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Adequate Yearly Progress/ System Improvement Status |
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Adequate Yearly Progress (AYP) is the gain that schools, school systems, and states must make each year in accordance with the federal No Child Left Behind Act of 2001 (NCLB). To make AYP, schools and school systems in Maryland must meet the Annual Measurable Objective (AMO), or target, for all students and all student subgroups for each of the following measures: Maryland School Assessment (MSA) mathematics participation, MSA mathematics proficiency, MSA reading participation, MSA reading proficiency, graduation rate (high school only), and attendance (elementary and middle school only). MSAs administered in Grades 3–8, and high school (Algebra and English High School Assessment exams) are used for AYP. AYP subgroups include each racial/ethnic group, students receiving special education services, students receiving Free and Reduced-price Meal System services, and students receiving English for Speakers of Other Languages services.
The 2009–2010 AMO for testing participation is 95% for all students and each subgroup. If a school has one assessed grade with fewer than 30 participants in a subgroup, or two assessed grades with fewer than 60 participants in a subgroup, the school is not reported for participation of that subgroup, and is designated not applicable, or "na," in this publication. The 2009–2010 AMOs for testing proficiency are indicated in the chart below.
| 2009–2010 AMOs for Mathematics and Reading Proficiency |
| Level |
|
Mathematics |
|
Reading |
| Elementary K–2 |
|
80.9 |
|
78.2 |
| Elementary 3–5/K–5 |
|
79.4 |
|
81.2 |
| Elementary 3–6 |
|
77.7 |
|
81.4 |
| Middle |
|
71.4 |
|
80.8 |
| High |
|
64.9 |
|
72.7 |
| Stephen Knolls |
|
74.5 |
|
79.9 |
| Longview |
|
72.8 |
|
80.1 |
| RICA |
|
71.1 |
|
79.2 |
| Rock Terrace |
|
69.8 |
|
78.7 |
| Carl Sandburg |
|
81.2 |
|
79.4 |
Note. Proficiency rates are not reported for subgroups with fewer than 5 students, also designated "na" in this publication. "--" indicates no students in the category.
For K–2 schools, AYP is calculated based on the Grade 3 MSA participation and performance of former students.
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MSDE Maryland Report Card |
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Advanced Placement Tests (AP Tests) |
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Advanced Placement (AP) tests are part of a College Board program available to high school students. Scores on these tests can be used by students to earn credit or advanced standing in college. Usually a minimum score of 3 is needed to achieve this goal. |
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Office of Shared Accountability |
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Algebra Completion Rate |
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The Algebra completion rate is the percentage of students successfully completing Algebra 1 or a higher-level mathematics course by the end of Grade 8 for middle schools and by the end of Grade 9 for high schools. |
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Office of Shared Accountability |
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Alternative Programs |
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Alternative education programs are delivered in MCPS through a continuum of intervention services for at-risk students. Alternative programs include: Fleet Street Program, Glenmont MS, Hadley Farms MS, Karma Academy, Needwood Academy, Phoenix, Randolph Academy. Students enrolled in the Model Learning Center at the Montgomery County Correctional Facility also are included in this list. |
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Division of Long-range Planning |
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Attendance Rate |
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The attendance rate is calculated by dividing the aggregate number of students in attendance by the aggregate number of students in membership from the first day of school to March 15. The attendance rate is reported for the previous school year. |
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MSDE Maryland Report Card |
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Average Class Size—Elementary |
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The regular student enrollment in kindergarten–Grade 5 divided by the number of attendance sections for each school. |
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Office of the Chief Operating Officer
Official Class Size Report—School Year 2010–2011 as of October 31, 2010 |
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Average Class Size—Secondary |
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The regular student enrollment divided by the number of classes, excluding special education, reported for two areas: English (required courses) and all other academic subjects (other English, mathematics, foreign language, science, and social studies). |
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Office of the Chief Operating Officer
Official Class Size Report—School Year 2010–2011 as of October 31, 2010 |
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Benefits |
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A calculated estimate based on staff salaries at individual schools. This total was adjusted for vacancies using a school average of the specific employee grouping (administrative, teachers, other professional, instructional support, other support, building services). |
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Office of the Chief Operating Officer |
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Capacity |
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The number of students who can be accommodated in the building, based on an allocation of space for different grades and types of programs. |
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Division of Long-range Planning |
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Cluster |
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The geographic grouping of schools within a defined attendance area that includes a high school and the elementary and middle schools which send students to that high school. |
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Regulation FAA-RA, Long-Range Educational Facilities Planning |
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Community Superintendent |
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The administrative head of a cluster of schools. Each community superintendent has administrative responsibility for four or more high school clusters. |
