ED Seal
Table of contents
•Title page
•Introduction
•Acknowledgments
•National Summary
State Profiles
-Alabama
- Alaska
- Arizona
- Arkansas
- California
- Colorado
- Connecticut
- Delaware
- District of Columbia
- Florida
- Georgia
- Hawaii
- Idaho
- Illinois
- Indiana
- Iowa
- Kansas
- Kentucky
- Louisiana
- Maine
- Maryland
- Massachusetts
- Michigan
- Minnesota
- Mississippi
- Missouri
- Montana
- Nebraska
- Nevada
- New Hampshire
- New Jersey
- New Mexico
- New York
- North Carolina
- North Dakota
- Ohio
- Oklahoma
- Oregon
- Pennsylvania
- Puerto Rico
- Rhode Island
- South Carolina
- South Dakota
- Tennessee
- Texas
- Utah
- Vermont
- Virginia
- Washington
- West Virginia
- Wisconsin
- Wyoming
•Sources
•Appendix A
•Appendix B
•Appendix C
•Full report in PDF format (956K)

State Education Indicators With a Focus on Title I

A r c h i v e d  I n f o r m a t i o n

Maryland
http://www.msde.state.md.us/

School and Teacher Demographics

Number of districts
(CCD, 1998-99)		 24
Number of public schools in state
(CCD, 1998-99)
Elementary Middle High Combined Other
856 232 201 20 17
Student/teacher ratio
(CCD, 1998-99)
Elementary Middle High
18:1 17:1 18:1
Number of FTE teachers in state
(CCD, 1998-99)
Elementary Middle High Combined Other
23,570 10,589 12,648 540 229
Public school enrollment
  1989-90 1998-99
K-8
(CCD)		 507,007 582,959
9-12
(CCD)		 191,799 231,534
Pre-K
(by state definition)		 n/a 20,013

Sources of funding
District average
(CCD, 1996-97)

State 39.0%, Local 55.8%, Federal 5.2%

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Student Demographics

Race/ethnicity
(CCD, K-12)
  1989-90 1998-99
American Indian/Alaskan Natives 0.2% 0.3%
Asian/Pacific Islander 3.3 4.0
Black 32.7 36.6
Hispanic 2.1 4.0
White 61.7 55.0
Students with disabilities
(OSEP, K-12)
1990-91 1998-99
11.1% 11.0%
Limited English proficient
(USED/NCBE, K-12)
1989-90 1996-97
10,034 16,186
Migrant
(OME, K-12)
1993-94 1998-99
576 1,119
High school dropout rate
(CCD, event)
1993-94 1997-98
n/a 4.3%
Postsecondary enrollment
(IPEDS, High school grads enrolled in college)
1994-95 1997-98
55% 64%

All schools by percent of students eligible to participate in the Free Lunch Program*
(CCD, 1998-99)

For 0 to 34%, 897 schools; 35 to 49%, 195 schools; 50 to 74%, 135 schools; and 75 to 100%, 95 schools.

*Four schools did not report

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Statewide Accountability Information

Statewide Goal for Schools on State Assessment
Seventy percent of students at Satisfactory level (6 subjects) by 2000, 90% pass 4 functional tests

Expected School Improvement on Assessment
Substantial and sustained progress in meeting performance standards annually (average for 3 yrs).

Indicators for School Accountability
CRT (MSPAP) and MD Functional scores, attendance, dropouts.

Title I Adequate Yearly Progress (AYP) for Schools
Same as statewide goal

Schools Meeting Title I AYP Goal
282 (94.0%)

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Title I Schools

Title I enrollment
(USED)
  1998-99
K-8 122,337
9-12 613
Pre-K n/a
Race/ethnicity
(USED, K-12)
  Schoolwide Targeted
Assistance
American Indian/Alaskan Natives 490 28
Asian/Pacific Islander 2,072 615
Black 81,887 3,983
Hispanic 7,014 2,399
White 30,035 3,061
Title I allocation
(Includes Basic, Concentration, and LEA grants, Capital Expenditures, Even Start, Migrant Education, and Neglected & Delinquent, USED, 1998-99)		 $102,848,888

Number of schools with Title I programs
Schoolwide vs. targeted assistance (USED)

In 1996, 40 schools with schoolwide programs and 394 schools with targeted assistance; in 1998, 239 schoolwide, 167 targeted assistance; in 1999, 226 schoolwide, 74 targeted assistance

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Assessment Information

Assessment Reported
Maryland School Performance Assessment Program, used since 1992.

