To ensure every student has the academic, creative problem solving, and social emotional skills they need to be successful in college and careers.
The Strategic Planning Framework—Building Our Future Together: Students, Staff, and Community—is designed to set clear expectations for all schools, while allowing our schools to be innovative and thoughtful in serving students so we can close the achievement gap and prepare them for the future.
The Framework is built on the five core values, adopted by the Montgomery County Board of Education, that define what it means to be a public education system: learning, relationships, respect, excellence, and equity. The Framework identifies the three competencies students need for success in the 21st century—academic excellence, creative problem solving, and social emotional learning—and provides specific expectations for what students will know and be able to do in these areas. It also lays out what MCPS staff will do to help students meet those expectations. The Framework also affirms the district's ongoing commitment to operational excellence.
Data is monitored at five important milestones in a student's educational journey—Grades 3, 5, 8, 9, and graduation. All of our schools have aligned their improvement plans with the vision, mission, and goals of the Strategic Planning Framework. The milestones data, and other important information, is a part of the School Support and Improvement Framework (SSIF), which is used to provide customized support and services to schools to improve teaching, learning, and outcomes. Each school's SSIF report can be viewed online.
The Common Core State Standards (CCSS) are an internationally benchmarked set of expectations for what students need to know and be able to do in mathematics and English. The CCSS focuses on building a deep understanding in these core content areas, and the standards are aligned to the expectations of higher education and the workplace.
MCPS, like school districts across the state and the nation, has been aligning its curricula to the CCSS for the past few years and training its teachers on how to effectively deliver instruction. MCPS Curriculum 2.0 is fully aligned with the CCSS. The rollout of the CCSS and Curriculum 2.0 is requiring a significant investment in professional learning.
Starting in spring 2015, Maryland public school students will begin taking new, Common Core-aligned state assessments. The Partnership for Assessment of Readiness for College and Careers (PARCC) tests will be given in math and literacy in Grades 3 through 8 and will be given to students taking Algebra 1, Algebra 2, and English 10.
Perhaps no school district in the nation has shown a greater commitment to closing the achievement gap than Montgomery County Public Schools. This commitment has borne results. The gap in performance among racial subgroups has narrowed in many areas, including graduation rate, dropout rate, and access to rigorous classes (AP and IB). But in other areas, these gaps have persisted and, in some cases, grown.
Equity is one of our most important core values. MCPS is committed to ensuring that student outcomes are not predictable by race, ethnicity, socioeconomic status, or educational need. There is a sense of urgency to closing the gap and that urgency becomes even greater as MCPS becomes a more diverse school district.
There isn't just one answer to closing the gap. Rather, it requires outstanding teaching and learning and a comprehensive system of supports and strategies that allow schools to identify and meet the individual needs of students. MCPS as a district is using five strategies to support school improvement efforts and align the district's work with the Strategic Planning Framework.
Designing and implementing a rigorous and culturally proficient curriculum and instructional program.
Investing greater resources and support to schools with greater needs.
Recruiting, retaining, and developing the best employees in public education
Working with community partners and engaging families in order to support student success and achievement
Provide world-class services for students and remain highly committed to continuous improvement.
For more than 15 years, MCPS has provided additional funds to the elementary schools that are most impacted by poverty. These 67 schools receive—on average—about $2 million in additional funding that is used to provide prekindergarten, smaller class sizes in early grades, and individualized support for students and families. Not every school uses the funds the same way.
At Capt. James E. Daly, Jr., about 70 percent of students receive free or reduced-price meals and more than a third are English language learners. Principal Nora Dietz and her staff recognized that parent engagement was a major challenge in their school, as many of the families do not speak English or are unaccustomed to interacting with the school. So Dietz decided to use some of their additional funding to hire a parent educator—Sara Rodriguez Kelley. Read More
Ms. Kelley is a bilingual master teacher, whose job it is to bring the school into the community and the community into the school. She conducts home visits, arranges meetings at all times of the day and night, and helps students and families navigate the systems inside and outside of the school. She leads bilingual instructional tours, where parents are invited into the school to see teaching and learning in action. She coordinates a program that provides dental services to students at the school and much more. Her work has helped increase the number of parent volunteers and has created a more inclusive and welcoming school environment.
MCPS cannot alone meet all the needs of our students and their families. That is why we work with other government agencies, nonprofits, and community organizations to provide wraparound services that support the success and well-being of our children and families.
