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Definitions and Data Sources

Term Definition Source Document and/or Department
Advanced Placement/
International Baccalaureate Tests (AP/IB Tests)
 

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.  International Baccalaureate (IB) tests are part of the International Baccalaureate Diploma Programme available to students in participating schools.  Scores on these tests can be used by students to earn credit or advanced standing in college.  Usually a minimum score of 4 is needed to achieve this goal.

Office of Shared Accountability 
Algebra Completion Rate

The Algebra completion rate is the percentage of students successfully completing Algebra 1 with a course grade of “C” or higher by the end of Grade 8 for middle schools.  For students taking Algebra 1 in middle school, successful completion of Algebra 1 is based upon students who earned a course grade of “C” or higher in both semesters 1 and 2 and a “D” or higher on the semester 2 final exam.

Office of Shared Accountability 
Alternate Maryland School Assessment (ALT-MSA)

The Alternate Maryland School Assessment (ALT-MSA) is the Maryland assessment in which students with disabilities participate if through the IEP process it has been determined they cannot participate in the Maryland School Assessment (MSA) even with accommodations.  The ALT-MSA assesses and reports student mastery of individually selected indicators and objectives from the reading, mathematics, and science content standards or appropriate access skills.

MSDE Maryland Report Card 
Associate Superintendent for Schools Responsible for supervising and evaluating principals at the elementary, middle, or high school level. Office of the Deputy Superintendent of School Support and Improvement 
Attendance Rate

The average daily attendance for a given year is based on the aggregate number of enrolled students who are present in school each day from the first day of school through March 15. The percentage average daily attendance is calculated by dividing the aggregate number of students in attendance by the aggregate number of students in membership for the same time frame.

The average daily attendance for a given year is based on the aggregate number of enrolled students who are present in school each day from the first day of school through March 15.  The percentage average daily attendance is calculated by dividing the aggregate number of students in attendance by the aggregate number of students in membership for the same time frame.

MSDE Maryland Report Card 
Attendance Area Geographical boundaries of the home school. Division of Long-range Planning
Cluster 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. Regulation FAA-RA, Long-Range Educational Facilities Planning 
Downcounty Consortium

The Downcounty Consortium (DCC) is comprised of Montgomery Blair, Albert Einstein, John F. Kennedy, Northwood, and Wheaton high schools.  Students entering high school participate in a choice process to rank, in order of preference, their choice of high school based on academy program.  School assignments are made using a computerized lottery process that considers base school, sibling link, available space and socioeconomic status.

Division of Consortia Choice and Application Program Services (DCCAPS) 
Dropout Rate

The four-year adjusted cohort dropout rate is defined as the number of students who leave school, for any reason other than death, within the four-year period divided by the number of students who form the adjusted cohort.
 
The school years are defined as the first day of the school year through the summer to the first day of the following school year. Student activity that occurs during the summer, including summer withdrawals, are included in the prior year's data.

The four–year adjusted cohort dropout rate is calculated by dividing the number of students who terminate formal education for any reason other than death by the sum of the number of first time ninth graders, the number of students who transfer in, and the number of students who transfer out, emigrate, or die during the four-year period.

MSDE Maryland Report Card 
Enrollment

The number of students enrolled in school as of September 30, 2014. Disaggregated figures are a percentage of the total enrollment.

Office of Shared Accountability 
ESOL Enrollment

The ESOL enrollment is the percentage of students eligible for ESOL services, as of October 31, 2014, divided by the official total student enrollment as of September 30, 2014.  This percentage may differ from the ESOL percentage reported in the requested FY 2015 Capital Budget, due to different “as of” reporting dates.

Division of ESOL/Bilingual Programs
FARMS Enrollment

The FARMS enrollment is the percentage of students eligible for FARMS services as of October 31, 2014, divided by the official total student enrollment as of September 30, 2014.  This percentage may differ from the FARMS percentage reported in the requested FY 2015 Capital Budget due to different “as of” reporting dates.

Division of Food & Nutrition Services
Feeder School

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.

Division of Long-range Planning
Geometry Completion Rate

The Geometry completion rate is the percentage of students successfully completing Geometry with a course grade of “C” or higher by the end of Grade 10.  Successful completion of Geometry is based upon students who earned a course grade of “C” or higher in both semesters 1 and 2 by the end of Grade 10.  If a student took Geometry in middle school, the student must have earned a course grade of “C” or higher in both semesters 1 and 2 and a “D” or higher on the semester 2 final exam to obtain successful completion.

Office of Shared Accountability 
Graduation Rate

The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. For any given cohort, students who are entering Grade 9 for the first time form a cohort that is subsequently “adjusted” by adding any students who transfer into the cohort later during the next three years and subtracting any students who transfer out, emigrate to another country, or die during that same period. 

The four-year graduation rate is calculated by dividing the number of students who graduate within four years, including the summer following their fourth year of high school, with a regular high school diploma by the number of students who form the adjusted cohort for that graduating class. Students who drop out of high school remain in the adjusted cohort—that is, the denominator of the cohort graduation rate calculation.

MSDE Maryland Report Card 
Home School The school to which a student is assigned based on the student’s grade level and the geographical boundary of the school. Division of Long-range Planning
Honors/AP/IB/ College-Level Enrollment

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.

MCPS High School Course Bulletin 
Least Restrictive Environment (LRE) 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%.
 
Office of Special Education and Student Services
Maryland High School Assessment (HSA)

The Maryland High School Assessments (HSA) 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 1, Biology, English 10, and Government.

Maryland is transitioning its end-of-course exams for Algebra 1 and English 10 from the Maryland HSA to the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments.  Students who took the coursework for Algebra 1 or English 10 in 2013–2014 were the last students who could take those HSAs as first-time takers.  Students who take the courses for Algebra 1 or English 10 in 2014–2015 will be taking the PARCC assessments.

