Montgomery County Public Schools

school year 2017-2018

Annual Report to the Community

Dear Reader:

On behalf of the Montgomery County Board of Education, I am pleased to present the 2018 Annual Report to the Community.

The mission of Montgomery County Public Schools (MCPS) is to provide every student with the academic, creative problem solving, and social emotional skills to be successful in college and career. We work to educate our students so that academic success is not predictable by race, ethnicity, gender, socioeconomic status, language proficiency or disability. We believe that All Means All when it comes to equity and excellence in learning, progress, achievement and opportunity.

To fulfill our mission, we provide our students with rigorous academic instruction; access to diverse learning opportunities; powerful educational resources; safe learning environments; and much more. The 2018 Annual Report to the Community serves as a snapshot of this critical work during the 2017–2018 school year.

In order for students to reach high levels of academic performance, they must have the physical, social and psychological supports that make them ready to learn. MCPS continues to make investments in this area, including the addition of full-time counselors in all elementary schools; improved allocation of psychological services to schools; and increased access to mental health programs across the county. Student learning is our purpose, and we know that students perform better academically when they are healthy in body, mind and spirit.

Included in this report to the community are:

  • Highlights from the 2017-2018 school year
  • An at-a-glance look of MCPS demographics
  • Data on student performance, graduation, services and our workforce
  • An All Means All approach to serving students and to close the opportunity gap
  • Information on our operating and capital budgets

Thank you to the more than 23,000 educators, administrators and staff who helped turn our mission into instruction and action on behalf of our students. And thank you to our partners, parents and community for your support, input and engagement.

We look forward to building on the accomplishments outlined in this report and continuing our effort to ensure we are providing all students with the greatest public education possible.


Shebra L. Evans,
Montgomery County Board of Education

Jack R. Smith, Ph.D.,
Superintendent of Schools


Every student will have the academic, creative problem solving, and social emotional skills to be successful in college and career.


We inspire learning by providing the greatest public education to each and every student.

Core Purpose

Prepare all students to thrive in their future.

Core Values

Learning, Relationships, Respect, Excellence, Equity.

MCPS 2017-2018 School System/Enrollment

Who we are

View Enrollment & Schools


MCPS Enrollment 2017-2018

MCPS 2017-2018 Student Demographics

Student Demographics

View 2017-18 Student Demographics

Student Demographics

MCPS Student Demographics 2017-2018

MCPS 2017 Record of Success

Record of Success

View Our Record of Success
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View 2017-18 Services


MCPS Services 2017-2018

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Our Workforce

View Workforce by Type

Our Workforce

MCPS Workforce 2017-2018

2017-2018 Maryland State Department of Education Report Card

2017-2018 MSDE Report Card

View Our Report Card

MCPS Strategic Plan

MCPS began implementing a new set of strategic priorities in 2017 under the leadership of new superintendent, Jack R. Smith. These priorities were built upon into Fiscal Year 2018 to become the MCPS Strategic Plan.

Learn More

The mission of Montgomery County Public Schools is to ensure every student has the academic, creative problem solving and social emotional skills to be successful in college, career and community, regardless of his or her background. While many of our students achieve at the highest levels, not all have had the opportunities, support and resources needed to meet their full potential. MCPS is committed to addressing disparities in student outcomes by closing gaps in opportunity and achievement for all students, in all classrooms, in all of our schools.

Expanding Opportunity

Access precedes achievement. That is why MCPS is committed to providing and expanding access to and increasing instructional time in a variety of programs that are proven to enhance student learning for all students. MCPS has expanded opportunity in three key areas:

Expanded Language and Literacy Enrichment Opportunities

In addition to our traditional language immersion programs, MCPS now has two-way local school immersion programs. These students receive 50 percent of their instruction in English and 50 percent in another target language. MCPS has also expanded access to elementary enrichment with additional seats and universal screenings, and more home school enrichment to ensure all students, regardless of ZIP code, are considered for the program.

