Maryland

Districts and schools
Number of districts
(CCD)

http://www.msde.state.md.us
Students
2003-04
24 24

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 17,964 544,834 197,072 741,906

1993-94

Public school enrollment (CCD)

2003-04
21,391 582,121 260,526 842,647

Number of FTE 1993-94 teachers (CCD) Elementary 22,194
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 9,536 11,371 511 347 43,959 7,277 669 3,155 27,481 38,582

2003-04
26,447 12,033 14,670 567 583 54,300 9,910 1,203 4,002 37,216 52,331

Number of public schools

(CCD)

832 213 175 18 15 1,253 864 238 210 24 30 1,366 1

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% 38 6 50 10% 3%

Number of FTE non-teacher staff (CCD)

Number of charter schools (CCD)

Finances
Total current expenditures 1993-94
(CCD, in thousands of dollars, adjusted for inflation to 2002-03) $3,683,709 Instructional 308,894 Noninstructional 2,101,925 Support Total 6,094,528

2002-03
$4,934,017 362,635 2,636,403 7,933,055

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

*

*

Percentage of core courses taught by highly qualified teachers, 2003-04 (As defined and reported by states, collected by ED)

Per-pupil expenditures
(CCD, adjusted for inflation to 2002-03)

$7,889

$9,153

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

2003

32%

All schools High-poverty schools Low-poverty schools

67% 47% 78%
2000-01
4% 79 55

Sources of funding
(CCD, 2002-03)

Federal 7% State 38%

Local 55%

Students eligible to participate in the Free or Reduced272,822 Price Lunch Program, 2003-04 (CCD) Number of schools, by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, ^ 2003-04 (CCD) 743 0-34%

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

35-49% 50-74%
Title I allocation 2002-03
(ED; Includes Title I, Part A)

200 274 146

1994
26% 55

2005
32% 64

$153,983,710

75-100%
^

1996
24% 57

2005
30% 67

KEY:

54

K

— n/a # FTE

*

= Less than 0.5 percent = Not applicable = Not available = Sample size too small to calculate = Full Time Equivalent

3 schools did not report.

Maryland
Statewide Accountability Information
See Appendix B for Maryland’s definitions of proficient for Reading and mathematics for grades 3, 8, and high school. 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: TBD

St udent Achievement 2003-04
Maryland School Assessments, 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 Hispanic students White, non-Hispanic 71% 54 75 43 45 58 59 82 64% 43 43 21 18 48 48 76 66% 43 33 27 15 47 49 79

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

Target (2003-04)
42.7% 49.8 45.6 22.7 45.5 27.5

Student achievement trend: Reading percent proficient level or above
100% 71 58 2004 2003 n/a 2002

75% 50% 25%

60 64

61 66

2003-04 NCLB accountability results, applied to 2004-05 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 being identified for improvement)

Title I schools
292 (77%) 31 (8%) 18 (5%) 7 (2%) 59 (16%) 0

All schools

All districts

1,069 (79%) 5 (63%) 1 140 (10%) 8 (34%) 19 (1%) 0 13 (1%) 1 (4%) 83 (6%) 0 0 0

Grade 3 Grade 8 High School Mathematics Proficient level or above for: Grade 3 Grade 8
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 72% 56 81 42 50 58 64 83 46% 23 14 11 25 24 32 60

0%

High school
48% 23 # 16 30 21 35 63

Other indicator, 2003-04
Elementary indicator: Attendance Middle school indicator: Attendance High school indicator: Graduation rate

State target

State outcome
Met Met Met

Meet or progress toward 94% Meet or progress toward 94% Meet or progress toward 90% 914 5,077 2% 17%

Student achievement trend: Mathematics percent proficient level or above
100% 75% 50% 25% 0% Grade 3 Grade 8 High School 65 72 40 46 43 48 2004 2003 n/a 2002

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

Number of Title I students Percent of eligible students

55