All students demonstrate proficiency in English Language Arts (Middle)
Objective Description
Trend Analysis
The number of HCPSS diploma graduates has increased each year from 3,925 graduates in 2019 to 4,342 graduates in 2022. The percent of HCPSS graduates who have enrolled in at least one AP course during high school also increased, from 72.3 percent (2,839 of 3,925 graduates) in 2019 to 75.6 percent (3,283 of 4,342 graduates) in 2022. In the Class of 2022, Black (55.5%) and Latino (63.3%) graduates continued to have lower AP course participation rates than their Asian (93.2%), White (81.3%), and Two or More Races (76.7%) peers. Overall, the percent of graduates who took at least one AP exam decreased by 4.6 percentage points from 56.3 percent (2,211 of 3,925) in 2019 to 51.7 percent (2,245 of4,342) in 2022. Patterns by race/ethnicity in AP exam participation rates for graduates mirror the patterns for all students, with Asian (79%) graduates having the highest exam participation rate, followed by White (55%), Two or More (51%), Hispanic/Latino (35%), and Black/African American (29%) graduates. With decreased AP exam participation rates, the percent of all graduates who scored a 3 or higher on at least one AP exam also decreased, from 47.9 percent (1,881 of 3,925) in 2019 to 42.3 percent (1,835 of 4,342) in 2022. For the subpopulation of graduates who took at least one AP exam, the performance rate decreased from 85% in 2019 to 82% of test takers scoring a 3 or higher on at least one AP exam. Patterns by race/ethnicity in the percent of graduates who scored a 3 or higher on at least one AP exam mirror the patterns for all students. Short-term, HCPSS aims to increase consistent application of the AP Potential tool across all high schools. Longer term, HCPSS will monitor the success of students in their course placements, course trajectories, and the representation of student groups in the various course levels.
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.
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Source: Howard County Public School System