted cohort dropout rate is defined as the number of students who leave school, for any reason other than death, within the four-year period, divided by the number of students who form the adjusted cohort. Student activity that occurs during the summer, including summer withdrawals, is included in the prior year’s data.

First-time 9th Graders are students who enter 9th 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 and is not known to enroll in another school or state-approved program.

Dropout Rate: Annual

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

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

E

Economically Disadvantaged

Maryland defines economically disadvantaged as any student who is identified as directly certified. The school, district, and state-level counts and percentages of economically disadvantaged students reported on the Maryland Report Card website are obtained from Local Education Agencies (LEAs) via MSDE’s Early Attendance data collection and reflect counts of students who were in membership as of the collection’s “as of” date. Direct certification allows LEAs to certify students as eligible for free meal benefits using participant data from other means-tested programs (as permitted), eliminating the need for an application. An LEA identifies a student under the direct certification process if the student meets at least one of the following criteria:

• Supplemental Nutrition Assistance Program (SNAP) / Food Supplemental Program (FSP);
• Temporary Assistance to Needy Families (TANF) / Temporary Cash Assistance (TCA); or
• Foster Child; or
• Medicaid (added to the criteria beginning in the 2022–2023 school year)

Other eligibility categories:

• experiencing homelessness and on the local Homeless Liaison’s list;
• migrant youth;
• runaway;
• Head Start / Early Head Start / Even Start;
• In a Residential Child Care Institution (ward of the State);
• Non-applicant approved by local officials

English Language Arts (ELA) Assessment

English Language Arts is assessed in grades 3-8 and once in high school. The Maryland Comprehensive Assessment Program (MCAP) English language arts assessments focus on the content outlined in the Maryland College and Career Ready Standards for each grade level. Students read literary and informational passages and engage in multimedia, such as video or audio pieces. Students demonstrate their reading comprehension and literacy skills by responding to text-based questions and writing prompts. In the early grades, students also demonstrate their literacy skills through a variety of oral response methods.

For more information about the English assessments, visit Maryland Assessments.

English Language Proficiency Assessment (ELPA): ACCESS for English Language Learners (ELLs)

ACCESS for ELLs is a secure, large-scale English language proficiency assessment administered to kindergarten through 12th-grade students who have been identified as multilingual learners (MLs). It is administered annually to MLs to monitor and report their progress toward English language proficiency and to monitor their progress in learning academic English. The test assesses the four language domains of listening, speaking, reading and writing.

For more information, visit the ACCESS for ELLs website.

Enrollment

The number of students registered to attend a school as of September 30. The number includes students in pre-kindergarten through grade 12. Enrollment counts reported on the Maryland Report Card website are obtained from Local Education Agencies via the September 30th Enrollment data collection and reflect enrollment counts “as of” 9/30.

Equity Data

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 reported on school report cards at the state, district, and school levels based on accountability data. Data for available student groups are compared to data for 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 Equity Help Guide in Help Guides.

F

Free and Reduced-Price Meals (FARMS)

The number and percentage of students whose applications for free or 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 school, district, and state-level FARMs counts and percentages reported on the Maryland Report Card website are obtained from Local Education Agencies via MSDE’s Early Attendance data collection and reflect counts of students who were in membership as of the collection’s “as of” date.

G

Graduation Rate Indicator

The Graduation Rate indicator in Maryland’s accountability system is designed for high schools only. The indicator includes one measure, the graduation composite, and two components: the 4-year adjusted cohort graduation rate and the 5-year adjusted cohort graduation rate. For the school report cards and accountability system, cohort graduation rates are lagged by one year. For example, for the 2022-2023 Accountability reporting, the 2019 first-time 9th-grade students formed the adjusted cohort for the four-year and five-year graduation rates. This means that the 2021-2022 4-year and 5-year adjusted cohort graduation rates are reported.

The Graduation Rate indicator has 15 possible points: the 4-year adjusted cohort graduation rate has 10 possible points and the 5-year adjusted cohort graduation rate has 5 possible points.

