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Adequate Yearly Progress/ System Improvement Status |
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Adequate yearly progress is the gain that schools, school systems, and states must make each year in the proportion of students achieving proficiency in reading and math.
To make AYP, schools and school systems must meet the annual measurable objective in reading and mathematics for students in the aggregate and for each student subgroup, in graduation rate for high school or attendance in elementary and middle school for students in the aggregate, and meet the testing participation requirement of 95%.
| Student Proficiency Standard |
| Level |
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Mathematics |
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Reading |
| Elementary |
|
58.80 |
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62.50 |
| Middle |
|
42.90 |
|
61.50 |
| High |
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29.80 |
|
45.30 |
| Rock Terrace, Mark Twain |
|
39.60 |
|
57.50 |
| Stephen Knolls |
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45.50 |
|
58.00 |
| Longview |
|
47.80 |
|
59.60 |
| RICA |
|
42.30 |
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58.30 |
'na' indicates too few students for AYP rules.
'--' indicates no students in the category.
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MSDE Maryland Report Card |
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Advanced Placement Tests (AP Tests) |
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Advanced Placement tests are 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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Department 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 I or a higher level mathematics course by the end of grades 6, 7, and 8 for middle schools and the end of grade 9 for high schools. |
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Department of Reporting and Regulatory Accountability |
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Alternative Programs |
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Instructional programs that serve as an alternative to the regular educational setting. Alternative Programs includes Fleet Street, Glenmont, Hadley Farms, Karma Academy, McKenney Hills, Emory Grove, Model Learning Academy, Phoenix at Emory Grove, Phoenix at McKenney Hills, Randolph Academy. |
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Department of Alternative Programs |
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Attendance |
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The percent average daily attendance is calculated by dividing the aggregate number of students in attendance by the aggregate number of students in membership for the September to June school year. 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 6 divided by the number of attendance sections for each school. |
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Department of Reporting & Regulatory Accountability Official Elementary Class Size Report as of October 31, 2007 |
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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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Department of Reporting & Regulatory Accountability MCPS Secondary Class Size Report as of October 31, 2007 |
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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 estimated 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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Department of Planning and Capital Programming |
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Cluster |
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High school feeder patterns: the middle and elementary schools that send their students to a high school. |
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Department of Planning and Capital Programming |
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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 three 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 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 based on their preference for a specific instructional program. |
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Department of Planning and Capital Programming |
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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 drop out 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, 2006. Disaggregated figures are a percentage of the total enrollment. |
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Department of Reporting & Regulatory Accountability |
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ESOL |
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The percentage of students participating in English for Speakers of Other Languages classes, as of October 31, 2006. This percentage may differ from the ESOL percentage reported in the requested FY 2008 Capital Budget, due to different "as of" reporting dates. |
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Division of ESOL/Bilingual Programs |
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Ever FARMS |
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Students who currently receive or have in the past received Free and Reduced Meals. |
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Department of Shared Accountability |
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Facilities Costs |
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An approximate composite of utilities, telephones, building supplies, and maintenance. Utilities are FY 2006 actual costs with an inflation factor applied for FY 2007. Telephones cost is the number of telephone lines multiplied by an MCPS average. Building supplies is the FY 2007 allocated custodial supplies for each school plus a per square foot cost factor for additional plant operations budgeted expenses. Maintenance is calculated on square footage for each school. |
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Office of the Chief Operating Officer/Department of Management, Budget, and Planning |
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FARMS |
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The percentage of students participating in Free and Reduced-price Meals System as of October 31, 2006. This percentage may differ from the FARMS percentage reported in the requested FY 2008 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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Department of Planning and Capital Programming |
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Future Capacity |
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Any projected change in a school's capacity based on the latest Board of Education requested, County Council funded capital improvements program. This capacity would be in place within the coming six-year capital programming period. |
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Department of Planning and Capital Programming |
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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 grade 8, for middle schools, and the end of grade 9 and grade 10 for high schools. |
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Department of Reporting and Regulatory Accountability |
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Graduation Rate |
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The percentage of students who entered grade 9 and received a Maryland high school diploma four years later for the reported school year. This is an estimated cohort group. It is calculated by dividing the number of high school graduates by the sum of students in that class who dropped out in each of the previous four years plus the number of high school graduates.
