Data Analytics and Statistics Hub

Ready and Successful Students

All students demonstrate proficiency in Mathematics (Middle)


SY23 Actual

SY22 Actual

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 Accountability and Implementation Board (AIB) and the State Board of Education (SBOE) have set long term targets for (SUBJECT) proficiency on the Maryland Comprehensive Assessment Program (MCAP). The MCAP will build a pathway to college and career readiness by the end of high school, mark the students progress toward this goal from grade 3 through high school, and provide teachers with timely information to inform instruction and provide student support. Data only exists from the 2021-2022 school year – current as the State of Maryland shifted testing requirements to align with college and career readiness after the passage of the Blueprint for Maryland’s Future.


  • 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.
  • 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

Detailed Analysis

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