Extended Learning Time

To combat summer learning loss over the summer, which mostly affects students in families impacted by poverty, MCPS expanded access and instruction time to existing summer programs (ELO SAIL, ELO STEP and the BELL program) and, in July 2019, MCPS will expand the school year by 30 days at two Title I elementary schools (Roscoe R. Nix and Arcola).

Early Exposure to Learning

MCPS is increasing Pre-K seats and expanding to full-day learning experiences across the county; embedding Science, Engineering, Technology and Math (STEM) opportunities in the elementary core curriculum; and expanding art initiatives in schools with a high number of students impacted by poverty.

Unleashing Potential

It is our responsibility to ensure students leave school with meaningful options for their futures. These options can be credit-bearing college courses, the skills and licenses needed to begin a meaningful career, or for many of our students, both.

Breaking Barriers to Rigorous Coursework and College Assessments

Time after time, we see that when students are challenged and supported, they rise to the occasion. MCPS has expanded access to Advanced Placement and International Baccalaureate courses, with a focus on increasing participation by typically underrepresented student groups. In addition, all MCPS students have access to an assessment (SAT, ACT or Career Certificates) to support post-high school plans.

Career and Community Ready

MCPS has enhanced and expanded its career-ready offerings. Programs range from information technology and engineering to aviation, finance and teaching. Some programs offer a two-year associate degree by the time students graduate from high school, at no cost or at a reduced cost. MCPS is also expanding the Career Readiness Education Academy to serve students who are unlikely to meet all graduation requirements prior to turning 21, and to students with limited or interrupted formal educations.

Support for Students

Our investment in programs like Minority Scholars and Achieving Collegiate Excellence and Success help students who come from traditionally underrepresented backgrounds by providing mentors, coaching and a sense of belonging.

Intentional Teaching Strategies

Successful student learning requires intentional and informed teaching. This requires looking beyond aggregate data from standardized testing and asking these questions:

  • Is each student learning?
  • Are they learning enough?
  • How do we know?
  • If they are not learning, why not?
  • What are we going to do about it?
Data is a flashlight

Data can help educators better understand how the student is learning. This requires looking at multiple measures of a student’s learning to determine where they are making progress and where additional support may be needed. These measures include quizzes, exams and essays at the classroom level, as well as standardized state testing data. Using new, robust data tools, educators can better monitor student performance and implement supports or offer greater challenges to meet student needs.

Culturally Competent Educators

To be as efficient as possible, the human brain takes shortcuts in processing information. Unfortunately, these shortcuts can sometimes unintentionally create bias and lead to stereotyping. For educators, this can lead to expectations for a student based on race, ethnicity or gender, instead of ability. To combat this implicit bias and to help teachers better connect with students of all backgrounds, MCPS has developed mandatory cultural competency training for all educators.

Reflecting our student body

To ensure that our growing diverse student body has access to high-quality teachers from backgrounds as diverse as they are, MCPS has engaged in targeted recruitment to encourage diverse applicants to become educators in our system. We are also creating pathways to develop our diverse pool of support professionals into certified teachers.

Supporting our families

MCPS is committed to providing supports and identifying resources for families through our multilingual parent community coordinators and pupil personnel workers. We are also continuing to invest in language services work to increase access to timely translations and interpretations for families where English is not the primary language.

Among its many responsibilities, the Montgomery County Board of Education has the critical task of developing and revising policies that allow MCPS to fulfill its mission and establishing a budget for the school system. To do this, the Board engages directly with tens of thousands of parents, students, staff and community members though cluster meetings, budget hearings, school visits and more. Learn More ⟶

During the 2017-2018 school year a total of 32 Board of Education policies and Montgomery County Public Schools (MCPS) regulations were either amended, revised, or rescinded. Some of the amendments and revisions were technical or non-substantive.

The Board of Education amended 2 policies, revised 27 policies, rescinded 1 policy and rescinded 2 regulations.