For instance, 12 MCPS schools have health centers in their buildings that are run in partnership with the Montgomery County Department of Health and Human Services. The Kennedy Cluster Project focuses on closing the academic achievement gap by working to increase equitable practices, improve student health and well-being, and engage more parents. And the Achieving Collegiate Excellence and Success (ACES) program is a collaboration with Montgomery College and the Universities at Shady Grove designed to increase college going and completion, especially among students traditionally underrepresented in higher education, and/or the first in their family to attend college.
One important, ongoing partnership is Excel Beyond the Bell. In partnership with the Montgomery County Recreation Department and other organizations, EBB provides safe, high-quality, low-cost afterschool programs. These programs not only keep students engaged in the school community, but allow them to explore areas of interest—from sports to the arts to technology.
MCPS is also committed to engaging and empowering our parents to support and advocate for their children. Every year, we host dozens of MCPS Parent Academy sessions that are free and provide helpful information about parenting, academics, child safety and much more. In May 2014, MCPS hosted its first Special Education Summit. The event provided parents of special needs students with access to resources, information, and expertise so they can work with the school to ensure the well-being and success of their children.
Armed with a bubbly personality and a passion for helping kids learn algebra, Monica Colbert knows that being a good teacher isn't only about teaching. It's about building relationships with students so they can see their own potential and learn to believe in themselves.
Art Williams, the principal at Forest Oak Middle School, hired her for the start of the 2014–2015 school year. But over the summer, he found himself in a jam. He had a reteach course for students who had failed their final exam in algebra and no one to teach the class. So he called Colbert. Of the 33 students in the class, 32 ended up passing the exam.
The world is changing and is demanding more of our children. That means we must change, as well, and demand more of our schools. Academic knowledge is still at the heart of the work we do every day, but our students need more than that. They need to be able to apply what they are learning; they need to be able to work with others in a collaborative, respectful way; they need to be able to analyze information and develop creative solutions to real-world problems. That is why the Strategic Planning Framework is built around the three core competencies that our students need in order to thrive in their future:
It is imperative that we make sure our students are prepared for success when they graduate high school. That means they must be engaged in challenging content and given access to rigorous classes; they must have a deep understanding in core areas, such as literacy and math, and be able to apply that knowledge in different ways; and they must have the opportunities to explore their areas of interest and develop work-ready skills. Our staff must have high expectations for all students, deliver content in a culturally relevant way, and use meaningful data and information to assess where students are and provide the differentiation and support they need.
The ability to critically and creatively solve complex and unfamiliar problems is a must-have skill in the 21st century workplace. Our students must graduate with the ability to apply what they are learning to solve real-world problems; they must be able to analyze information and articulate their thoughts and ideas in different ways; and they must be able to use technology as a powerful tool that unlocks their creativity and allows them to collaborate with their teachers and peers. MCPS must provide students opportunities to develop creative problem solving skills, allowing them to take ownership of their learning.
Last year, the Children's Defense Fund recognized two MCPS students who have overcome extremely difficult circumstances and are on a course to a successful future. For both students, the school was an important part of their academic success and their social emotional development.
Learn more about the Children's Defense Fund
Monica came to the United States from El Salvador in 2012. At first, she struggled to fit in at school and felt lonely, a feeling that was heightened when her mother had to return to El Salvador due to an illness. In just two years, however, Monica has mastered English and enrolled in International Baccalaureate (IB) and Advanced Placement (AP) classes. Being on the school's basketball team has allowed her to develop a connection to the coach, her team, and the school. She has a 4.0 grade point average and uses her experiences to help tutor and mentor other English language learners.
Hally was significantly impacted by domestic violence in her home and feared for her mother's safety. The situation followed her into the school, where she performed poorly and was even held back a year in elementary school. But inspired by her mother and motivated by her teachers, Hally is now excelling in her classes, including IB, AP, and honors courses, and has a 3.9 grade point average. She is also tutoring elementary school students through the George B. Thomas Learning Academy and plays tennis and the violin.
MCPS provides students with a variety of opportunities and options to enhance their knowledge and skills. This includes several magnet programs, centers, and academies that serve students who have been identified as gifted or have a specific area of interest.
Some of these programs nurture interest in Science, Technology, and Engineering and Mathematics (STEM) fields and the students in these programs participate in national and international competitions. Yizhen Zhang, who is part of the International Baccalaureate magnet program at Richard Montgomery High School, is one of two MCPS finalists in the prestigious Intel Science Talent Search. Listen to Yizhen talk about her project.
