DOCUMENT RESUME ED 393 194 EA 027 456 TITLE Maryland Reaches for the Goals: A Report on Maryland's Progress toward National Education Goals 1995. INSTITUTION Maryland State Dept. of Education, Baltimore. PUB DATE 95 NOTE 41p. PUB TYPE Reports Evaluative/Feasibility (142) Statistical Data (110) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Academic Achievement; Adult Literacy; Dropout Rate; Drug Abuse; *Educational Assessment; *Educational Objectives; Elementary Secondary Education; Higher Education; Mathematics Achievement; Parent Participation; School Safety; Science Education; *State Action; *Statewide Planning IDENTIFIERS *Maryland; National Education Goals 1990 ABSTRACT This document reports on Maryland's progress as of 1995 toward the eight National Education Goals. The document lists the National Education Goals; describes state prcgress made toward each goal; describes programs that address each goal; and presents statistics on enrollment, public school funding, teacher salaries, attendance, special programs, and higher education enrollment. Measures of student performance on the Maryland School Performance Assessment Program (MSPAP) , an annual test given to students in grades 3, 5, and 8, show steady achievement in most academic areas. On the Maryland Functional Tests, students have generally mastered the basic skills, but the state needs to develop a more challenging assessment for high school students. (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original docJment. ***********************************************************************
Transcript
DOCUMENT RESUME
ED 393 194 EA 027 456
TITLE Maryland Reaches for the Goals: A Report onMaryland's Progress toward National Education Goals1995.
INSTITUTION Maryland State Dept. of Education, Baltimore.PUB DATE 95
NOTE 41p.
PUB TYPE Reports Evaluative/Feasibility (142) Statistical
Drug Abuse; *Educational Assessment; *EducationalObjectives; Elementary Secondary Education; HigherEducation; Mathematics Achievement; ParentParticipation; School Safety; Science Education;*State Action; *Statewide Planning
IDENTIFIERS *Maryland; National Education Goals 1990
ABSTRACTThis document reports on Maryland's progress as of
1995 toward the eight National Education Goals. The document liststhe National Education Goals; describes state prcgress made towardeach goal; describes programs that address each goal; and presentsstatistics on enrollment, public school funding, teacher salaries,attendance, special programs, and higher education enrollment.Measures of student performance on the Maryland School PerformanceAssessment Program (MSPAP) , an annual test given to students ingrades 3, 5, and 8, show steady achievement in most academic areas.On the Maryland Functional Tests, students have generally masteredthe basic skills, but the state needs to develop a more challengingassessment for high school students. (LMI)
The progress continues! As you can see from this fifth annual Mcoyland Reaches for the Goalsreport, our schools are making steady strides toward meeting our state and National EducationGoals by the year 2000. Through the information contained in this year's report, you will see thatthe quality of education in Maryland's schools continues to improve for all our young learners.
Of special note is the Maryland School Performance Assessment Program (MSPAP), our annualtest for stndents in grades 3, 5, and 8 that measures their performance in six academic areas. Afterthee years of results, we now are seeing a trend of steady, incremental achievement in mostareas. This year, our students show gains in 16 of the test's 18 categories. These trends in the1995 MSPAP are encouraging and gratifYing, demonstrating the ability of our schools andeducators to meet the state's challenge of high standards.
On the Maryland Functional Tests, we see indications that our students have by and largemastered the basic skills tested on the Functional assessments. The Functional Test results alsopoint out the need for developing a more challenging Iligh School Assessment, one that will raisethe standards for all our high school students and heip to produce graduates who are well-equipped to compete in college and the 2Ist century marketplace.
School improvement is never easy, nor does it occur quickly. But the patience and commitment ofour leaders, our educators, our parents, and our citizens to school improvement are beingrewarded now with a continuing trend toward more challenging standards, stronger performances,and higher achievement among our children.
Despite the advances, however, we must not waver from our goals. This year's progress isencouraemg, but much work lies ahead. As we pause to reflect and celebrate how far we'vecome, let us also recommit ourselves to the challenge that awaits. Wrth your support, and with thesupport of all those for whom education represents the future of our state, we cannot fail.
Sincerely,
Nancy. . GrarmickState perintendent of Schools
lLe of Contents
National Education Goals iii
Progress 1
Programs 11
Statistics 30
5
ational Education GoalsBy the Year 2000 . .
READY TO LEARNAll children in America will start school ready to learn.
SCHOOL COMPLETIONThe high school graduation rate will increase to at least 90 percent.
