Understanding the Accountability System
How has Maryland improved it's accountability system?
What is the new system?
What are the Indicators?
What are the new AMO targets?
What are the Strands?
Using the Data
Tutorials
- SPI Animated • Handout
- Achievement Animated • Handout
- Growth Animated • Handout
- Gap Reduction Animated • Handout
- CCR Animated • Handout
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Definitions
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School Progress Index
Maryland has a new accountability system that replaces the former AYP status model and takes into account additional indicators of progress. The new Maryland School Progress Index (SPI) is based on high expectations and multiple measures that include student achievement data in English/Language Arts, Mathematics, and Science; growth data in English/Language Arts and Mathematics; gaps, based on the gap score between highest-achieving and lowest-achieving subgroup in mathematics, reading, science, cohort graduation and cohort dropout rates.
SPI is compensatory so that a low value on one indicator can be balanced by a high value on another indicator. Each of the indicators comprising the Index are differentially weighted based on their importance in assessing overall school progress.
The School Progress Index results in a Strand classification of 1 (highest) to 5 (lowest) which in turn helps identify schools for intervention, supports, and recognition of schools achieving at high levels or making exceptional progress.
The Annual Measurable Objectives (AMOs) for each component of the Index are based on a trajectory toward the goal, the time by which each individual school is expected to reduce its percent of students that are non-proficient by half for Achievement, reduce its students not showing Growth by half, reduce the gap between the lowest and highest performing subgroups by half, and reduce the number of students that are not completing the goals for College- and Career-Readiness by half. AMOs are individually determined based on the school and indicator.