Montgomery County Public Schools has been nationally recognized for its outstanding operations and services to students. We can provide a world-class education to all students because of the excellence and dedication of our support professionals, whether they are working in the classroom, the warehouse, or the school's front office.
Our commitment to operational excellence allows us to safely transport up to 100,000 students to and from school each morning; serve 470,000 nutritious breakfasts, lunches, and dinners to students each week; clean and maintain 202 schools; and make sure our teachers have the materials and supplies they need.
Over the past 10 years, MCPS has opened nearly 100 construction projects, adding much-needed classroom space throughout the district. These projects have been delivered on time and on budget. Many of our paraprofessionals work directly with teachers and staff to deliver instruction and provide vital services to students with disabilities or those who need to learn English. Organizational Effectiveness is the foundation of excellence in MCPS!
MCPS tries to make sure that our schools and classrooms have all the materials they need to serve students. But, sometimes, something unexpected pops up. That's when George Kelly rolls in with supplies in his truck and a song in his heart. Mr. Kelly is the driver of the Warehouse on Wheels—or WOW—truck.
The WOW truck was established more than 10 years ago by the Division of Materials Management to deliver emergency supplies to schools in between their regular orders, so that teachers and staff have everything they need as soon as they need it. But Mr. Kelly does much more than make deliveries. A gifted singer, he usually announces his arrival with a song, making sure our employees have a smile on their face when he leaves.
MCPS serves more students every day than the total population in the cities of Rockville and Gaithersburg—combined. Providing a world-class education to this many students requires a network of systems and dedicated professionals who: provide a highly efficient transportation system and a world-class food service operation; build start-of-the-art buildings and keep them cleaned and maintained; and ensure our students and staff have the materials and resources they need.
Every day, a team of MCPS employees—many working behind the scenes—work tirelessly on behalf of our children and in support our core purpose: preparing all students to thrive in their future.
What makes MCPS special are the people—and sometimes families—who devote their lives to taking care of the more than 154,000 children we serve every day. For the Kaplan family, serving MCPS dates back to 1969 when Freda Kaplan began working the Paint Branch High School cafeteria. An immigrant from Croatia in 1952, she raised her children in the Paint Branch community where her son, Frank, graduated in 1973. For the last 15 years, Frank Kaplan has been the principal of Strawberry Knoll Elementary School in Gaithersburg building a caring, nurturing culture where students and staff thrive. Just as Freda, also known as Paint Branch Grandma, has been a friendly face and welcoming smile for thousands of Paint Branch students, Frank bonds with his students over lunch too.
MCPS is committed to continuous improvement. Using a robust set of data and information, we are continually assessing what is working and where there needs to be change at every level.
Using our Professional Growth Systems, we monitor the development of our staff and provide targeted support to help them improve. Using robust data systems, we monitor the health of our schools and our district and hold ourselves accountable for results. The goal is make a great school system even better.
In order for our schools to be successful, we must know what success looks like and then measure them against those expectations. That's the idea behind the School Support and Improvement Framework (SSIF). The SSIF is a tool that identifies the conditions for success around four key areas—Leadership, Implementation, Perceptual, and Student Outcomes.
Data and information is used in each of these areas to determine where each school is doing well and where there is room for improvement. A robust set of data and information allows the central office and school-based leadership to work together and develop customized support and improvement plans.
MCPS is committed to openness and transparency and shares data about performance, the budget, and facilities on its OpenDataMCPS portal:
Professional Development is a key component of continuous improvement. With new standards and assessments and increased expectations for our students, our teachers need opportunities to learn and sharpen their skills. Professional learning opportunities are offered throughout the year at the school and district level.
Some of our most intense and effective professional development takes place over the summer. In July 2014, about 900 MCPS employees gathered to improve the way they deliver instruction and incorporate literacy across all content areas. Watch this video to learn more.
A budget is more than dollars and cents—it is a reflection of our values and priorities. Over the past three years, MCPS has employed a multiyear budgeting strategy that is allowing the district to:
More than 80 percent of every dollar in the MCPS budget is spent on classroom instruction and another 14 percent is spent on support services for our schools that ensure the needs of our students are met. Our employees are our strength and that is why more than 90 cents of every dollar in the MCPS budget is spent on our outstanding teachers, support staff, and administrators.
Public education is a priority in Montgomery County and our schools are a source of civic pride. That is reflected in the investment our citizens have made in our schools over the years—even in difficult economic times. Our community knows that a great education system is the key to securing the future of Montgomery County. And that is why we invest more in our schools with the greatest needs.
