Montgomery County Public Schools

District Data Trends


AP/IB Course Enrollment
(All High School Students)

Advanced Placement (AP) and International Baccalaureate (IB) courses serve as key components for a rigorous instructional program as well as a foretaste for college-level courses. Students who take AP or IB courses may participate in exams related to the course content.

AP/IB Course Enrollment Asian White Black or African American Hispanic/Latino Other
# % Δ # % Δ # % Δ # % Δ # % Δ
2018 5,313 74.4% 9,746 67.1% 4,523 43.4% 5,160 36.2% 1,359 62.9%
2017 4,788 69.0% 9,241 63.5% 3,934 38.4% 4,338 31.3% 1,186 57.0%
2016 4,387 65.9% 9,107 62.1% 3,632 16.4% 3,908 30.7% 1,112 54.4%

N = Number of MCPS high school students enrolled in one or more AP or IB courses
% = The percentage of students enrolled in one or more AP or IB courses from each racial/ethnic group
Δ = The change from one year to the next in the percentage of students within each racial/ethnic group of students enrolled (A green arrow shows an increase while a red arrow shows a decrease. A yellow arrow indicates no change)


AP Exam Performance – Exam Scores of 3 or Higher
(All High School Students)

Advanced Placement (AP) courses serve as key components for a rigorous instructional program as well as a foretaste for college-level courses. Students who earn AP exam scores of 3 or higher may receive college credit or advanced placement upon entry to college.

Year Asian White Black or African American Hispanic/Latino Other
# % Δ # % Δ # % Δ # % Δ # % Δ
2018 8,435 77.3% 13,049 78.2% 2,382 47.1% 3,042 55.2% 1,696 75.9%
2017 7,651 79.1% 12,613 80.7% 2,196 49.6% 2,811 58.5% 1,509 78.1%
2016 6,905 79.2% 12,755 80.6% 2,056 50.1% 2,577 60.0% 1,449 54.4%

N = Number of AP Exams with a score of 3 or higher
% = The percentage of exams with a score of 3 or higher within the race/ethnic group
Δ = The change from one year to the next in the percentage of AP exams with a score of 3 or higher within each race/ethnic group (A green arrow shows an increase while a red arrow shows a decrease. A yellow arrow indicates no change)


IB Exam Performance – Exam Scores of 4 or Higher
(All High School Students)

International Baccalaureate (IB) courses serve as key components for a rigorous instructional program as well as a foretaste for college-level courses. Students who earn IB exam scores of 4 or higher may receive college credit or advanced placement upon entry to college.

Year Asian White Black or African American Hispanic/Latino Other
# % Δ # % Δ # % Δ # % Δ # % Δ
2018 646 77.2% 1,119 82.7% 442 50.1% 410 50.3% 180 75.3%
2017 649 80.9% 1,122 88.3% 382 52.0% 473 63.6% 173 78.6%
2016 618 79.7% 1,130 87.6% 310 55.3% 393 66.8% 151 79.5%

N = Number of IB Exams with a score of 4 or higher
% = The percentage of IB exams with a score of 4 or higher within the race/ethnic group
Δ = The change from one year to the next in the percentage of IB exams with a score of 4 or higher within each race/ethnic group (A green arrow shows an increase while a red arrow shows a decrease. A yellow arrow indicates no change)


PSAT Participation –
(Grade 10 Students)

The PSAT aligns with best practices in classroom instruction that develop knowledge, skills, and understanding that the research indicates are most important for college and career readiness success. In addition to serving as a prediction tool for how a student will perform on the SAT, the PSAT scores yield data that help identify students enrolled in regular-level classes who have the potential to perform well in challenging courses, including Advanced Placement (AP) courses.

Year Asian White Black or African American Hispanic/Latino Two or More Races
# % Δ # % Δ # % Δ # % Δ # % Δ
2018 1,751 97.4% 3,597 95.2% 2,384 90.9% 3,164 85.3% 500 93.7%
2017 1,705 97.2% 3,585 94.6% 2,351 88.5% 2,916 83.1% 482 91.9%
2016 1,659 96.9% 3,524 94.2% 2,359 89.6% 2,785 85.8% 508 94.1%

N = Number of PSAT participation
% = The percentage of PSAT participation within the race/ethnic group
Δ = The change from one year to the next in the percentage of PSAT participation within each race/ethnic group (A green arrow shows an increase while a red arrow shows a decrease. A yellow arrow indicates no change)
Notes. First-time Grade 10 students enrolled in English for Speakers of Other Languages level 1 or 2 instruction and students enrolled in a certificate curriculum are excluded in the analysis. Students from alternative schools, American Indian or Alaskan Native, and Native Hawaiian or Other Pacific Islander students are included but not reported separately.