MCPS Board of Education

Amended Board of Education Policies
Revised Board of Education Policies
  • ABA-RC Vendors On or Near School Premises
  • ABC-RA Parent and Family Involvement
  • ACF-RA Sexual Harassment
  • ACH-RA Workplace Bullying
  • FAA-RA Long-range Educational Facilities Planning
  • FFA-RA Naming School Facilities
  • GBA-RA Equal Employment Opportunity
  • GCA-RA Employee Conflict of Interest
  • GCC-RA Staff Self-Reporting of Arrests, Criminal Charges, and Convictions
  • GKA-RA Administrative Complaint
  • IKC-RA Grade Point Averages (GPA) and Weighted Grade Point Averages
  • IOE-RA Guidelines for the Continuing Education of Pregnant and Parenting Students
  • IOE-RB Interim Instructional Services
  • IPD-RA Travel-Study Programs, Field Trips, and Student Organization Trips
  • IRB-RA Volunteers in Schools
  • ISB-RA High School Graduation Requirements
  • JEA-RA Student Attendance
  • JEE-RA Student Transfers and Administrative Placements
  • JFA-RA Student Rights and Responsibilities
  • JGA-RA Classroom Management and Student Behavior Interventions
  • JGA-RB Suspension and Expulsion
  • JGB-RA Search and Seizure
  • JHC-RA Reporting and Investigating Child Abuse and Neglect
  • JHF-RA Bullying, Harassment, or Intimidation
  • JHF-RA Student Bullying, Harassment, or Intimidation
  • JHG-RA Gangs, Gang Activity, or Other Similar Destructive or Illegal Group Behavior Prevention
  • KLA-RA Responding to Inquiries and Complaints from the Public
Rescinded Board of Education Policies
  • IEF Early Childhood Education
Rescinded MCPS Regulations
  • CEB-RA Role and Membership of the Council on Instruction
  • IPC-RA Out-of-School Foreign Language Programs in the Elementary Schools and Intermediate Schools, Grade 6

Regulations reviewed and implemented in 2017-2018 ⟶

Improve Teaching and Learning

  • Increase opportunities for students to participate in rigorous coursework, programs, and co-curricular activities including in the STEM areas
  • Expand achievement-focused extracurricular programs to all middle schools to increase outcomes and opportunities for students
  • Expand home-school model special education programs
  • Ensure effective mathematics instruction through robust materials, focused support, and approaches to scheduling
Strategic Goals

Focus on Learning, Accountability, and Results

  • Improve understanding of data through implementation of comprehensive data systems
  • Provide assessment opportunities for students who want to take the SAT, ACT, or career certification assessments
  • Implement climate surveys for staff and students
  • Implement systems that result in comprehensive and systemic college/career planning efforts
Explore Data Dashboards of Student Progress ⟶

Focus on Human Capital

  • Implement required professional learning for teachers and paraeducators to include cultural competence, implicit bias, and restorative practice
  • Provide focused training for teachers on effective practices and content knowledge
  • Develop comprehensive pathway programs for supporting services staff who want to become teachers
  • Expand equity and excellence hiring efforts

Focus on Human Capital

MCPS Workforce: Demographic Profile

  FY 2016 FY 2017 FY 2018
Percent Percent Percent
Female 73.90% 73.80% 73.80%
Male 26.10% 26.20% 26.20%
TOTAL 100.00% 100.00% 100.00%
  FY2016 FY2017 FY2018
American Indian or Alaskan Native 0.2% 0.2% 0.2%
Asian 7.9% 8.0% 8.2%
Black or African American 17.7% 18.0% 18.0%
Hispanic 11.3% 12.0% 12.5%
Native Hawaiian or Pacific Islander 0.1% 0.1% 0.1%
Two or More 1.3% 1.4% 1.4%
White 61.5% 60.5% 59.6%
TOTAL 100.00% 100.00% 100.00%
  FY2016 FY2017 FY2018
Under 20 0.00% 0.00% 0.00%
20 - 29 years 12.00% 12.60% 12.70%
30 - 39 years 21.40% 21.90% 22.10%
40 - 49 years 24.90% 24.80% 25.00%
50 - 59 years 26.70% 26.40% 26.00%
60+ years 14.90% 14.40% 14.20%
TOTAL 100.0% 100.0% 100.0%