The majority of our budget increases over the past three years have simply allowed MCPS to keep up with its growth and manage the ongoing cost of doing business. However, our multiyear budgeting strategy has included new investments in key areas that will accelerate our efforts to close the gap and help students meet the new expectations of a 21st century workplace.
Montgomery County Public Schools is one of the fastest growing school districts in the state of Maryland and across the nation. Keeping up with this growth means adding classroom spaces for the children who are here today and those who will be coming in the future. Over the past decade, MCPS has opened 11 new schools and dozens of addition and renovation/expansion projects that have added much-needed space. These projects have opened on-time and on-budget.
The current $1.53 billion, six-year Capital Improvements Program includes more than 35 construction projects that would be completed by the 2020-21 school year and begins the planning process for several other additional projects.
Five districtwide milestones have been established to measure student progress. Performance targets are being set for these milestones and their corresponding data indicators to guide schools and departments in developing action plans to improve student achievement.
As a result of the transition from Maryland School Assessments (MSAs) to the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments, Montgomery County Public Schools (MCPS) chose to reinforce its use of the Measures of Academic Progress (MAP) in monitoring system performance. MAP assessments are computer-based, adaptive tests designed around a continuum of skills in mathematics and reading. MCPS has administered MAP assessments for several years and has used the data to inform instruction and diagnostically determine intervention. In 2013-14, MCPS established a baseline for the district because a new version of these tests aligned to the Common Core State Standards was administered. Additionally, research has been done which established proficient and advanced benchmarks in reading and mathematics and monitors student progress towards meeting expected MCPS end-of-year performance. The charts to the right provide baseline data for reading in Grades 3, 5, and 8 and mathematics in Grade 5.
Overall reading performance in 2013-2014 indicates the majority of students in Grades 3, 5, and 8 met or exceeded the end-of-year benchmarks (75.2 percent to 85.5 percent). Variance within ethnic/racial categories as well as students receiving special services existed at each grade level. For Grade 3, the proficient range spanned from 89.4 percent for White students to 56.3% for Hispanic students. Additionally, 55.5 percent of students who received Free and Reduced-price Meal System services, 38.5 percent of students who received special education services and 56.5 percent of students identified as limited English proficient met or exceeded established benchmarks. In Grades 5 and 8 the percent meeting or exceeding the end-of-year benchmarks was higher overall and for most student groups as well. Read More
Mathematics performance in 2013-2014 was informed by Grade 5 and 80.2 of all students achieved proficiency. Among Grade 5 students, 93.3 percent of Asian students, 66.8 percent of Black or African American students, 66.6 percent of Hispanic/Latino students, 93.8 percent of White students, and 87.8 percent of students identified as Two or More Races successfully met or exceeded the end-of-year benchmark. Additionally, 62.4 percent of students who received Free and Reduced-price Meal System services, 39.9 percent of students who received special education services, and 61.6 percent of students identified as limited English proficient successfully met or exceeded the end-of-year benchmark.
Montgomery County Public Schools launched a partnership with Gallup in 2012 to measure employee and student engagement, and to use the results to help guide the school system's improvement efforts.
How we think about and experience our lives tells us how students are doing today and predicts their success in the future.
Algebra is considered an introduction to upper-level mathematics courses that lead to college and career success. Additionally, research points to long-term benefits for Grade 8 students who take an algebra course prior to high school, which includes leading to higher-level mathematics courses in later high school years. With the interest of preparing students for 21st century learning, MCPS encourages all students to pursue higher-level mathematics courses. The Algebra 1 milestone is based on the successful completion of the course with a grade of C or higher by the end of Grade 8. Read More
In the 2013–2014 school year, 56.0% of Grade 8 students successfully completed Algebra 1 with a C or higher. From 2012 to 2014, the rate for successful completion of Algebra 1 by the end of Grade 8 at all middle schools decreased by 5.8 percentage points for all students (61.8% to 56.0%). It should be noted, however, that there was an increase in the number of Grade 8 students enrolled in the district—10,545 students in 2012 to 10,913 students in 2014. For the 2013–2014 school year, 79.0 percent of Asian students, 37.6 percent of Black or African American students, 33.5 percent of Hispanic/Latino students, 74.2 percent of White students, and 65.4 percent of students identified as Two or More Races successfully completed Algebra 1 with a grade of C or higher by the end of Grade 8. Additionally, 29.6 percent of students who received Free and Reduced-price Meal System services, 15.2 percent of students who received special education services, and 20.3 percent of students identified as limited English proficient successfully completed Algebra 1 with a grade of C or higher by the end of Grade 8.
