Newly hired State Superintendent of Schools Dr. Carey Wright has announced plans to create a new Accountability Task Force to view and assess disappointing student test scores, and more clearly reconcile school-level grading with student-level proficiency levels.
In discussing the various measurements used to mark progress for student achievement in public schools, Superintendent Dr. Carey Wright noted two sources often used in Maryland as barometers for education achievement:
The Maryland Report Card is hosted by the State Department of Education, and compiles school-level data. Among the findings of the 20-23 report card, showing student proficiency in each of elementary, middle, and high schools:
More data, including similar rating broken down by various demographics are available on the MSDE website.
The second set of data is from the Maryland Comprehensive Assessment Program. From the State’s “Quick Guide to Understanding the MCAP” is this context:
The Maryland Comprehensive Assessment Program (MCAP) provides information to educators, families and
the public on student progress towards proficiency on the Maryland state content standards. Through a
strong assessment system, stakeholders gain an understanding of how schools are performing and where
assistance can be directed to support student growth and achievement.• The Every Student Succeeds Act (ESSA) requires that states administer annual statewide
assessments to all students in English Language Arts/Literacy (ELA/L) and Mathematics in grades 3-8
and once in high school, as well as in science once in each grade band (3-5, 6-8 and high school).• The Maryland Integrated Science Assessment (MISA), is the science assessment administered to
Maryland students.• Maryland State law (Md. Ed. Art 7-203) requires a social studies assessment once in grade 8, as well
as a high school American Government assessment.• Alternate (Alt) assessments are administered to Maryland students with significant cognitive
disabilities for any federally mandated assessment.• The annual ACCESS assessments for English Language Learners (ELLs) are administered in grades K12.
• The Kindergarten Readiness Assessment (KRA) is administered to determine a student’s readiness
for kindergarten.
At the Monday press event, Superintendent Wright indicated her interest in reconciling school-level report cards alongside sometimes-lacking student proficiencies. From coverage on Maryland Matters:
The Maryland Report Card uses a rating system from one to five stars to measure overall school performance such as graduation rates, attendance and academic performance.
MCAP results are among the factors that determine the state’s report card and school star rating system.
Although 76% of Maryland schools received at least three out of five stars on the state’s report card released in December, only 47% of all students in third to eighth grades scored on a proficient level in English language arts. The percentage was even lower in math, at nearly 25% proficiency.
“That’s doesn’t ring true,” Wright said. “You can’t have three quarters of your schools being rated as excellent, if you will, and then not seeing student achievement, almost commensurate with that.”
The Superintendent indicated the Task Force would be assembled quickly and commit to its work expeditiously. From coverage in the Baltimore Sun:
The Center for Assessment, a national education nonprofit that helps design accountability models, is chairing the task force, which consists of superintendents, principals, local assessment officials and representatives of higher education institutions. The task force starts “on a fast track” Thursday and will meet twice monthly, Wright said. It will provide recommendations to improve or change the state’s accountability model before the next Maryland General Assembly legislative session.
