Maryland

Maryland
http://www.msde.state.md.us

School and Teacher Demographics
Per pupil expenditures
(CCD, 2000-01)

$8,256 24 0

Number of Districts
(CCD, 2001-02)

Number Schools

of

Charter

(CCD, 2001-02)

Number of Public Schools
(CCD)

Elementary Middle High Combined Total Number of FTE Teachers
(CCD)

1993-94 832 210 162 11 1,215

2001-02 868 240 202 20 1,330

Elementary Middle High Combined Total
(SASS)

1993-94 22,194 9,525 10,839 417 42,975

2001-02 26,286 11,953 14,021 618 52,878

Percentage of teachers with a major in the main subject taught, grades 7-12 1994 86% 73 86 92 2000 71% 68 84 91

English Math Science Social Studies

Key

* —

= Less than 0.5 percent = Not applicable

n/a # High Poverty Schools

= Not available = Sample size too small to calculate = 75-100% students qualify for lunch subsidies

Maryland

Sources of Funding District Average
(CCD, 2000-01)

Student Demographics
Public school enrollment
(CCD)

Pre-K K-8 9-12 Total (K-12) Race/ethnicity
(CCD)

1993-94 17,984 544,839 197,072 741,911

2001-02 20,314 587,816 246,807 834,623

1993-94 American Indian/Alaskan Natives Asian/Pacific Islander Black Hispanic White Other Students with disabilities
(OSEP)

2001-02 * 5% 37 5 52 2001-02 10% 2000-01 3%

* 4% 34 3 59 1993-94 10% 1993-94 2%

Students with limited English proficiency
(ED/NCBE)

Key

* —

= Less than 0.5 percent = Not applicable

n/a # High Poverty Schools

= Not available = Sample size too small to calculate = 75-100% students qualify for lunch subsidies

Maryland

Migratory students
(OME)

1993-94 *

2001-02 *

All schools by percent of students eligible to participate in the Free and Reduced-Price Lunch Program† (CCD, 2001-02)

†2 schools did not report.

Statewide Accountability Information
(Collected from states, January 2002 for 2001-02 school year.)

Statewide Goal for Schools on State Assessment
Seventy percent of students at satisfactory level (six subjects), 90 percent pass four functional tests.

Expected School Improvement on Assessment
Substantial and sustained progress in meeting performance standards annually (average for three years).

Title I Adequate Yearly Progress (AYP) for Schools
Same as statewide goal.

Title I 2001-02

(ED Consolidated Report, 2001-02)

Number of schools Schools meeting AYP Goal Schools identified for Improvement
Key

Schoolwide Programs 294 77% 190 73% 91 83%

Targeted Assistance 86 28% 72 27% 19 17%
n/a #

Total 380 100% 262 69% 110 29%

* —

= Less than 0.5 percent = Not applicable

High Poverty Schools

= Not available = Sample size too small to calculate = 75-100% students qualify for lunch subsidies

Maryland

Title I Allocation

$132,781,000

(Includes Basic, Concentration, and LEA grants, Capital Expenditures, Even Start, Migrant Education, and Neglected and Delinquent, ED, 2000-2001)

NAEP State Results
Grade 4 Reading, 2003 Proficient level and above Basic level and above Math, 2003 Proficient level and above Basic level and above 32% 62 Grade 8 31% 71

31% 72

30% 67

Maryland
Student Achievement 2001-02 Assessment: Maryland School Performance Assessment Program. State Definition of Proficient: Proficient: A realistic and rigorous level of achievement indicating proficiency in meeting the needs of students. Elementary School Grade 3 Reading Students in: All schools Title I schools Economically Disadvantaged Students Students with limited English proficiency Migratory students Students with Disabilities
Key * —

Partially Proficient

Proficient

Advanced

68% 78 83

28% 20 16

4% 2 1

81 * 77

17 * 21

2 * 2

= Less than 0.5 percent = Not applicable

n/a # High Poverty Schools

= Not available = Sample size too small to calculate = 75-100% students qualify for lunch subsidies

Maryland

Grade 3 Mathematics Students in: All schools Title I schools Economically Disadvantaged Students Students with limited English proficiency Migratory students Students with Disabilities
Partially Proficient Proficient Advanced

71% 80 85

27% 19 14

2% 1 1

85 * 81

14 * 18

1 * 1

Student Achievement Trend Reading 3rd grade meets or exceeds Proficient

Middle School Grade 8 Reading
Key n/a # High Poverty Schools = Not available = Sample size too small to calculate = 75-100% students qualify for lunch subsidies

* —

= Less than 0.5 percent = Not applicable

Maryland

Students in: All schools Title I schools Economically Disadvantaged Students Students with limited English proficiency Migratory students Students with Disabilities

Partially Proficient

Proficient

Advanced

75% 86 87

22% 13 12

3% 1 1

87 * 95

12 * 5

1 * *

Grade 8 Mathematics Students in: All schools Title I schools Economically Disadvantaged Students Students with limited English proficiency Migratory students Students with Disabilities
Partially Proficient Proficient Advanced

63% 83 82

28% 15 16

9% 2 2

77 * 91

20 * 8

3 * 1

Student Achievement Trend Mathematics 8th grade meets or exceeds Proficient

Key

* —

= Less than 0.5 percent = Not applicable

n/a # High Poverty Schools

= Not available = Sample size too small to calculate = 75-100% students qualify for lunch subsidies

Maryland

High School Grade Students in: All schools Title I schools Economically Disadvantaged Students Students with limited English proficiency Migratory students Students with Disabilities

Grade Mathematics Students in: All schools Title I schools Economically Disadvantaged Students

Key

* —

= Less than 0.5 percent = Not applicable

n/a # High Poverty Schools

= Not available = Sample size too small to calculate = 75-100% students qualify for lunch subsidies

Maryland

Students with limited English proficiency Migratory students Students with Disabilities High School Indicators High school dropout rate (CCD, event) Postsecondary enrollment
(NCES, High school grads enrolled in college)

1993-94
5%

2000-01
4%

1994-95
55%

2000-01
55%

Key

* —

= Less than 0.5 percent = Not applicable

n/a # High Poverty Schools

= Not available = Sample size too small to calculate = 75-100% students qualify for lunch subsidies