1. Data reflects the number of permanent employees by head count. Temporary and substitute employees are not included.

2. Data was captured on October 15.

Focus on Human Capital

MCPS Workforce: Retention of Teachers

(new hire data based on fiscal year)

Fiscal Year # of Teachers Hired   Total # of Terminations
FY2007 FY2008 FY2009 FY2010 FY2011 FY2012 FY2013 FY2014 FY2015 FY2016 FY2017 FY2018
# % # % # % # % # % # % # % # % # % # % # % # % # %
FY2007 1,256 121 9.6% 121 9.60% 56 4.50% 38 3.00% 39 3.10% 51 4.10% 35 2.80% 30 2.40% 27 2.10% 17 1.40% 19 1.50% 16 1.30% 570 45.40%
FY2008 1,236     102 8.30% 63 5.10% 43 3.50% 47 3.80% 38 3.10% 20 1.60% 20 1.60% 43 3.50% 19 1.50% 22 1.80% 16 1.30% 433 35.00%
FY2009 777         59 7.60% 43 5.50% 37 4.80% 27 3.50% 28 3.60% 27 3.50% 27 3.50% 13 1.70% 16 2.10% 11 1.40% 288 37.10%
FY2010 639             31 4.90% 42 6.60% 35 5.50% 24 3.80% 22 3.40% 19 3.00% 16 2.50% 15 2.30% 15 2.30% 219 34.30%
FY2011 492                 30 6.10% 23 4.70% 23 4.70% 11 2.20% 39 7.90% 22 4.50% 20 4.10% 14 2.80% 182 37.00%
FY2012 881                     61 6.90% 44 5.00% 39 4.40% 62 7.00% 32 3.60% 27 3.10% 22 2.50% 287 32.60%
FY2013 720                         76 10.60% 57 7.90% 71 9.90% 44 6.10% 35 4.90% 38 5.30% 321 44.60%
FY2014 978                             79 8.10% 79 8.10% 48 4.90% 45 4.60% 35 3.60% 286 29.20%
FY2015 972                                 32 3.30% 62 6.40% 59 6.10% 40 4.10% 193 19.90%
FY2016 720                                     54 7.50% 60 8.30% 41 5.70% 155 21.50%
FY2017 1,349                                         148 11.00% 84 6.20% 232 17.20%
FY2018 1,074                                             112 10.40% 112 10.40%
Totals 11,094                                                 3,278 29.5%

1. This chart shows the cohort of teachers hired in a fiscal year and (reading across the line) the number from that cohort that terminated employment in subsequent fiscal years.

2. This chart does not include retirements.

Focus on Community Partnerships and Engagement

  • Develop and communicate resources and materials to provide parents and partners with information on available opportunities and improving outcomes for students
  • Build pipelines from elementary schools to improve engagement and opportunities in arts, sciences, and mathematics programs
  • Expand partnership with Montgomery College and the Universities at Shady Grove to increase number of schools in the ACES program
Learn More ⟶

Focus on Community Partnerships and Engagement

Central Office Partnerships

144 Partners / 116 Programs
Organization Type Total %
Association  12 8.3
Business/Corporation 28 19.4
Educational Institution   16 11.1
Foundation 5 3.5
Government 36 25.0
Non-profit Organization 46 31.9
Union   1 0.7
Total 144 99.998

Parent Academy data for 2017-2018 Annual Report

Total number of workshops:85
Total number of parents/guardians who attended:1,585
Total number of parents/guardians who registered:2,212
Percentage of registered parents who attended:71%
Average attendance:18.6
Number of parents/guardians who used interpretation services:96
Number of workshops conducted in other languages:21
Number of children served in childcare:264
Number of parents/guardians who completed an evaluation:1,026

Parent Feedback

Participants were asked to complete an evaluation form at the end of each workshop. The feedback and suggestions are used to determine workshop topics and other program improvement.

The numbers below reflect the number of parents who said they strongly agree or agree.

