School Improvement in Maryland

How does Maryland implement Adequate Yearly Progress?

“Building on a nationally recognized accountability system, Maryland has developed an accountability system that complies with all requirements of the federal No Child Left Behind Act. The State's system holds schools, school systems, and the state accountable for adequate yearly progress of all children enrolled for a full academic year and focuses on the goal of having 100% of students at proficient levels by school year 2013–2014.” [Audio - Maryland's Accountability System]  —Ronald Peiffer, Deputy State Superintendent for Academic Policy

Maryland's Consolidated Accountability Plan (Workbook revised October 2005) (PDF)

Adequate Yearly Progress (AYP) is designed to measure the continuous improvement each year toward the NCLB goal of 100% proficiency in 2014. Maryland has set Annual Measurable Objectives (AMO's) that all students and the eight subgroups identified in NCLB also need to meet. The intent, therefore, is to ensure that schools direct their instructional improvement efforts toward historically low performing subgroups and, by extension, all low performing students. The goal of 100% proficiency ensures that all students, not just low performing students, are expected to continuously progress.


What are the consequences for not meeting AYP?

photo of Joanne CarterListen to consequences for not meeting AYP by Joanne Carter, Deputy State Superintendent of Schools for Instruction and Academic Acceleration

Process for schools or districts not meeting AYP

For schools not making AYP, Maryland has a process in place to help them improve. In the past, the state identified low-performing, non-improving schools for local or state reconstitution. Title I schools were subject to additional accountability measures. Maryland has combined these separate processes into one statewide process of improvement.

After two consecutive years of not making AYP, schools enter School Improvement, the first phase of the state improvement process.

School Improvement

Once identified for improvement, schools must develop two-year school improvement plans designed to improve each subgroup's achievement. Title I schools must offer public school choice. If schools do not make AYP after one year of being in School Improvement, they remain in it for a second year. During the second year, all schools will continue with their school improvement plans. Title 1 schools must continue school choice and begin offering supplemental services (e.g., tutoring) to economically disadvantaged students. Schools not making AYP for two years after entering School Improvement will be identified for Corrective Action.

Corrective Action

Local school systems will direct changes in schools in Corrective Action. These changes could include replacing school staff, adopting a new curriculum, decreasing school-level management authority, and extending the school day or year. Title I schools must continue to offer school choice and supplemental services. Schools not making AYP after one year of Corrective Action will be identified for Restructuring.

Restructuring

Restructuring involves at least one of the following:

  • Replacing all or most school staff who are relevant to the failure to make AYP.
  • Contracting with a management company to operate the school.
  • Reopening the school as a public charter school.
  • Other major restructuring actions that involve significant changes to staffing and governance.

Exiting

Schools exit the improvement process after making AYP for two consecutive years. After one year of making AYP, the school holds its status in the intervention process. If it makes AYP the next year, it will exit. If it does not make AYP, it will move to the next step in the improvement process. If, after exiting, a school does not make AYP for two consecutive years, it will enter the improvement process from the beginning.