For more information about the Graduation Rate indicator, visit Maryland's Every Student Succeeds Act Plan.

Graduation Rate: 4-Year Adjusted Cohort

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

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

Graduation Rate: 5-Year Adjusted Cohort

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

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

H

High School Completion Data

The following data metrics are reported under the High School Completion section of the Maryland Report Card website. Local Education Agencies submit these data via MSDE’s annual High School Data Collection.

High School Diploma – Count and percentage of high school completers who completed requirements for a Maryland High School Diploma or Early College Admission Program.

High School Certificate of Program Completion – Count and percentage of high school completers who completed the requirements for a Maryland High School Certificate of Program Completion.

University System of Maryland (USM) Requirements – The count and percentage of high school completers who met course requirements for the USM, as outlined in the USM Undergraduate Admissions Requirements. 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 LEAs.

Career and Technical Education (CTE) Requirements – The count and percentage of high school completers who completed an approved CTE program of study. A list of approved Career and Technical Education programs is available from the Office of College and Career Pathways, MSDE, the approving agency.

University System of Maryland (USM) and Career and Technical Education (CTE) Requirements – The count and percentage of high school completers who met course requirements for the USM, as outlined in the USM Undergraduate Admissions Requirements, and who completed an approved CTE program of study.

Rigorous High School Indicators – Count and percentage of high school completers who have accomplished at least four of the six rigorous high school performance indicators:

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

I

Indicators

Maryland’s accountability system includes indicators for the following areas: Academic Achievement, Academic Progress, Graduation Rate, Progress in Achieving English Language Proficiency, School Quality and Student Success, and Readiness for Postsecondary Success.

Each indicator has weights to ensure meaningful differentiation between all public schools in the state. The indicator table lists each indicator and its weight in the accountability system. (Each indicator is discussed in greater detail in its definition on this page.)

ESSA Indicators

More information about the indicators and measures included in Maryland’s accountability system is available in the Maryland Report Card User Guide, which is located under the Help Guides section of this website. Additional information about the accountability system is available in Maryland’s Every Student Succeeds Act Consolidated State Plan.

Ineffective Teachers

LEA-determined ineffective rating based on a state-approved local evaluation model. Staff data are submitted by Local Education Agencies in the annual Teacher and Principal Evaluation data collection.

Inexperienced Teachers and Educators

Teachers and educators with three or fewer years of experience. Staff data are submitted by Local Education Agencies in the annual Staff data collection.

K

Kindergarten Readiness Assessment (KRA)

The Kindergarten Readiness Assessment (KRA) is administered to all kindergarten students in Maryland during the first few weeks of school. The KRA includes a direct assessment of early literacy and math skills, as well as an observational assessment of social and emotional development.

For more information about the assessment, visit Maryland Assessments.

L

Length of School Day for Pupils

The 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. The length of school days is provided by Local Education Agencies (LEAs) to the Maryland State Department of Education’s Office of the Ombudsman.

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. The length of school days is provided by Local Education Agencies (LEAs) to the Maryland State Department of Education’s Office of Finance and Operations.

M

Maryland School Survey

The Maryland School Survey is a survey administered to students in grades 5-11 and each school’s instructional staff (educators). The survey measures four school-related domains: safety, environment, community, and relationships. Each domain is made up of groups of questions, called topics. The survey for educators contains an additional topic on the quality of instructional feedback.

The school survey is a component of the School Quality and Student Success indicator of the accountability system for elementary, middle, and high schools (10 possible points). The student survey has seven possible points, and the educator survey has three possible points.

More information about the indicators and measures included in Maryland’s accountability system is available in the Maryland Report Card User Guide, which is located under the Help Guides section of this website. Additional information about the Maryland School Survey is available on the Maryland Public Schools website.

Mathematics Assessment

Mathematics is assessed in grades 3-8 and once in high school. The Maryland Comprehensive Assessment Program (MCAP) mathematics assessments focus on the content outlined in the Maryland College and Career Ready Standards for each grade level or course. Students are asked to demonstrate their understanding of mathematics by solving real-world problems, making sense of quantities and their relationships, and reasoning mathematically.

