MCPS Evidence of Learning Framework

 Outcome Data

Elementary School

  Percent Met EOL Literacy Percent Met EOL Mathematics

Female

59.2

59.0

Male

53.4

59.5

Asian

77.6

83.4

Black or African American

51.1

50.2

Hispanic/Latino

33.4

37.0

White

76.4

80.8

All Other

70.2

72.5

Free and Reduced-price Meal System

32.9

35.3

Special Education

30.8

36.0

Limited English Proficiency

31.1

36.8

Middle School

Percent Met EOL Literacy Percent Met EOL Mathematics

Female

73.6

60.0

Male

66.5

55.8

Asian

87.4

84.8

Black or African American

63.9

45.6

Hispanic/Latino

88.0

80.0

White

50.5

34.5

All Other

79.1

70.3

Free and Reduced-price Meal System

48.8

32.7

Special Education

53.3

31.4

Limited English Proficiency

45.5

26.1

High School

Percent Met EOL Literacy Percent Met EOL Mathematics

Female

78.5

73.8

Male

70.3

65.3

Asian

89.8

88.7

Black or African American

69.6

62.2

Hispanic/Latino

54.7

48.9

White

90.0

86.3

All Other

83.0

76.7

Free and Reduced-price Meal System

55.1

48.8

Special Education

57.8

47.0

Limited English Proficiency

38.3

36.2

When evaluating student achievement, MCPS seeks to answer the following questions:

  • Are children learning?
  • Are they learning enough?
  • How do we know?
  • If not, why not?
  • What are we going to do about it?

In order to gain a full picture of a student's progress, the district uses multiple measurements to assess how students are performing. These measures are in classroom, district and external categories that assess student learning.

Classroom Data Report Card
District Assessment District Assessments directly aligned to curriculum standards in the classroom
External Assessment State/National Assessments

The Evidence of Learning Framework consists of a variety of classroom, district, and external measures used to assess student learning. The Framework uses a multiple measures approach that identifies accountability for student readiness and achievement. The Framework’s goal is to move away from a single measure to indicate whether a student is learning or how they can demonstrate their learning. A multiple measures approach increases the opportunities for students to demonstrate their learning and provides a more complete picture of what students know and are able to do. For students who do not demonstrate Evidence of Learning attainment, supports—such as tutoring and interventions—will be provided to enhance student learning and their success.

One aspect of the Evidence of Learning Framework that will be used to identify students in need of additional supports is the external measure of NWEA Measures of Academic Progress (MAP) Growth assessments. The NWEA MAP Growth assessments allow for not only comparing to grade-level peers but also national peers. For the fall administration of an external measure, MAP Growth, the following metrics will be used for students in elementary through high school.

September/October 2021 External Assessment Administration

Level Literacy Mathematics Metrics
Elementary School: Kindergarten – Grade 2 MAP Reading Fluency* MAP-Primary Performance at or above the 50th national percentile
Elementary School: Grade 3 – Grade 5 MAP Growth – Reading MAP Growth – Mathematics Performance at or above the 50th national percentile
Middle School MAP Growth – Reading MAP Growth – Mathematics Performance at or above the 50th national percentile
High School MAP Growth – Reading MAP Growth – Mathematics Performance at or above the 50th national percentile

* Performance is measured for students meeting or exceeding the grade-level standard as designated by NWEA.

Evaluation plans: The intervention data collected for assessment and data analytics will be used to inform each student’s evaluation plan at the conclusion of each intervention/tutoring cycle. The evaluation plan will be provided to teachers and parents. The diagnostic data with daily progress reports will be included in the evaluation plan. In addition, MCPS will use the intervention data, along with multiple measures and anecdotal data, to evaluate the impact and efficiency of the approved intervention programs on addressing students’ loss of learning. Intervention attendance and usage will be used to measure success.