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Office of School Performance |
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Downcounty Consortium |
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The Downcounty Consortium (DCC) is comprised of Montgomery Blair, Albert Einstein, John F. Kennedy, Northwood, and Wheaton high schools, and provides students the choice of attending one of these high schools. |
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Division of Consortia Choice and Application Program Services (DCCAPS) |
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Dropout Rate |
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The dropout rate is the number of dropouts divided by the total number of students in Grades 9-12 served by the school. A dropout is any student who leaves school for any reason, except death, before graduation or completion of a Maryland approved educational program and is not known to have enrolled in another school or Maryland approved educational program. |
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MSDE Maryland Report Card |
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Enrollment |
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The number of students enrolled in school as of September 30, 2010. Disaggregated figures are a percentage of the total enrollment. |
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Office of Shared Accountability |
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ESOL |
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The percentage of students participating in English for Speakers of Other Languages (ESOL) classes, as of October 31, 2010, compared with the official enrollment as of September 30, 2010. This percentage may differ from the ESOL percentage reported in the requested FY 2011 Capital Budget, due to different "as of" reporting dates. |
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Division of ESOL/Bilingual Programs |
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FARMS |
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The percentage of students receiving Free and Reduced-price Meals System (FARMS) services as of October 31, 2010, compared with the official enrollment as of September 30, 2010. This percentage may differ from the FARMS percentage reported in the requested FY 2011 Capital Budget due to "as of" reporting dates. |
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Division of Food & Nutrition Services |
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Feeder School |
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A school that sends its students to another school for the next grade level (e.g., a middle school that feeds a high school by sending its eighth graders to the high school for ninth grade.) Most schools "feed" 100 percent of their students to the same school. Those in which the population goes on to more than one school are shown in the profiles of each school. |
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Division of Long-range Planning |
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Future Capacity |
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Any projected change in a school's capacity based on the latest capital improvements program requested by the Board of Education and funded by the County Council. This capacity would be in place within the coming six-year capital programming period. |
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Division of Long-range Planning |
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Geometry Completion Rate |
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The Geometry completion rate is the percentage of students successfully completing Geometry or a higher-level mathematics course by the end of Grades 9 and 10 for high schools. |
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Office of Shared Accountability |
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Grade 12 Documented Decisions |
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MSDE collects pregraduation plans data using the High School Graduate Follow-up Questionnaire. All graduating seniors indicate their postgraduation decisions within 30 days of anticipated graduation. |
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MSDE Maryland Report Card |
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Graduation Rate |
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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.
Note. The class of 2010 is the last year for which this definition will apply. |
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MSDE Maryland Report Card |
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Highly Qualified Teachers |
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"Highly qualified" is a specific term defined by the No Child Left Behind Act of 2001 (NCLB). 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 subject-matter competency. Rules surrounding the requirements for highly qualified teachers continue to be developed and refined. |
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MSDE Maryland Report Card |
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Honors/AP/IB/
College-Level Enrollment |
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Honors/Advanced Placement (AP), International Baccalaureate (IB), and college-level courses provide rigorous and challenging studies for students who are capable of or motivated to pursue rigorous and challenging instruction. These courses are detailed in the MCPS High School Course Bulletin. The Honors/AP/IB, and college-level enrollment rate is the number of students enrolled in at least one Honors/AP/IB, or college-level course, divided by the total number of students.
Note. Dual enrollment courses are excluded from the data. |
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MCPS High School Course Bulletin
Office of Shared Accountability |
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Least Restrictive Environment (LRE) |
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Least Restrictive Environment (LRE) refers to the mandate in the Individuals with Disabilities Education Act (IDEA 2004), which states that children with disabilities are to be educated to the maximum extent appropriate with nondisabled peers. MCPS reports LRE settings based on the percent of time a student is educated inside the general education setting.
LRE A = Inside General Education Settings 80% or More.
LRE C = Inside General Education Settings Less Than 40%.