For more information about the mathematics assessment, visit Maryland Assessments.

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. The school, district, and state-level Migrant counts and percentages reported on the Maryland Report Card website are obtained from Local Education Agencies via MSDE’s Early Attendance data collection and reflect counts of students who were in membership as of the collection’s “as of” date.

Military Connected

The student’s parent or guardian is on active duty, in the National Guard, or in the Reserve components of the United States military services. The school, district, and state-level Military Connected counts and percentages reported on the Maryland Report Card website are obtained from Local Education Agencies via MSDE’s Early Attendance data collection and reflect counts of students who were in membership as of the collection’s “as of” date.

Multilingual Learner

Also referred to as English learners, a multilingual learner is a student who has a primary or home language other than English and who is receiving English language development (ELD) services. The school, district, and state-level multilingual learner counts and percentages reported on the Maryland Report Card website are obtained from Local Education Agencies via MSDE’s Early Attendance data collection and reflect counts of students who were in membership as of the collection’s “as of” date.

N

National Assessment of Educational Progress (NAEP)

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

There are three performance levels:

• NAEP Basic: This level denotes partial mastery of prerequisite knowledge and skills that are fundamental for performance at the NAEP Proficient level.
• NAEP Proficient: This level represents solid academic performance for each NAEP assessment. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter.
• NAEP Advanced: This level signifies superior performance beyond NAEP Proficient.

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

Nationwide College Enrollment

The number and percentage of Maryland graduating students that received a Maryland Diploma and enrolled in a Nationwide public or non-public college within 12, 16, or 24 months of high school graduation. The 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. The numerator is the number of graduates with post-secondary enrollment information. College enrollment information is provided by the National Student Clearinghouse.

O

Out-of-Field Teachers

Teachers teaching in a subject for which they are not certified to teach. Staff data are submitted by Local Education Agencies in the annual Staff data collection.

P

Per-Pupil Expenditures

School-level per-pupil expenditures are Local Education Agency (LEA) actual personnel and actual non-personnel operating expenditures directly attributed to schools or allocated to schools based on certain criteria and reported as a per-pupil or per-student amount. The school-level per-pupil data can vary across LEAs and within LEAs due to many factors, including the number of students enrolled in the school, specific school-based programs, and the experience level of staff at the school. Per-pupil expenditure data are provided by Local Education Agencies (LEAs) to the Maryland State Department of Education’s Office of Finance and Operations.

For more information, visit the per-pupil expenditures reporting guide located under the Help Guides section of the Maryland Report Card website.

Per-Pupil Staffing

The following metrics are reported for per-pupil staffing:

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

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

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

The denominator for each category of staff is the September 30 equated enrollment.

Progress in Achieving English Language Proficiency Indicator

The Progress in Achieving English Language Proficiency indicator in Maryland’s accountability system includes one measure, the percentage of students making progress towards attaining English language proficiency as measured by growth on the English Language Proficiency Assessment (ELPA). The Progress in Achieving English Language Proficiency indicator has a total of 10 possible points.

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

• Meeting the annual growth target (see annual growth targets table)
• Meeting the minimum growth expectation (see minimum growth expectation table)
• Earning a proficiency score of 4.5 or higher

English Language Proficiency Table: Annual Growth Targets

English Language Proficiency Table: Minimum Growth Expectations

More information about the indicators and measures included in Maryland’s accountability system is available in the Maryland Report Card User Guide, which is located under the Help Guides section of this website. Additional information about the accountability system is available in Maryland’s Every Student Succeeds Act Consolidated State Plan.

Promotion Rate

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

R

Readiness for Postsecondary Success Indicator

The Readiness for Postsecondary Success indicator in Maryland’s accountability system is designed for high school only. The indicator includes two measures: on-track in 9th grade and credit for completion of a well-rounded education. The Readiness for Postsecondary Success indicator has a total of 10 possible points; each measure has 5 possible points.

