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2002 MSPP





SHARED ACCOUNTABILITY > MCPS SCHOOL PERFORMANCE PROGRAM REPORT > INFORMATION REPORTED

MCPS School Performance Program Report 2003

Information Reported
Maryland School Assessment (MSA)

In the spring of 2003, Maryland introduced the Maryland School Assessment, the new measure of student achievement in K-8 reading and mathematics and grade 10 reading. High school mathematics achievement is measured by the end-ofcourse High School Assessment in geometry, which fulfills the federal requirement for a mathematics test at the high school level. The MSAr eplaced the previously administered Maryland School Performance Assessment Program (MSPAP).

Independence Mastery Assessment Program (IMAP)

The Independence Mastery Assessment Program is the Maryland assessment in which students with disabilities participate if, through the Individualized Education Plan (IEP) process, it has been determined they cannot participate in the MSAeven with accommodations.

Student Performance Achievement Levels

Student performance is reported at three achievement levels. All students should be at Proficient or Advanced.

Advanced A highly challenging and exemplary level of achievement indicating outstanding accomplishment.

Proficient The minimum academic achievement level expected for every student

Basic A level of achievement indicating that more work is needed to attain proficiency.

See the web site at www.mdreportcard.org for specific information about these levels as they relate to reading and mathematics.

Disaggregated Data

Student performance data are reported by gender and race/ethnicity if five or more students are included in one of the following categories: American Indian/Alaskan Native, Asian/Pacific Islander, African-American, White (not of Hispanic origin) and Hispanic. In addition, performance data are reported when five or more students are included in the following categories: Limited English Proficient, Free/Reduced Price Meals, Special Education, and Migrant. For definitions of these categories, see information below.

* Limited English Proficient students have a primary or home language other than English and limited or no ageappropriate ability to understand, speak, read or write English.

* Special Education students are students with disabilities who have current Individualized Education Plans (IEPs).

* Free or Reduced Price Meals figures reflect students whose applications meet family size and income guidelines of the United States Department of Agriculture.

* Migrant students are students whose parents or guardians are migratory agricultural workers (including dairy and fishing workers) and who, in the preceding 36 months, have moved from one school district to another to accompany their parents or guardians.

Adequate Yearly Progress (AYP)

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 mathematics.

Attendance Rate

This rate reflects the percentage of students present in school for at least half the average school day during the school year. Attendance rate is an NCLB academic indicator for elementary and middle schools.

Graduation Rate

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.

Professional Qualifications of Teachers

The total in each of the following categories is based on the number of teachers with credentials teaching core academicsubjects as defined by the federal government. The subjects are English, reading or language arts, mathematics, science, foreign languages, civics and governments, economics, arts, history, and geography. Teachers teaching other subjects are not included in the totals.

Advanced Professional Certificate – Requires three years of fulltime professional school-related experience, six semester hours of acceptable credit; and a master’s degree, or a minimum of 36 semester hours of post-graduate course work which must include at least 21 hours of graduate credit.

Standard Professional Certificate – Issued to an applicant who meets all certification requirements and is employeed by Maryland local school system.

Resident Teacher Certificate – Issued to an applicant who has been selected by a local school system in a specialized program.

Conditional Certificate – Issued only at the request of a local school system superintendent to an applicant employed in a local school system who does not meet all certification requirements.




July 1, 2004 | Maintained by Jorge O. Uriarte
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