MSDE Maryland Report Card 
Maryland High School Assessment (HSA) Test Performance Status HSA Test Performance Statuses is reported by the Maryland State Department of Education (MSDE) by grade level for each of the High School Assessment (HSA) exams.  They are the pass rates as of the end of the prior school year for the students who were promoted to the next grade level or who earned a diploma.  Continuing Grade 12 and retained Grade 11 students are excluded in the calculations.  In addition, students who have not taken the HSA, students who met the HSA requirement by transfer credit or by passing a substitute Advanced Placement/International Baccalaureate (AP/IB) exam, and certificate bound students are excluded. Office of Shared Accountability 
Maryland School Assessment (MSA)

The Maryland School Assessments (MSA) measure student achievement in reading and mathematics for Grades 3-8, and in science for Grades 5 and 8.  Performance standards for each assessment identify advanced, proficient, and basic level of student performance, as required by No Child Left Behind (NCLB).

The MSA for reading and mathematics for Grades 3-8 were administered for the final time in 2013-2014.  Maryland State Department of Education (MSDE) has transitioned its reading and mathematics assessments for Grades 3–8 from the MSA to the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments.

In 2013–2014, PARCC was field tested in Grades 3-8 for English Language Arts/Literacy (ELA) and for mathematics with a random sample of classrooms across Maryland.  In MCPS, each elementary and middle school (except for K/2 schools) had at least one classroom participate in the PARCC field test for both parts of the ELA or the mathematics assessment, i.e., the Performance-Based Assessment (PBA) and the End-of-Year Assessment (EOY).  The classrooms that participated in both parts of the PARCC assessment (PBA and EOY) did not take the corresponding MSA in 2013–2014.

 

Office of Shared Accountability  

Maryland School Assessment (MSA) Proficiency Rate

Schools at a Glance reports the MSA reading and mathematics proficiency rates for Grades 3-8 as they are reported by the Maryland State Department of Education (MSDE).  The MSA proficiency rates are the percentages of participants whose performance was at or above the proficient level for each grade level and content.  All participants are included in the rates except those for whom the school elected an LEP exemption (students eligible for the LEP exemption are ESOL students who have been enrolled in U.S. schools for less than one year).

For 2013–2014, each elementary and middle school will have at least one grade level for which the MSA Reading or the MSA Mathematics data will not include the entire student population due to participation in the Partnership for Assessment of Readiness for College and Careers (PARCC) field test.  Proficiency rates which do not represent the entire student population are displayed in shaded cells for this publication.

Office of Shared Accountability  

Middle School Magnet Consortium

The Middle School Magnet Consortium (MSMC) is comprised of Argyle, A. Mario Loiederman, and Parkland middle schools.  MSMC students entering middle school participate in a choice process to rank, in order of preference, their choice of middle school based on magnet program.  Rising Grade 6 and 7 students from outside the consortium also may enter the lottery process.  School assignments are made by using a computerized lottery process that considers sibling link, available space and socioeconomic status.

Division of Consortia Choice and Application Program Services (DCCAPS) 
Mobility Rate

The student mobility rate is calculated by dividing the sum of entrants and withdrawals by the average daily membership.

 

Entrants: 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.  A student moving from one school to another within the same school district as a result of promotion is not considered to be an entrant for mobility purposes unless the student entered school after the first day.

 

Withdrawals: 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.

MSDE Maryland Report Card 
Northeast Consortium

The Northeast Consortium (NEC) is comprised of James Hubert Blake, Paint Branch, and Springbrook high schools.  NEC students entering high school participate in a choice process to rank, in order of preference, their choice of high school based on signature program.  School assignments are made by using a computerized lottery process that considers base school, sibling link, available space and socioeconomic status.

Division of Consortia Choice and Application Program Services (DCCAPS) 
Partnership for Assessment of Readiness for College and Careers (PARCC)

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of 12 states plus the District of Columbia working together to develop a common set of K–12 assessments in English and math anchored in what it takes to be ready for college and careers.  These new K–12 assessments will build a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support.  The PARCC assessments will be ready for states to administer during the 2014–15 school year.

In 2013–2014, the PARCC assessments were field tested and some students in every MCPS elementary, middle and high school participated.  Special schools and K/2 schools did not participate.  No PARCC performance data were reported because test items were being field tested.

Office of Shared Accountability  
Race/Ethnic Composition

The U.S. Department of Education required the state education departments to collect and report information on race and ethnicity that is in accordance with federal standards by the 2010–2011 school year.  The federal standards require a two part question on race and ethnicity in data collection and result in the following racial/ethnic subgroups for reporting data.  Subgroup abbreviations are also shown.

  • AM – American Indian or Alaskan Native
  • AS – Asian
  • BL – Black or African American
  • HI – Hispanic/Latino
  • PI – Native Hawaiian or Other Pacific Islander
  • WH – White
  • MU – Two or more (multiple) races
 
Office of Shared Accountability 
Receiving School

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 will be shown as part of each school’s profile.

Office of Shared Accountability
SAT

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.

Office of Shared Accountability 
School Hours The regular school day with a designated starting time and ending time as defined by the local school system. Office of the Deputy Superintendent of Schools
Special School

A separate MCPS school/center providing services for children with disabilities whose 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.

Office of Special Education and Student Services
Special Education

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.

Individuals with Disabilities Education Act 2004 Regulations
Suspension Rate The unduplicated count of the number of students suspended divided by the June 30 total enrollment. Office of Shared Accountability 
University System of Maryland Entrance Requirements

MSDE calculates the percent 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.

MSDE Maryland Report Card

University System of Maryland 

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