More information about the indicators and measures included in Maryland’s accountability system is available in the Maryland Report Card User Guide, which is located under the Help Guides section of this website. Additional information about the accountability system is available in Maryland’s Every Student Succeeds Act Consolidated State Plan.

S

SAT

The SAT is an exam students take near the end of high school as they prepare to apply to college. Data reported on the Maryland Report Card website reflect the highest scores earned by high school completers for a given academic year. SAT performance data are provided by the College Board.

For more information about the SAT, visit SAT.

School Identification: Additional Targeted Support and Improvement (ATSI) schools

Additional Targeted Support and Improvement (ATSI) schools are identified through Maryland’s accountability system. ATSI schools are those where at least one student group performs as low as the lowest-performing Title I schools in the state.

More information about ATSI schools is available under the Help Guides section of this website. Additional information is available in Maryland’s Every Student Succeeds Act Consolidated State Plan.

School Identification: Comprehensive Support and Improvement (CSI) schools

Comprehensive Support and Improvement (CSI) schools are identified through Maryland’s accountability system. CSI schools receive comprehensive state and local support to improve their performance. They include the lowest-performing Title I schools, Title I schools with a chronically low-performing student group, and high schools where one-third or more of students do not graduate on time.

More information about CSI schools is available under the Help Guides section of this website. Additional information is available in Maryland’s Every Student Succeeds Act Consolidated State Plan.

School Identification: Targeted Support and Improvement (TSI) schools

Targeted Support and Improvement (TSI) schools are those having at least one student group that consistently underperforms (i.e., earns less than 45 percent of possible points) in the current reporting year and prior year. TSI schools are schools that are not currently identified as a CSI or ATSI school.

TSI schools are identified through Maryland’s accountability system with the goal of setting them on a path to improvement. The Every Student Succeeds Act (ESSA) of 2015 requires states to identify TSI schools annually.

More information about TSI schools is available under the Help Guides section of this website. Additional information is available in Maryland’s Every Student Succeeds Act Consolidated State Plan.

School Quality and Student Success Indicator

The School Quality and Student Success (SQSS) indicator in Maryland’s accountability system has 35 possible points and includes three measures: chronic absenteeism (the percentage of students not chronically absent) (15 possible points), scores on the Maryland School Survey for students and educators (10 possible points), and access to a well-rounded education (10 possible points).

More information about the indicators and measures included in Maryland’s accountability system is available in the Maryland Report Card User Guide, which is located under the Help Guides section of this website. Additional information about the accountability system is available in Maryland’s Every Student Succeeds Act Consolidated State Plan.

Schools with High/Low Percentage of Students of Color

The MSDE uses the total number of the nonwhite population in the numerator and the total school population in the denominator. The resulting school percentages are then ranked across the state. Schools in the top quartile are reported as Schools with a High Percentage of Students of Color. Schools in the bottom quartile are presented as Schools with a Low Percentage of Students of Color.

Schools with High/Low Poverty

The MSDE uses the total number of students who receive direct certification in the numerator and the total school population in the denominator. The resulting school percentages are then ranked across the state. Schools in the top quartile are reported as Schools with High Poverty. Schools in the bottom quartile are presented as Schools with Low Poverty.

Science

Science is assessed in grades 5 and 8 and once in high school using the Maryland Integrated Science Assessment (MISA). The grade 5 MISA assesses the Elementary Grade Maryland Next Generation Science Standards (NGSS) for grades 3, 4, and 5. The grade 8 MISA assesses the Middle School NGSS for grades 6, 7, and 8. The assessment includes disciplinary core ideas from life science, physical science, as well as Earth and space science. The Life Science MISA (LS MISA) is an end-of-course exam given during the high school life science course, often Biology. It assesses the life science NGSS standards taught in the high school life science course.

Click here for more information about Maryland Assessments.

Similar Schools

The Similar Schools data provide a comparison of each school’s accountability system performance to the average performance of a group of schools with similar student characteristics: grade span, race/ethnicity, economic disadvantage, multilingual learners, and students with disabilities.