Progress Toward Assessment Aligned with Standards
Performance standards met review criteria of the U.S. Department of Education.

State Definition of "Proficient" used since 1993
Satisfactory: A realistic and rigorous level of achievement indicating proficiency in meeting the needs of students.

Definition of Title I Targeted Assistance
All students in Title I schools at tested grade are included in the assessment results.

Exclusion from Assessment
Certain students with disabilities and LEP students.

Other Assessments
Comprehensive Tests of Basic Skills, given each year to all students in grades 2, 4 and 6. Maryland Functional Tests in Reading, Mathematics, and Writing. Minimum competency tests required for high school graduation.

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Student Achievement 1998-1999

Percentage of students meeting state proficiency levels

Grade 3

Reading/Language Arts
  Not Satisfactory Satisfactory Excellent
All Students 58.8% 34.5% 6.7%
Title I Schoolwide 75.5 21.4 3.1
Title I Targeted 60.7 33.1 6.2
Percent of School in Poverty      
  00-24 48.2 42.6 9.2
  75-100 84.2 14.2 1.6
LEP Students 65.0 31.8 3.2
Migrant students      

Student achievement trend
Reading 3rd grade meets or exceeds Satisfactory

For 1995-96, 35.3% of all students, 47.5% of students at schools with less than 25% of students in poverty, and 9.3% of students at schools with 75% or more in poverty meet or exceed Satisfactory. For 1996-97, 36.8% of all students, 50.4% of students at schools with less than 25% of students in poverty, and 10.4% of students at schools with 75% or more in poverty meet or exceed Satisfactory. For 1997-98, 41.6% of all students, 55.0% of students at schools with less than 25% of students in poverty, and 15.9% of students at schools with 75% or more in poverty meet or exceed Satisfactory. For 1998-99, 41.2% of all students, 51.8% of students at schools with less than 25% of students in poverty, and 15.8% of students at schools with 75% or more in poverty meet or exceed Satisfactory.

Mathematics
  Not Satisfactory Satisfactory Excellent
All Students 61.1% 32.5% 6.4%
Title I Schoolwide 77.9 19.3 2.8
Title I Targeted 66.1 29.5 4.4
Percent of School in Poverty      
  00-24 49.7 41.3 9.0
  75-100 86.7 11.9 1.4
LEP Students 69.7 26.2 4.1
Migrant students      

Grade 8

Reading/LanguageArts
  Not Satisfactory Satisfactory Excellent
All Students 74.7% 23.2% 2.1%
Title I Schoolwide 91.7 7.9 0.4
Title I Targeted 85.7 13.2 1.1
Percent of School in Poverty      
  00-24 69.2 28.2 2.7
  75-100 94.8 5.0 0.2
LEP Students 90.9 8.3 0.8
Migrant students      

 

Mathematics
  Not Satisfactory Satisfactory Excellent
All Students 51.0% 33.7% 15.3%
Title I Schoolwide 86.2 12.2 1.6
Title I Targeted 65.2 27.1 7.7
Percent of School in Poverty      
  00-24 39.1 40.0 20.9
  75-100 90.2 8.9 0.9
LEP Students 73.4 20.5 6.1
Migrant students      

Student achievement trend
Math 8th grade meets or exceeds Satisfactory

For 1995-96, 43.3% of all students, 58.5% of students at schools with less than 25% of students in poverty, and 6.5% of students at schools with 75% or more in poverty meet or exceed Satisfactory. For 1996-97, 46.0% of all students, 62.6% of students at schools with less than 25% of students in poverty, and 7.6% of students at schools with 75% or more in poverty meet or exceed Satisfactory. For 1997-98, 47.4% of all students, 63.1% of students at schools with less than 25% of students in poverty, and 11.1% of students at schools with 75% or more in poverty meet or exceed Satisfactory. For 1998-99, 49.0% of all students, 60.9% of students at schools with less than 25% of students in poverty, and 9.8% of students at schools with 75% or more in poverty meet or exceed Satisfactory.

Grade

Reading
  Not Satisfactory Satisfactory Excellent
All Students      
Title I Schoolwide      
Title I Targeted      

 

Mathematics
  Not Satisfactory Satisfactory Excellent
All Students      
Title I Schoolwide      
Title I Targeted      

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NAEP State Results
  Grade 4 Grade 8
Reading, 1998:  
Proficient level and above 29% 31%
Basic level and above 61% 72%
Math, 2000:  
Proficient level and above 22% 28%
Basic level and above 61% 64%

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Sources

[Maine] | [Massachusetts]

This page last modified—December 27, 2002 (jer).
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