Students entering Grade 9 begin an important academic and social transition. This transition can be the make-or-break year for completing high school. For the first time, students are required to earn passing grades in core courses needed for graduation. MCPS graduation requirements include earning four credits of English. The courses in the English curriculum are rigorous in order to prepare students to become college and career ready. Read More
Thus, the successful completion of an English course in Grade 9 is a strong indicator of how well a student will perform throughout high school. The Grade 9 English milestone is based on the successful completion of an English course with a grade of C or higher.
In the 2013–2014 school year, 76.2% of Grade 9 students successfully completed a credit-bearing English course with a C or higher. From 2012 to 2014, the rate for successful completion of an English course by students in Grade 9 decreased slightly by 0.5 percentage points for all students (76.7% to 76.2%). It should be noted, however, that there was an increase in the number of Grade 9 students enrolled in the district—10,977 students in 2012 to 11,149 students in 2014. The largest increase was seen in the number of Hispanic/Latino students—a gain of 260 students. In addition to the growth in enrollment, the performance of Hispanic/Latino students increased slightly over the same period from 59.1 percent of Grade 9 students with a C or higher on English to 59.4 percent. For the 2013–2014 school year, 90.3 percent of Asian students, 65.2 percent of Black or African American students, 90.9 percent of White students, and 81.3 percent of Grade 9 students identified as Two or More Races successfully completed an English course with a grade of C or higher. Additionally, 57.1 percent of students who received Free and Reduced-price Meal System services, 53.7 percent of students who received special education services, and 62.6 percent of students identified as limited English proficient successfully completed an English course with a grade of C or higher in Grade 9.
Course success or failure has been consistently reported as having a significant influence on whether a student will graduate from high school on time. Students in Grade 9 must earn a certain number of credits to be promoted to Grade 10. Public attention has been focused on the importance of mathematics as a critical element for MCPS students to be competitive in a global economy. Read More
MCPS graduation requirements include earning four credits of mathematics—a requirement more rigorous than established by the state of Maryland—in order to prepare our students for college and/or entry to the workforce. Successful completion of a Grade 9 mathematics course is a strong indicator of whether a student will perform successfully during the remainder of their high school coursework leading to on-time graduation. The Grade 9 Mathematics milestone is based on the successful completion of a mathematics course with a grade of C or higher.
In the 2013–2014 school year, nearly 70.0% of Grade 9 students successfully completed a high school mathematics course with a C or higher. From 2012 to 2014, the rate for successful completion of a mathematics course by Grade 9 students at all high schools increased by 1.4 percentage points for all students (68.1% to 69.5%). This success could be seen across all racial/ethnic groups, except for students identified as Two or More Races (which remained virtually unchanged). Students who received Free and Reduced-price Meal System services and students who received special education services also saw increases in successful completion rates in mathematics. Among Grade 9 students in the 2013–2014 school year, 86.8 percent of Asian students, 55.9 percent of Black or African American students, 50.8 percent of Hispanic/Latino students, 86.3 percent of White students, and 74.2 percent of students identified as Two or More Races successfully completed a mathematics course with a grade of C or higher. Additionally, 48.9 percent of students who received Free and Reduced-price Meal System services, 44.7 percent of students who received special education services, and 47.9 percent of students identified as limited English proficient successfully completed a mathematics course with a grade of C or higher.
Transitioning to high school can be challenging for some students. MCPS believes one method to ensure students are engaged and have a well-rounded education is to provide an effective instructional program that includes extracurricular activities. High school students are afforded opportunities to participate in a variety of athletic and nonathletic extracurricular activities throughout the school year. Certain extracurricular activities require academic eligibility for participation—students must maintain a marking period average of 2.0 or higher and fail no more than one course per marking period. Read More
Students who do not meet these academic standards are ineligible to participate in some extracurricular activities during the subsequent marking period. This Grade 9 eligibility milestone focuses on the percentage of Grade 9 students eligible two or more marking periods during a school year.
During the 2013–2014 school year, 85.0% of all MCPS Grade 9 students were eligible, a 1.7 percentage point increase compared to the 2011–2012 school year. Further examination by racial/ethnic groups reveals that among Grade 9 students, 97.0 percent of Asian, 76.2 percent of Black or African American, 72.1 percent of Hispanic/Latino, 95.7 percent of White, and 90.4 percent of students designated as Two or More Races were eligible during the 2013–2014 school year. It should be noted that the percentage of Hispanic/Latino students eligible showed a 3.8 percentage point increase compared to the 2011–2012 school year rate of 68.3%—the largest for any group. Among Grade 9 students, slightly more than 70.0 percent who received Free and Reduced-price Meal System services, 65.8 percent who received special education services, and 77.0 percent of students identified as limited English proficient were eligible during the 2013–2014 school year.