Attending this workshop was valuable use of my time.99.6%
I will take what I learned and use it at home with my child.99.2%
The presenter was clear and the information was easy to understand.99.3%

Parent/Guardian Feedback
for Optional Section by Demographic Breakdown

We are interested in knowing the diversity of the parents and guardians participating in parent workshops. The numbers below identify gender, race and ethnicity of the parents/guardians who completed the optional section on the workshop evaluation form.



American Indian:<1%
Black or African American:16.9%
Native Hawaiian or Other Pacific Islander:<1%
Two or More Races:4.2%

Focus on Operational Excellence

  • Create efficiencies and ensure effective operations through updating and enhancing business systems
  • Enhance air quality, maintenance support, and prevention programs
Learn More ⟶

Focus on Operational Excellence

Percent of On-time Bus Arrival


Preventable Bus Accidents

All school bus accidents are determined preventable/non-preventable by the MCPS Accident Review Board and State of Maryland guidelines. The Department of Transportation set a target of not more than 45 preventable accidents per year to gauge efforts around safety training, review, and accident mitigation.


Students Transported by Bus


Board of Education Approves $2.46 Billion Operating Budget for Fiscal Year 2017: On June 14, 2016, the Montgomery County Board of Education adopted a $2.46 billion operating budget request for Fiscal Year (FY) 2017. This included an increase of $180,244,605 from FY 2016. This spending increase strengthened the system’s foundation, which had been squeezed by eight years of difficult economic times, and accelerated efforts to close the achievement gap for African American, Latino, and economically disadvantaged students.

Learn More About the Budget Process, Timeline and More on MCPS Budget 101

Fiscal Year 2017 Budget Resources: Montgomery County Operating Budget at a Glance

Funding Sources


Montgomery County Public Schools is not only the largest school district in Maryland, it is also one of the fastest growing school districts in the state and across the nation. Since the 2007–2008 school year, MCPS has grown by more than 23,801 students. As the student enrollment continues to increase across the system, the focus of the growth is shifting from the elementary school level to the secondary school level, particularly at the high schools. This significant growth in enrollment is creating tremendous demand for additional classroom space. MCPS has added more than 15,000 seats in the last decade to accommodate enrollment increases, but it has not been enough to keep pace with this growth.

The approved FY 2019 Capital Budget and the FY 2019–2024 Capital Improvements Program includes funding for 28 capacity projects—13 additions and three new schools at the elementary school level, six additions at the middle school level, and four additions and two new schools at the high school level. The CIP request also includes funding for countywide infrastructure projects including Heating, Ventilation, and Air Conditioning (HVAC) Replacement; Roof Replacement; Restroom Renovations; and numerous other infrastructure needs.

Investments in Capital Improvements is an investment in students and their futures. It is a balance between dramatic facility needs and fiscal realities that must be made in order to meet enrollment growth and to provide students with modern, safe classrooms where they can learn and grow.

Thomas Edison High School of Technology

New Schools, additions, revitalizations (sq. ft.)

School Type Sq. Ft.
Bethesda-Chevy Chase HS Addition 84,618
Thomas Edison HS for Technology Revitalization/Expansion 171,526
North Bethesda MS Addition 47,791
Lucy V. Barnsley ES Addition 25,500
Kensington-Parkwood ES Addition 25,246
Bayard Rustin ES New 97,397
Total 452,078

Projects during the 2017-2018 school year and completed for the beginning of school in September 2018

Bethesda-Chevy Chase High School

New Construction & Major Capital Projects

Projects during the 2017-2018 school year and completed for the beginning of school in September 2018.

  • Completed 452,078 square feet of new school construction
  • Completed six major capital projects for school opening in September 2018
    • One new school – Bayard Rustin Elementary School
    • One revitalization/expansion projects
      • Thomas Edison High School of Technology
  • Four addition projects
    • Bethesda-Chevy Chase High School
    • North Bethesda Middle School
    • Lucy V. Barnsley Elementary School
    • Kensington-Parkwood Elementary School
  • Construction is ongoing for eight major capital projects
  • Planning/design is underway for eight major capital projects