Graduation Rate equals:
Graduates
Dropouts in that class over 4 years + graduates
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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 No Child Left Behind (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 Enrollment |
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Honors courses provide expectations and opportunities for students to work independently at an accelerated pace, to engage in more rigorous and complex content and processes, and to develop authentic products that reflect students' understanding of key concepts. Advanced Placement (AP) courses, detailed in the MCPS High School Course Bulletin, are those for which a College Board Advanced Placement examination exists. A qualifying score on an AP exam may give the student college credit or advanced standing in the subject in many colleges. The rate is the number of students enrolled in at least one honors or AP course, divided by the total number of students. |
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Office of Curriculum and Instructional Programs
Department of Reporting and Regulatory Accountability |
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Instructional Supplies and Other Instructional Support |
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The FY 2007 dollar amount of funds allocated to schools for the following: textbooks, instructional materials, media centers, athletics, school newspaper, duplicating, staff training, and special education funds. Other instructional resources expended centrally to support schools (e.g., curriculum, technology, and other high priority areas such as elementary science) are allocated on a per student basis to schools. |
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Office of the Chief Operating Officer/Department of Management, Budget, and Planning |
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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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Least Restrictive Environment (LRE) |
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The Individuals with Disabilities in Education Act (IDEA) provides that to the maximum extent appropriate, children with disabilities are to be educated with children who are not disabled and that special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. MSDE requires that 80% of students with Individual Education Plans be in the general education environment 80% of the school week. |
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Department of Special Education |
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Maryland High School Assessment |
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The Maryland High School Assessment (HSA) is an end-of-course test that students take as they complete the appropriate high school level course. Students entering grade 9 in 2005 are required to pass each HSA as part of graduation requirements. |
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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 grades 3-8 reading and math and high school English II and Algebra. Percent proficient includes students at or above the proficient level (proficient + advanced). |
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MSDE Maryland Report Card |
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Northeast Consortium |
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The Northeast Consortium is comprised of James Hubert Blake, Paint Branch, and Springbrook high schools and provides students the choice of attending one of these high schools based on their preference for a specific instructional program. |
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Department of Planning and Capital Programming |
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Postsecondary Education Plans |
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The Maryland State Department of Education collects pre-graduation plans data using the High School Graduate Follow-up Questionnaire. All graduating seniors indicate their post graduation decisions within 30 days of anticipated graduation. |
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MSDE Maryland Report Card |
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Race/Ethnic Composition |
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The number and percentage of students enrolled on September 30, 2006, based on the race/ethnic categories established by the U.S. Department of Education, as reported by parents. |
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Department of Reporting & Regulatory 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 the eighth to the ninth grade.) Receiving schools will be shown as part of each school's profile. |
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Department of Planning and Capital Programming |
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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, 2006. This total does not include future step increments/longevities, and 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/Department of Management, Budget, and Planning |
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SAT |
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The SAT is required by several hundred colleges across the United States as part of the admissions process. The possible scores on each section range from 200-800. |
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Department of Shared Accountability |
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School Day |
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The time during which the school is open for classes, given as the beginning and ending time of the school day for students. |
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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 programs for children with special education needs. |
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Office of Student and Community Services |
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Stipends/ Substitutes Costs |
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A composite figure of two estimated costs for other salaries. Stipends are allocated on a per student factor. Substitute teacher dollars are based on staffing allocations, estimated absences, and approved substitute daily rate allocated on a per student factor. |
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Office of Human Resources/ Department of Management, Budget, and Planning |
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Student/ Instructional Staff Ratio |
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The weighted* enrollment (September 30, 2006) is divided by the number of instructional staff.**
*Full-day Kindergarten enrollment plus 1/2 times Pre-K enrollment plus enrollment in Grades 1-12.
**All school-based instructional full-time-equivalent positions (includes staff under the Teachers, Other Professional, and Instructional Support categories). |
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Department of Reporting & Regulatory Accountability
Staffing allocations are from the Office of the Chief Operating Officer |
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Support A/M/R |
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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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Department of Planning and Capital Programming |
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Suspension Rate |
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The unduplicated count of the number of students divided by the June 30 total enrollment. |
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Department of Reporting and Regulatory Accountability |
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TerraNova Comprehensive Tests of Basic Skills Second Edition (TN/2) |
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These rigorous assessments are designed to measure basic skills in mathematics and reading. The tests are given in Grade 2. |
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Department of Shared Accountability |
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University System of Maryland Entrance Requirements |
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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 (3 credits), language or advanced technology (2 credits), and a high school diploma. |
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MSDE Maryland Report Card |
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