ACT Exam Participation and Performance
(High School Graduates)

The ACT is a standardized test used for college admissions. There are four subtest scores (i.e., English, math, reading, and science) and a composite score. The composite score is the average of the four test scores and ranges from 1 (low) to 36 (high). This dashboard includes data on the performance and participation of MCPS graduates as it relates to the ACT.

Year Asian White Black or African American Hispanic/Latino Other
# Score Δ # Score Δ # Score Δ # Score Δ # Score Δ
2018 599 28 1,668 27 687 20 573 22 195 27
2017 656 28 2,049 27 771 20 539 21 195 26
2016 561 27 1,787 27 753 20 455 21 173 26

N = Number of students taking the ACT
Score = Average composite score
Δ = The change from one year to the next in the average ACT composite score within each racial/ethnic group (A green arrow shows an increase while a red arrow shows a decrease. A yellow arrow indicates no change)


SAT Exam Participation and Performance
(High School Graduates)

The SAT is a standardized test used for college admissions developed by The College Board. There are two sections of the SAT that are scored: 1) Evidence-Based Reading and Writing (ERW) and 2) Math. Each section score ranges from 200 to 800. There is also a total score, a composite of the two sections, which ranges from 400 to 1600. The SAT was redesigned for the 2017 school year—scores from prior years should not be used for comparison. This dashboard includes data on the performance MCPS graduates as it relates to the SAT.

Year Asian White Black or African American Hispanic/Latino Other
# Score Δ # Score Δ # Score Δ # Score Δ # Score Δ
2018 1,409 1280 2,327 1253 1,684 1036 1,324 1045 379 1228
2017 877 1206   1,861 1223   1,504 1020   1,138 1037   253 1173  

N = Number of students taking the SAT
Score = Average composite score
Δ = The change from one year to the next in the average SAT composite score within each racial/ethnic group (A green arrow shows an increase while a red arrow shows a decrease. A yellow arrow indicates no change)


Advanced Placement (AP) and International Baccalaureate (IB) tests are college-level exams on specific subjects and are administered upon the completion of an AP or IB course taken at a student's high school. Students who earn AP exam scores of 3 or higher or IB exam scores of 4 or higher may receive college credit or advanced placement upon entry to college.

AP Exams Taken
(All High School Students)

Year Asian White Black or African American Hispanic/Latino Other
# Δ # Δ # Δ # Δ # Δ
2018 10,911 16,689 5,060 5,509 2,235
2017 9,668 15,635 4,427 4,802 1,931
2016 8,718   15,825   4,102   4,296   1,819  

N = Number of AP exams taken by MCPS high school students
Δ = The change from one year to the next in the number of exams taken by MCPS high school students within each racial/ethnic group (A green arrow shows an increase while a red arrow shows a decrease. A yellow arrow indicates no change)

IB Exams Taken
(All High School Students)

Year Asian White Black or African American Hispanic/Latino Other
# Δ # Δ # Δ # Δ # Δ
2018 837 1,353 883 815 239
2017 802 1,270 734 744 220
2016 775   1,290   561   588   190  

N = Number of IB exams taken by MCPS high school students
Δ = The change from one year to the next in the number of exams taken by MCPS high school students within each racial/ethnic group (A green arrow shows an increase while a red arrow shows a decrease. A yellow arrow indicates no change)


AP Exam Performance – Exam Scores of 3 or Higher
(All High School Students)

Advanced Placement (AP) courses serve as key components for a rigorous instructional program as well as a foretaste for college-level courses. Students who earn AP exam scores of 3 or higher may receive college credit or advanced placement upon entry to college.