More information about the indicators and measures included in Maryland’s accountability system is available in the Maryland Report Card User Guide, which is located under the Help Guides section of this website. Additional information about the accountability system is available in Maryland’s Every Student Succeeds Act Consolidated State Plan.

Student Entrants Rate

The student entrants rate 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. Entrants data are based on attendance data submitted by Local Education Agencies (LEAs) to the Maryland State Department of Education in the End-of-Year Attendance data collection.

Student Growth Percentile

Student growth percentiles (SGPs) are used within the Academic Progress indicator for elementary and middle schools in Maryland’s accountability system. Using SGP, a student’s growth is compared to other Maryland students who took the same assessment in the previous year and achieved a similar score. Because this is a year-to-year comparison, each student needs to have two years of test scores. Algebra I, Algebra II, and Geometry tests are not included in SGP calculations.

Individual students’ student growth percentiles are aggregated, and the median student growth percentile is determined. For example, a school with a median math student growth percentile of 72 indicates that half of the students had a student growth percentile higher than 72, and half of the students had a student growth percentile lower than 72.

More information about the indicators and measures included in Maryland’s accountability system is available in the Maryland Report Card User Guide, which is located under the Help Guides section of this website. Additional information about the accountability system is available in Maryland’s Every Student Succeeds Act Consolidated State Plan.

Student Mobility Rate

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 membership. Mobility data are based on attendance data submitted by Local Education Agencies (LEAs) to the Maryland State Department of Education in the End-of-Year Attendance data collection.

Student Withdrawal Rate

The student withdrawal rate is the percentage of withdrawals from a school during the school year. This type of mobility is calculated by dividing the number of withdrawals by the average daily membership. Withdrawal data are based on attendance data submitted by Local Education Agencies (LEAs) to the Maryland State Department of Education in the End-of-Year Attendance data collection.

Students Absent Fewer Than 5 Days

The percentage of students in the school, LEA, or state who were absent between zero and four days and who were registered to attend a single school, one or more schools in an LEA, or one or more schools in Maryland for at least 90 days. This metric is based on attendance data submitted by Local Education Agencies (LEAs) to the Maryland State Department of Education in the End-of-Year Attendance data collection.

Students Absent More Than 20 Days

The percentage of students in the school, LEA, or state who were absent 21 school days or more and who were registered to attend a single school, one or more schools in an LEA, or one or more schools in Maryland for at least 90 days. This metric is based on attendance data submitted by Local Education Agencies (LEAs) to the Maryland State Department of Education in the End-of-Year Attendance data collection.

Students with Disabilities

A student with a disability or multiple disabilities, who, by reason thereof, receives special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program (IEP), Individual Family Service Plan (IFSP), or service plan. The school, district, and state-level counts and percentages of students with disabilities reported on this website are obtained from Local Education Agencies via MSDE’s Early Attendance data collection and reflect counts of students who were in membership as of the collection’s “as of” date.

T

Teachers

The number of full-time equivalent (FTE) teachers. A teacher provides instruction to prekindergarten, kindergarten, grades 1 through 12, or ungraded classes, or teaches in an environment other than a classroom setting and maintains daily student attendance records. Staff data are submitted by Local Education Agencies in the annual Staff data collection.

Teachers Teaching with Emergency or Provisional Credentials

Teachers with a certificate that is issued only to an applicant employed in an LEA or publicly funded nonpublic school who does not meet all professional certification requirements. Staff data are submitted by Local Education Agencies in the annual Staff data collection.

Title I

Title I students are those participating in and served by programs under Title I, Part A of ESEA, as amended. The school, district, and state-level counts of Title I students reported on this website are obtained from Local Education Agencies via MSDE’s Early Attendance data collection and reflect counts of students who were in membership as of the collection’s “as of” date.

W

Wealth Per-Pupil

Taxable Wealth in relation to the September 30 enrollment of an LEA.

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

Wealth per-pupil data is provided by Local Education Agencies (LEAs) to the Maryland State Department of Education’s Office of Finance.