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About Glance for Prior Years

About Glance 2012-2013

Guidelines for Reporting Data 2012-2013

The federal government has given new guidance regarding the Family Educational Rights and Privacy Act (FERPA) that has resulted in restrictions in the amount of student data that may be publically reported. FERPA (20 U.S.C. § 1232g; 34 CFR Part 99) prohibits the release of individually identifiable information to the public. Therefore, the Maryland State Department of Education (MSDE) has adopted the new guidelines for the reporting of aggregate student data and Montgomery County Public Schools (MCPS) is implementing these guidelines as follows:

Student Enrollment and Testing Data

  • Any percentage rates greater than or equal to 95.0% or less than or equal to 5.0% will be noted as ≥95.0% or ≤5.0%, respectively.
  • If the percentage rate is greater than or equal to 95.0% or less than or equal to 5.0%, the corresponding number of students (N) will not be published.
  • When the total N is less than 10, the corresponding N’s and percentage rate will not be published.
  • When the total N is between 10 and 20, only the percentage rate will be published, provided the percentage rate is not greater than or equal to 95.0% or less than or equal to 5.0%.
  • When the total N is greater than 20, the corresponding N’s and percentage rate will be published, provided the percentage rate is not greater than or equal to 95.0% or less than or equal to 5.0%.

Out-of-School Suspension Data

  • Any percentage rates greater than or equal to 95.0% or less than or equal to 3.0% will be noted as ≥95.0% or ≤3.0%, respectively.
  • If the percentage rate is greater than or equal to 95.0% or less than or equal to 3.0%, the corresponding number of students enrolled, number of suspension incidents, and number of students suspended will not be published.
  • When the number of students enrolled is less than 10 or the number of students suspended is less than 5, no data will be published.
  • When the number of students enrolled is between 10 and 20, only the percentage rate will be published, provided the percentage rate is not greater than or equal to 95.0% or less than or equal to 3.0%.
  • When the number of students enrolled is greater than 20, the corresponding number of suspension incidents, number of students suspended, and percentage rate will be published, provided the percentage rate is not greater than or equal to 95.0% or less than or equal to 3.0%.

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School Progress Index 2012-2013

The School Progress Index (SPI) is a new accountability system that helps educators gauge how well a school is progressing in its quest to improve performance for all students. The yardstick for every school is set against its own ability to reduce by half in six years the portion of students not achieving proficiency, with annual improvement targets set for every school and every subgroup individually. In addition to achievement and growth, it focuses strongly on new measures of a school’s ability to close gaps between its highest performing student groups and its lowest, and for high schools to graduate students on time college- and career-ready.

The SPI evaluates schools on indicators of Achievement, Growth, and Gap Reduction for elementary and middle schools; and Achievement, Gap Reduction, and College- and Career-Readiness for high schools; and then groups schools for Intervention, Support, and Recognition depending on their progress. The scale starts at 0, for which a 1.0 value means meeting the target. The SPI is compensatory, so that a low value on one indicator may be balanced by a high value on another indicator.

Achievement Indicator

The Achievement indicator (measured at the elementary, middle, and high school levels) indicates the school’s performance for “all students” on the Maryland School Assessment (MSA), Modified MSA, Alternate MSA, and the High School Assessment (HSA) in meeting Mathematics, English/Language Arts, and Science proficient and advanced levels relative to the school’s targets.

Student Growth Indicator

The Student Growth indicator (measured at the elementary and middle school levels) represents a student’s progress from one year to the next. It indicates the growth of all students within an elementary or middle school for the following measures:

  • Mathematics Proficiency (Mathematics MSA)
  • English/Language Arts Proficiency (Reading MSA)

Gap Reduction Indicator

The Gap Reduction indicator (measured at the elementary, middle, and high school levels) represents a decrease in the difference between the highest-achieving subgroup and the lowest-achieving subgroup within the following measured areas:

  • Mathematics Proficiency (Mathematics MSA, Algebra/Data Analysis HSA)
  • English/Language Arts Proficiency (Reading MSA, English HSA)
  • Science Proficiency (Science MSA, Biology HSA)
  • Five-Year Adjusted Cohort Graduation Rate (high school measure only)
  • Four-Year Adjusted Cohort Dropout Rate (high school measure only)

College- and Career-Readiness Indicator

The College- and Career-Readiness indicator (measured at the high school level only) represents a combination of measures that ensure students are prepared for the future upon graduation. College- and Career-Readiness consists of the Five-Year Adjusted Cohort Graduation Rate and College and Career Preparation (CCP). CCP is a measurement of a student’s success in one of the following areas: Advanced Placement (AP) or International Baccalaureate (IB); Career and Technology Education (CTE) Concentrators; or Enrollment in College.

Each school will receive a score on each of the indicators and the overall SPI. These data will ensure an in-depth look at the school—where it is strong and areas that may need improvement. This information will be used to group schools in one of five “Strands.” Strands are designed to categorize schools to provide them with support, intervention, and recognition. Schools in Strand 1 will receive the least amount of support and monitoring, while schools in Strand 5 will receive the greatest level of support and monitoring.

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