Maryland

Districts and schools
Number of districts
(CCD)

http://www.msde.state.md.us
Students
2002-03
24 24

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 17,984 544,839 197,072 741,911

1993-94

Public school enrollment (CCD)

2002-03
20,397 587,066 253,506 840,572

Number of FTE 1993-94 teachers (CCD) Elementary 21,532
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 9,507 10,733 295 2,104 44,171 7,277 669 3,155 27,481 38,582

2002-03
26,487 11,896 14,104 638 2,258 55,382 9,726 948 3,963 32,623 47,260

Number of public schools

(CCD)

799 209 158 7 2 1,175 862 241 205 23 28 1,359 n/a

Elementary Middle High Combined Other Total

Race/ethnicity (CCD)
American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities (OSEP) * 4% 34 3 59 10% 2% * 5% 37 6 52 10% 3%

Number of FTE non-teacher staff (CCD)

Number of charter schools (CCD)

Finances
Total current expenditures 1993-94
(CCD, adjusted for inflation to 2001-02, in thousands)

2001-02
$4,653,921 355,058 2,471,745 7,480,724

Instructional Noninstructional Support Total

Students with limited English proficiency (NCELA) Migrant students
(OME)

Percentage of teachers with a major in the main subject taught, grades 7-12 (SASS) 1994 2000
English Mathematics Science Social studies 86% 73 86 92 71% 68 84 91

$3,700,987 310,379 2,111,805 6,123,170

*

*

Percentage of core courses taught by highly qualified teachers, 2002-03 (As defined and reported by states, collected by ED)

Per-pupil expenditures
(CCD, adjusted for inflation to 2001-02)

$7,926

$8,692

Eighth-grade students enrolled in 1996 41% Algebra I for high school credit
(NAEP)

2003

32%

All schools High-poverty schools Low-poverty schools

65% 47% 76%
2000-01
4% 79 55

Sources of funding
(CCD, 2001-02)

Federal 6% State 37%

Local 56%

Students eligible to participate in the Free or Reduced265,989 Price Lunch Program, 2002-03 (CCD) Number of schools, by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, ^ 2002-03 (CCD)
0-34% 35-49% 50-74% 205 245 155 730

Outcomes

1993-94 High school dropout rate (NCES) 5% Avg. freshman graduation rate (NCES) 79 55 College-going rate (IPEDS/NCES) NAEP state results (NCES)
Reading, Grade 4 Proficient level or above Basic level or above Math, Grade 8 Proficient level or above Basic level or above

1994
26% 55

2003
32% 62

Title I allocation 2001-02
(ED; Includes Title I, Part A)

$153,983,710

75-100%

1996
24% 57

2003
30% 67

KEY:

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K

— n/a # FTE

* = Less than 0.5 percent

= Not applicable = Not available = Sample size too small to calculate = Full Time Equivalent

^

24 schools did not report.

Statewide Accountability Information
See Appendix B for Maryland’s definitions of proficient for reading and mathematics for grades 3, 8, and 10. See http://mdreportcard.org/ for more details on the statewide accountability system. State assessment for NCLB accountability: Maryland School Assessments (MSA) State student achievement levels: Basic, Proficient, Advanced

Maryland

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
Maryland School Assessments (MSA), used for NCLB accountability Reading Proficient level or above for: Grade 3 Grade 8 High school
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 58% 37 31 25 18 41 39 72 60% 36 13 20 13 40 45 74 61% 38 33 22 15 41 45 75

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 3 Reading Mathematics Grade 8 Reading Mathematics High school eading R Mathematics 40% 47.4 43 19 42.9 20.9

Target (2002-03)
40% 47.4 43 19 42.9 20.9

Student achievement trend: Reading percent proficient level or above

100%

75% 50% 25% 0%

58

60

61

2003 n/a 2002 n/a 2001

2002-03 NCLB accountability results, applied to 2003-04 school year
AYP outcomes and consequences*
Made AYP Identified for improvement: Year 1 Year 2 Corrective action Restructuring Exited improvement status (made AYP twice after missing twice or more, includes total “made” above)

Title I schools
188 (40%) 19 (4%) 26 (1%) 14 (*) 61 (13%) n/a

All schools
871 (65%) 511 (38%) 48 (4%) 19 (1%) 64 (5%) n/a

All districts
0 0 0 0 0 n/a

Grade 3

Grade 8 High School
Grade 8
40% 16 25 8 20 18 27 54

Mathematics Proficient level or above for: Grade 3
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 65% 45 52 37 38 47 53 79

High school
43% 20 n/a 14 29 17 30 58

Other indicator, 2002-03
Elementary indicator: Attendance Middle indicator: Attendance High school indicator: Graduation rate

State target
Meet or progress toward 94% Meet or progress toward 94% Meet or progress toward 90% 914 5,077

State outcome
Met Met Met 1% 4%

Student achievement trend: Mathematics percent proficient level or above

NCLB choice participation
Title I school choice: Supplemental educational services:

Number of Title I students Percent of eligible students

100% 75% 50% 25% 0% Grade 3 Grade 8 High School 65 40 43

2003 n/a 2002 n/a 2001

*Some AYP outcomes for this state are not available due to issues with data collection, measurement, or other reasons. For more information please visit the state’s Web site, above.

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