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Office of Special Education and Student Services |
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Limited English Proficient (LEP) |
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Limited English Proficient (LEP), as defined by AYP percent proficiency, includes both Redesignated English Language Learners (RELL) who exited ESOL within the previous two years and current ESOL students. LEP participation rate only includes ESOL students. 2010 RELL students include those who exited ESOL after June 1, 2008. |
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MSDE Maryland Report Card
Division of ESOL/Bilingual Programs |
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Maryland High School Assessment |
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The Maryland High School Assessments are end-of-course 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 Algebra/Data Analysis, Biology, English, and Government. |
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MSDE Maryland Report Card |
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Maryland School Assessment |
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The Maryland School Assessment (MSA) measures student achievement in reading, mathematics, and science. Schools at a Glance reports Grades 3–8 reading and mathematics performance and High School Assessment results in English 10 and Algebra for high school students. Percentage proficient includes students at or above the proficient level (proficient + advanced). |
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MSDE Maryland Report Card |
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Middle School Magnet Consortium |
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The Middle School Magnet Consortium (MSMC) is comprised of Argyle, A. Mario Loiederman, and Parkland middle schools, and provides students in the consortium the choice of attending one of these middle schools. Students from outside the consortium also may apply to attend through a lottery process. |
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Division of Consortia Choice and Application Program Services (DCCAPS) |
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Mobility Rate |
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Mobility is calculated by dividing the sum of entrants and withdrawals by the average daily membership. Entrants are the number and percentage of students entering (transferring in or re-entering) school during the September to June school year after the first day of school. Withdrawals are the number and percentage of students withdrawing (transfers and terminations) for any reason during the September to June school year after the first day of school. |
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MSDE Maryland Report Card |
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Northeast Consortium |
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The Northeast Consortium (NEC) is comprised of James Hubert Blake, Paint Branch, and Springbrook high schools, and provides students the choice of attending one of these high schools. |
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Division of Consortia Choice and Application Program Services (DCCAPS) |
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Race/Ethnic Composition |
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The number and percentage of students enrolled on September 30, 2010, based on the race/ethnic categories established by the U.S. Department of Education. These categories have changed for data reported beginning in the 2010–2011 school year. The abbreviations used in this publication reflect those set by MSDE. The new federal race codes and MSDE abbreviations follow:
American Indian or Alaska Native—AM
Asian—AS
Black or African American—BL
Hispanic/Latino—HI
Native Hawaiian or Other Pacific Islander—PI
White—WH
Two or more (multiple) races—MU
Note that outcome data reported in this publication are for the 2009–2010 school year and are reported with the old race codes.
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Office of Shared Accountability |
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Receiving School |
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A school that receives students from another school after promotion (e.g., a high school that receives middle school students promoted from Grade 8 to Grade 9). Receiving schools are shown as part of each school's profile. |
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Office of Shared Accountability |
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Salaries: Professional and Supporting Services |
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The actual annual salaries of staff at the school as of October 31, 2010. This total does not include future step increments/longevities and is adjusted for vacancies using a school average of the specific employee grouping (administrative, teachers, other professional, instructional support, other support, building services). |
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Office of the Chief Operating Officer/Department of Management, Budget, and Planning |
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SAT |
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The SAT is a college entrance exam required by several hundred colleges across the United States as part of the admissions process. The possible scores on the Critical Reading, Mathematics, and Writing sections range from 200–800, with a total possible score of 2400. |
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Office of Shared Accountability |
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School Hours |
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The regular school day with a designated starting time and ending time as defined by the local school system. |
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Office of the Deputy Superintendent of Schools |
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Special School |
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A separate MCPS school/center providing services for children with special education needs. The intensity of student needs cannot be met in comprehensive schools. The special schools included are: Stephen Knolls School, Longview School, Regional Institute for Children and Adolescents (RICA), Rock Terrace School, and Carl Sandburg Learning Center. |
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Office of Special Education and Student Services |
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SPED |
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Special education (SPED) means specially designed instruction and related services, at no cost to the parents, to meet the unique needs of a child with a disability, including: (1) instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and (2) instruction in physical education. |
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Individuals with Disabilities Education Act 2004 Regulations |
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Student/ Instructional Staff Ratio |
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The Student/Instructional Staff Ratio is calculated by dividing the weighted enrollment as of September 30, 2010, by the number of instructional staff. Weighted enrollment includes full-day kindergarten enrollment plus 1/2 times pre-K enrollment plus enrollment in Grades 1–12. Instructional staff is determined as all school-based instructional full-time-equivalent positions (includes staff under the Teachers, Other Professional, and Instructional Support categories). |
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Office of Shared Accountability
Staffing allocations are from the Office of the Chief Operating Officer |
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Support Art, Music, or Resource |
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The number of full-size classrooms at an elementary school designated for support purposes (not regular classrooms) such as Art, Music, or Resource. Sometimes they are used for other uses such as Reading Initiative or Computer Lab. |
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Division of Long-range Planning |
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Suspension Rate |
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The unduplicated count of the number of students suspended divided by the June 30 total enrollment. |
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Office of Shared Accountability |
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TerraNova Comprehensive Tests of Basic Skills Second Edition (TN/2) |
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The TerraNova Second Edition (TN/2) is a nationally normed assessment administered to MCPS Grade 2 students in the spring. The TN/2 assesses skills in reading, language, mathematics, language mechanics, and mathematics computation. |
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Office of Shared Accountability |
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University System of Maryland Entrance Requirements |
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MSDE calculates the percentage of students meeting the University System of Maryland entrance requirements. Requirements for admission to the University System of Maryland are set by the Board of Regents of the University System of Maryland and, at a minimum, include a cumulative grade point equivalent to a C or better, accumulated course credits in English (4 credits), Social Studies (3 credits), biological and physical sciences (3 credits), mathematics (4 credits), language or advanced technology (2 credits), and a high school diploma. |
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MSDE Maryland Report Card
University System of Maryland |
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