Full Menu
Office of Shared Accountability → Schools at a Glance → About Glance → Definitions and Data Sources
Alternative Education Programs at the Blair G. Ewing Center:
The average daily attendance for a given year is based on the aggregate number of enrolled, Grades 1 through 12 students who are present in school each day from the first day of school through April 13th. 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 four-year adjusted cohort dropout rate is defined as the number of students who terminate formal education, 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.
The English for Speakers of Other Languages (ESOL) enrollment is the percentage of students eligible for ESOL services including students whose families have refused ESOL services as of October 31, 2018, divided by the official total student enrollment as of September 30, 2018. This percentage may differ from the ESOL percentage reported in the requested FY 2019 Capital Budget, due to different “as of” reporting dates.
The Free and Reduced-price Meals System (FARMS) enrollment is the percentage of students eligible for FARMS services as of October 31, 2018, divided by the official total student enrollment as of September 30, 2018. This percentage may differ from the FARMS percentage reported in the requested FY 2018 Capital Budget due to “as of” reporting dates.
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.
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 B = Inside General Education Settings 40 – 79%.
LRE C = Inside General Education Settings Less Than 40%.
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.
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 also are shown.
Racial/ethnic composition percentages are reported in Schools at a Glance for students, professional staff, and supporting services staff. The student composition percentages are reported for the students enrolled as of September 30, 2018.
Maryland State Department of Education
Office of Shared Accountability
The Special Education (Spec. Ed) enrollment is the percentage of students eligible for special education services, as of October 1, 2018, divided by the official total student enrollment as of September 30, 2017. This percentage may differ from the Spec. Ed percentage reported in the requested FY 2018 Capital Budget, due to different “as of” reporting dates.
The Student/Instructional Staff Ratio is calculated by dividing the weighted enrollment as of September 30, 2018, by the number of instructional staff. Weighted enrollment includes full-day kindergarten enrollment plus 1/2 times pre-K enrollment plus enrollment in Grades 1–12. Instructional staff is determined as all school-based instructional Full-time Equivalent positions (includes staff under the Teachers, Other Professional, and Instructional Support categories).