Research, nationally and within MCPS, indicates that high school students who successfully complete Algebra 2 are less likely to need remediation upon entry to college and more likely to enroll in college, remain in college, and earn a bachelor's degree. Also, research studies have indicated a correlation between Algebra 2 content knowledge and the SAT mathematics section. Algebra 2 is one of the required high school courses for college admission in the University System of Maryland and many other colleges. Read More
The Algebra 2 milestone is based on the successful completion of the course by the end of Grade 11. In the 2013–2014 school year, 63.9% of eligible students successfully achieved this milestone. From 2012 to 2014, the rate for successful completion of Algebra 2 by the end of Grade 11 increased by 1.4 percentage points for all students (61.9% to 63.9%). For the 2013–2014 school year, 81.1 percent of Asian students, 48.0 percent of Black or African American students, 45.0 percent of Hispanic/Latino students, 77.2 percent of White students, and 64.4 percent of students identified as Two or More Races successfully completed Algebra 2 with a grade of C or higher by the end of Grade 11. Additionally, 41.6 percent of students who received Free and Reduced-price Meal System services, 27.4 percent of students who received special education services, and 38.7 percent of students identified as limited English proficient successfully completed Algebra 2 with a grade of C or higher by the end of Grade 11.
MCPS is committed to ensuring access to the Advanced Placement (AP) and International Baccalaureate (IB) programs and to raising the level of support for underserved students in AP or IB classrooms to provide preparedness for college and career. The AP and IB exams are indicators used to measure student readiness for college-level work and are used by colleges for possible course credit and advanced placement. Read More
Students who earn AP exam scores of 3 or higher or IB exam scores of 4 or higher may receive college credit or advanced placement upon entry to college. The district milestone focuses on the percentage of graduates who met these benchmarks during the school year.
Of the 10,664 graduates in the MCPS Class of 2014, 53.0 percent earned a score of 3 or higher on at least one AP exam or 4 or higher on at least one IB exam, a slight decrease of 0.4 percentage points from 2012. Among racial/ethnic and service groups, an increase in the percentage of graduates who earned at least one AP exam score of 3 or higher or at least one IB exam score of 4 or higher was observed for Black or African American students (0.9 percentage point increase), White students (0.1 percentage point increase), students identified as Two or More Races (5.6 percentage point increase), students receiving Free and Reduced-price Meal System services (3.4 percentage point increase), and students identified as limited English proficient (2.8 percentage point increase) in 2014 compared to rates for 2012.
MCPS is committed to successful performance among all students on the SAT and/or ACT as an approach to enhance academic pursuits after high school. The SAT and ACT are measures of student readiness for college-level work. This milestone highlights the percentage of graduate test takers who earned a combined score at or above 1650 out of a possible 2400 points on the three SAT subtests—critical reading, mathematics, and writing—or a composite score at or above 24 out of a possible 36 points on the four ACT subtests—English, mathematics, social science, and biology. Read More
The SAT/ACT performance rate for MCPS graduate test takers increased from 52.7 percent in 2012 to 53.1 percent in 2014. From 2012 to 2014, the performance rates for Black or African American students, White students, and students identified as Two or More Races increased by 1.0 to 9.6 percentage points, while the rate for Asian students held steady. Additionally, rates for students receiving Free and Reduced-price Meal System services and students identified as limited English proficient increased 0.5 percentage points and 2.8 percentage points, respectively.
For a school district, graduation rate is an important measure for all schools. It not only tells us how well our high schools prepared students for college and careers, but also indicates how well our students were prepared for success in earlier grades. This data point is based on the four-year cohort graduation rate calculation used by the Maryland State Department of Education (MSDE). Read More
Since MSDE switched to the cohort calculation for the Class of 2011, the graduation rate in MCPS has increased every year. The graduation rate for the class of 2014 was 89.7 percent, which represents a three-year increase of 2.9 percentage points. Over the past three years, the achievement gap has closed in all areas. Since 2011, the difference in the graduation rates of African American and White students in MCPS has narrowed by 3.8 percentage points and the gap between Hispanic and White students has narrowed by 3.4 points.
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