School Improvement in Maryland

Maryland's Accountability Program

Maryland has a new accountability system that replaces the former AYP status model and takes into account additional indicators of progress —including growth, gap reduction, and college and career preparation in addition to achievement— which give a more accurate picture of a school's performance and progress than the former set of AYP achievement indicators.

Under Maryland's new "School Progress" plan, each school is measured against its own targets, and must work to strengthen achievement across all subgroups.

The 2011 data begins a new baseline, and schools and systems will work to cut in half over the next six years the percentage of students not scoring at proficient levels on the exams. As in the past, the accountability system measures all students as well as racial subgroups and groups of students receiving additional services, such as special education and English language learners. Schools and systems must work to hit improvement targets, known as annual measureable objectives (AMOs). AMOs will be calculated for the student population in each school as well as for special service and racial subgroups.

Gone are the categories of "School Improvement," under which schools were sanctioned for not making progress. Maryland's plan now focuses special attention on those schools with the most difficulty, but the requirement for restructuring and other sanctions is no longer part of the equation.

Under the School Progress calculation, nearly 85 percent (84.8 percent) of Maryland schools met the AMO targets for this baseline year. The targets will continue to rise over the next six years.

Schools and counties can view their School Progress data and School Progress Index data in the Analyzing Data section of this website.