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Ready and Successful Students

All students demonstrate proficiency in English Language Arts (Middle)

22% 

SY23 Actual

SY22 Actual
27.1%

Objective Description

The Blueprint for Maryland’s Future provides access to a rigorous and meaningful education that prepares students for success in college, career, and life. All students, regardless of family income, race, ethnicity, and/or ability shall have equitable access to new curricula and college and career pathways. The College and Career Readiness Pillar in the Blueprint for Maryland’s Future sets a new College and Career Readiness (CCR) standard that prepares graduates for success in college and the workforce by ensuring they have the knowledge and skills to complete entry-level credit-bearing college courses and work in high-wage and high-demand industries. The Blueprint aims to have all students meet the CCR standard by the end of their 10th grade year, develops CCR-Support pathways to support students in meeting the standard, enables students to enter a Post-CCR pathway that builds on the student’s strengths, develops a Career and Technical Education (CTE) system that is aligned with industry’s needs, and ensures that prekindergarten through 12th grade curriculum, standards, and assessments are all aligned with the new CCR standard.

Trend Analysis

The Maryland State Department of Education (MSDE) has set long-term targets for English Language Arts (ELA) and Mathematics proficiency on state assessments. By 2030, the goal is to reduce the percentage of non-proficient students by half. Annual school system academic achievement targets are aligned with the long-term target and each student group’s progress is monitored. As each group reduces non-proficient students, achievement gaps will narrow. Data is unavailable for 2020 and 2021 due to testing cancellations/postponements at the state level.

Strategies

  • School Improvement Planning: The process for school improvement planning has been refined to: (1) enable earlier and more sustained engagement with schools; (2) foster deeper analysis of school data, including root-cause analysis related to achievement gaps, postsecondary readiness, and discipline disproportionality; and (3) enable more thoughtful planning of school-wide professional learning strategies.
  • Reading Intervention PK-12: The Elementary and Secondary English/Language Arts Offices have developed an integrated tiered system of supports designed to meet the academic and social/behavioral needs of all students from pre-Kindergarten through Grade 12. This system aims to improve educational outcomes and reduce achievement gaps for students with and without disabilities.
  • Analyzing and Responding to Opportunity Gaps along the PreK-12 Continuum: HCPSS leverages data as it becomes available throughout the school year to inform ongoing instructional and support practices. For example, school teams hold regular data conversations using a variety of classroom performance and standardized assessment data to synthesize information about their students and gauge students’ progress toward mastering grade-level standards.

Source: Howard County Public School System

References

Target = 49.3

Detailed Analysis


Howard County, Maryland

George Howard Building
3430 Court House Drive
Ellicott City, MD 21043 

dash@howardcountymd.gov


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