Year Asian White Black or African American Hispanic/Latino Other
# % Δ # % Δ # % Δ # % Δ # % Δ
2018 8,435 77.3% 12,755 78.2% 2,382 47.1% 3,042 55.2% 1,696 75.9%
2017 7,651 79.1% 12,613 80.7% 2,196 49.6% 2,811 58.5% 1,509 78.1%
2016 6,905 79.7% 13,049 80.6% 2,056 50.1% 2,577 60.0% 1,449 79.7%

N = Number of AP Exams with a score of 3 or higher
% = The percentage of exams with a score of 3 or higher within the race/ethnic group
Δ = The change from one year to the next in the percentage of AP exams with a score of 3 or higher within each race/ethnic group (A green arrow shows an increase while a red arrow shows a decrease. A yellow arrow indicates no change)


Number of Bridge Plan Projects

Students who meet the eligibility criteria listed in COMAR and have failed to satisfy any of their Maryland High School Graduation Assessment requirements by passing the assessment outright or through a combined score may satisfy unmet requirements through successful completion of applicable Bridge Plan projects. The Bridge Plan for Academic Validation provides remediation and a path to graduation that is tied to State standards. The Bridge Plan for Academic Validation provides a process that helps ensure all students have a fair opportunity to demonstrate their knowledge and skills if traditional assessments are not effective measures.

Year Algebra Biology English Government
2018 0 0 2 814
2017 0 67 0 522
2016 0 623 0 7
  • Note: Bridge Plans were not required for Algebra and English during school years 2016 and 2017 as the State was transitioning between test versions. Students were awarded participation credit during these years and did not need to pass the assessment but only take the assessment.
  • Note: Bridge Plans were not required for Biology beginning in school year 2018 as the State is transitioning to the new High School-Maryland Integrated Science Assessment (HS-MISA). Students are currently awarded participation credit for taking the assessment.

MCAP (PARCC) ELA Performance –
(Students in Grades 3 through 8 and Grade 10)

The Maryland Comprehensive Assessment Program (MCAP) English Language Arts (ELA) is a required assessment in the state of Maryland. Formerly known as PARCC, the assessment measures complex skills like critical thinking, persuasive writing and problem solving. The tests are scored on a five-point scale—Level 1: Did not yet meet expectations; Level 2: Partially Met Expectations; Level 3: Approached Expectations; Level 4: Met expectations and Level 5: Exceeded Expectations. Students scoring 4’s and 5’s are considered to be on track to be college and career ready.

Level 1
Not Met
Level 2
Partially Met
Level 3
Approached
Level 4
Met
Level 5
Exceeded
Grade Year N % N % N % N % N %
ELA03 2018 2,020 16.8% 1,806 15.0% 2,476 20.6% 4,848 40.4% 852 7.1%
2017 2,024 16.5% 1,918 15.6% 2,507 20.4% 4,950 40.3% 879 7.2%
2016 2,054 17.3% 1,994 16.8% 2,520 21.3% 4,472 37.7% 813 6.9%
ELA04 2018 1,252 10.1% 1,808 14.5% 2,730 21.9% 4,397 35.3% 2,256 18.1%
2017 1,138 9.5% 1,829 15.3% 2,742 23.0% 4,487 37.6% 1,750 14.6%
2016 1,230 10.5% 1,755 14.9% 2,912 24.8% 4,373 37.2% 1,474 12.6%
ELA05 2018 1,192 9.8% 1,854 15.2% 2,901 23.7% 5,442 44.5% 830 6.8%
2017 1,158 9.8% 1,810 15.3% 2,763 23.3% 5,290 44.6% 847 7.1%
2016 1,035 9.0% 1,941 16.8% 2,749 23.9% 5,060 43.9% 736 6.4%
ELA06 2018 1,150 9.7% 2,020 17.0% 3,036 25.5% 4,447 37.4% 1,238 10.4%
2017 1,013 8.8% 2,072 18.0% 3,054 26.5% 4,534 39.3% 858 7.4%
2016 1,064 9.3% 1,863 16.4% 3,182 28.0% 4,559 40.1% 712 6.3%
ELA07 2018 1,374 11.7% 1,558 13.3% 2,448 20.9% 3,866 33.0% 2,459 21.0%
2017 1,324 11.4% 1,512 13.0% 2,599 22.4% 4,244 36.5% 1,946 16.7%
2016 1,515 13.5% 1,894 16.9% 2,840 25.3% 3,784 33.8% 1,173 10.5%
ELA08 2018 1,485 12.6% 1,635 13.9% 2,482 21.0% 4,652 39.4% 1,549 13.1%
2017 1,595 13.9% 1,756 15.4% 2,605 22.8% 4,454 38.9% 1,029 9.0%
2016 1,539 14.0% 1,745 15.8% 2,461 22.3% 4,339 39.4% 939 8.5%
ELA10 2018 1,524 12.4% 1,362 11.0% 2,068 16.8% 4,254 34.5% 3,131 25.4%
2017 1,073 9.7% 1,019 9.2% 1,632 14.8% 4,056 36.7% 3,283 29.7%
2016 2,422 20.3% 1,561 13.1% 2,196 18.4% 3,625 30.4% 2,112 17.7%

