U.S. Department of Education: Promoting Educational Excellence for all Americans - Link to ED.gov Home Page

Table of contents
•Title page
•Introduction
•Acknowledgments
•National Summary
State Profiles
•Sources
•Appendix A
•Appendix B
•Appendix C
•Full report in PDF format (1,601K)

State Education Indicators with a Focus on Title I

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

School and Teacher Demographics

Per Pupil Expenditures
(CCD, 1998-1999)		 $7,326
Number of districts
(CCD, 1999-2000)		 24
Number of public schools
(CCD, 1999-2000)
Elementary Middle High Combined Other
863 238 200 28 1,337
Number of charter schools
(CCD, 1999-2000)		 0
Number of FTE teachers
(CCD, 1999-2000)
Elementary Middle High Combined Other
24,910 11,212 13,217 711 50,255
Public school enrollment
  1993-94 1999-2000
K-8
(CCD)		 544,839 584,831
9-12
(CCD)		 197,072 236,400
Total
(CCD)		 772,638 846,582
Pre-K
(by state definition)		 17,984 19,285

Sources of funding
District average
(CCD, 1998-99)

State 40%, Local 55%, Federal 6%

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Student Demographics

Race/ethnicity
(CCD, K-12)
  1993-94 1999-2000
American Indian/Alaskan Natives 2,230 2,845
  * *
Asian/Pacific Islander 28,734 35,596
  4% 4%
Black 264,444 311,529
  34% 37%
Hispanic 22,479 36,954
  3% 4%
White 454,751 459,658
  59% 54%
Other n/a n/a
  — —
Students with disabilities
(OSEP)
1993-94 1999-2000
82,213 97,873
10% 11%
Students with Limited English Proficiency
(ED/NCBE, K-12)
1993-94 1999-2000
13,951 20,855
2% 2%
Migratory students
(OME, K-12)
1993-94 1999-2000
576 n/a
* —

All schools by percent of students eligible to participate in the Free Lunch Program*
(CCD, 1999-2000)

For 0 to 34%, 752 schools; 35% to 49%,194 schools; 50% to 74%, 240 schools; 75% to 100%, 123 schools

*28 schools did not report.

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Statewide Accountability Information
(Collected from States, January 2002 for 2001-2002 school year)

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

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

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

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


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Title I

Title I
(ED Consolidated Report, 1999-2000)
  School Wide Programs Targeted Assistance Totals
Number of Schools 241 70 311
  77% 23% 100%
Schools Meeting AYP Goal 129 52 181
  54% 74% 58%
School in Need of Improvement 99 14 113
  41% 20% 36%
Title I allocation
(Includes Basic, Concentration, and LEA grants, Capital Expenditures, Even Start, Migrant Education, and Neglected & Delinquent, ED, 1999-00)		 $107,934,631

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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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Assessment Information
Assessment Reported Maryland School Performance Assessment Program
State Definition of "Proficient" Satisfactory: A realistic and rigorous level of achievement indicating proficiency in meeting the needs of students.

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Student Achievement 1999-2000

Percentage of students meeting state proficiency levels

Grade 3

Reading/Language Arts
        Proficient Above Proficiency
  Not Satisfactory | Satisfactory Excellent
All Students 61% | 33% 7%
Title I Schools 71 | 25 4
High Poverty Schools 81 | 17 2
      |    
Students with Limited English Proficiency 71 | 26 3
Migratory students   |    
Students with Disabilities 70 | 25 5

Mathematics
        Proficient Above Proficiency
  Not Satisfactory | Satisfactory Excellent
All Students 59% | 35% 6%
Title I Schools   |    
High Poverty Schools 84 | 15 1
      |    
Students with Limited English Proficiency 72 | 25 2
Migratory students   |    
Students with Disabilities 66 | 29 5

Student achievement trend
Reading 3rd grade meets or exceeds Satisfactory

For 1996-1997, 37% of all students meet or exceed Satisfactory, and 10% of students in High Poverty Schools meet or exceed Satisfactory. For 1997-98, 42% of all students meet or exceed Satisfactory, 16% of students in High Poverty Schools meet or exceed Satisfactory. For 1998-99, 41% of all students meet or exceed Satisfactory, 16% of students in High Poverty Schools meet or exceed Satisfactory. For 1999-00, 40% of all students meet or exceed Standard, 19% of students in High Poverty Schools meet or exceed Standard.

Middle School

Grade 8

Reading/Language Arts
        Proficient Above Proficiency
  Not Satisfactory | Satisfactory Excellent
All Students 73% | 25% 2%
Title I Schools 89 | 11 1
High Poverty Schools 91 | 9 *
      |    
Students with Limited English Proficiency 81 | 18 2
Migratory students   |    
Students with Disabilities 94 | 6 *

Mathematics
        Proficient Above Proficiency
  Not Satisfactory | Satisfactory Excellent
All Students 47% | 37% 16%
Title I Schools 79 | 18 3
High Poverty Schools 84 | 15 1
      |    
Students with Limited English Proficiency 61 | 28 12
Migratory students   |    
Students with Disabilities 79 | 18 3

Student achievement trend
Math 8th grade meets or exceeds Satisfactory

For 1996-97, 46% of all students meet or exceeds Satisfactory, 8% of students in High Poverty Schools meet or exceed Satisfactory. For 1997-98, 47% of all students meet or exceed Satisfactory, 11% of students in High Poverty Schools meet or exceed Satisf

 

High School

Reading/Language Arts
       
All Students      
Title I Schools      
High Poverty Schools      
         
Students with Limited English Proficiency      
Migratory students      
Students with Disabilities      

Mathematics
       
All Students      
Title I Schools      
High Poverty Schools      
         
Students with Limited English Proficiency      
Migratory students      
Students with Disabilities      

High School Indicators
  1993-94 1998-99
High school dropout rate
(CCD, event)		 n/a 4%
  1994-95 1998-99
Postsecondary enrollment
(IPEDS, High school grads enrolled in college)		 24,670 29,323
63% 66%

Sources

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