N = Number of students at proficiency level
% = The percentage of students at proficiency level


MCAP (PARCC) Math Performance –
(Students in Grades 3 through 8, Algebra 1 and Geometry)

The Maryland Comprehensive Assessment Program (MCAP) Mathematics (Math) is a required assessment in the state of Maryland. Formerly known as PARCC Math, it measures complex skills like critical thinking, mathematical reasoning, and problem solving. The tests are scored on a five-point scale—Level 1: Did not yet meet expectations; Level 2: Partially Met Expectations; Level 3: Approached Expectations; Level 4: Met expectations and Level 5: Exceeded Expectations. Students scoring 4’s and 5’s are considered to be on track to be college and career ready.

Level 1
Not Met
Level 2
Partially Met
Level 3
Approached
Level 4
Met
Level 5
Exceeded
Grade Year N % N % N % N % N %
Math03 2018 1,201 9.9% 1,958 16.1% 2,525 20.8% 4,116 33.9% 2,358 19.4%
2017 1,200 9.6% 1,893 15.1% 2,705 21.6% 4,374 35.0% 2,342 18.7%
2016 1,219 10.2% 1,848 15.4% 2,480 20.7% 4,631 38.6% 1,826 15.2%
ELA04 2018 1,165 9.3% 2,170 17.3% 2,917 23.2% 5,078 40.4% 1,239 9.9%
2017 1,227 10.1% 2,228 18.3% 2,898 23.8% 4,726 38.8% 1,104 9.1%
2016 999 8.4% 2,356 19.8% 2,819 23.7% 4,833 40.6% 911 7.6%
ELA05 2018 1,253 10.2% 2,334 18.9% 2,939 23.8% 4,267 34.6% 1,530 12.4%
2017 1,147 9.5% 2,414 20.0% 3,063 25.4% 4,110 34.1% 1,323 11.0%
2016 1,001 8.6% 2,621 22.5% 2,791 23.9% 3,940 33.8% 1,317 11.3%
ELA06 2018 1,290 10.8% 2,572 21.6% 3,199 26.8% 3,804 31.9% 1,060 8.9%
2017 1,454 12.5% 2,447 21.0% 3,035 26.0% 3,601 30.9% 1,121 9.6%
2016 1,287 11.1% 2,312 20.0% 3,084 26.7% 3,872 33.5% 999 8.6%
ELA07 2018 999 11.0% 2,360 26.0% 2,968 32.7% 2,606 28.7% 137 1.5%
2017 1,104 11.4% 2,368 24.4% 3,229 33.3% 2,798 28.9% 190 2.0%
2016 1,120 12.0% 2,127 22.8% 3,171 34.0% 2,693 28.9% 216 2.3%
ELA08 2018 908 54.0% 497 29.5% 236 14.0% 41 2.4% 1 0.1%
2017 1,303 53.0% 616 25.1% 422 17.2% 116 4.7% 0 0.0%
2016 1,485 24.3% 1,296 21.2% 983 16.1% 1,616 26.4% 736 12.0%
Alg. 1 2018 1,770 11.0% 3,518 21.8% 4,087 25.4% 5,871 36.5% 856 5.3%
2017 1,359 9.8% 2,870 20.7% 3,604 26.0% 5,418 39.0% 629 4.5%
2016 1,366 11.0% 2,603 21.0% 2,889 23.3% 5,099 41.2% 421 3.4%
Geometry 2018 0 0.0% 13 0.7% 157 7.9% 1,185 59.4% 641 32.1%
2017 2 0.1% 30 1.5% 245 12.2% 1,242 61.9% 486 24.2%
2016 Geometry PARCC was not administered this year

N = Number of students at proficiency level
% = The percentage of students at proficiency level