STUDENT ACHIEVEMENT & CITIZENSHIPAll students will leave grades 4, 8, and 12 having demonstratedcompetency over challenging subject matter including English,mathematics, science, foreign languages, civics and government,economics, arts, history, and geography, and every school in America willensure that all students learn to use their mind 3 well, so they may beprepared for responsible citizenship, further learning, and productiveemployment in our Nation's modern economy.
TEACHER EDUCATION & PROFESSIONAL DEVELOPMENTThe Nation's teaching force will have access to programs for thecontinued improvement of their professional skills and the opportunity toacquire the knowledge and skills needed to instruct and prepare allAmerican students for the next century.
MATHEMATICS & SCIENCEUnited States students will be first in the world in mathematics andscience achievement.
ADULT LITERACY & LIFELONG LEARNINGEvery adult American will be literate and will possess the knowledge andskills necessary to compete in a global economy and exercise the rightsand responsibilities of citizenship.
SAFE, DISCIPLINED, & ALCOHOL- AND DRUG-FREE SCHOOLSEvery school in the United States will be free of drugs, violence, and theunauthorized presence of firearms and alcohol and will offer a disciplinedenvironment conducive to learning.
PARENTAL PARTICIPATIONEvery school will promote partnerships tha t will increase parentalinvolvement and participation in promoting the social, emotional, andacademic growth of children.
GOAL READY TO LEARNAll children in America will start school ready to learn.
PERCENT OF ALL BIRTHS TO SINGLE TEENS10
8
6
4
2
01990 1991 1992 1993
Source: Department of Health & Mental Hygiene
COMPLETE IMMUNIZATION BYAGE TWO
ENROLLMENT IN PRE-K FALL 1991-199420,000
16,000..-12 12,000a
8,000
4,000
1990 1991 1992 1993 1994Source: Department of Health and Mental Hygiene
01991 1992 1993 1994
Source: Maryland State Department of Education
More than ever, Maryland's children are better prepared to embark upon successful educational careersEnrollment in pre-kindergarten programs continues to grow. Proper health care, such as immunization againstchildhood disease, shows steady improvement. Despite the lack of direct measures for school readiness, strongstate and local commitment to Goal I is eftectively addressing many of the needs of our youngest learners asthey prepare for school.
SCHOOL COMPLETIONThe high school graduation rate will increase to at least 90 percent.
PERCENT OF STUDENTS IN GRADES 9-12DROPPING OUT OF S'ZHOOL
MarylandSatisfactory
Standard3%
90 91 92 93 94 95 2000
Source: Maryland State Department of Education
NUMBER OF SCHOOL SYSTEMS MEETING MARYLAND'SSATISFACTORY STANDARD FOR DROPOUT RATES
1990 1991 1992 1993 1994 1995
Source: Maryland State Department of Education
Too many Maryland high school students continue to drop out of school. Yet while Maryland saw little changein its dropout rate this year over 1994, the level remains below tlw 1990 level of With Maryland'ssatisfactory dropout standard at .3';;-, by the year 2000, we still have far to go,
. 4
GOAL
NOTE:70% =SatisfactoryStandard forSchools
1993 Grade 3Reading notReported
STUDENT ACHIEVEMENT & CITIZENSHIPAll students will leave grades 4, 8, and 12 having demonstrated competency overchallenging subject matter including English, mathematics, science, foreignlanguages, civics and government, economics, arts, history, and geography, andevery school in America will ensure that all students learn to use their minds well,
so they may be prepared for responsible citizenship, further learning, and productiveemployment in our Nation's moderl economy.
GRADE 3 MSPAP RESULTS (Percentage of students at satisfactory levels)
READING WRITING LANGUAGE USAGE70
35
93 94 95 2000 -13 94 95 2000 3 94 95
GRADE 5 MSPAP RESULTS (Percentage of students at satisfactory levels)
READING WRITING LANGUAGE USAGE
93 94 95 2000 93 94 95 2000 93 94 95 7.000
GRADE 8 MSPAP RESULTS (Percentage of students ai satisfactory levels)
70
35
READING WRITING
2000 93 94 95
LANGUAGE USAGEal
2000 93 94 95 2000
One of the nation's most respected assessments of school performance, the Maryland School PerformanceAssessment Program, or MSPAP, is the cornerstone of Minl/land's improvement efforts in grades 3, 5, and8, where all students take the test every spring. The state's 1995 MSPAP results continue to show progresstoward meeting state goals by the year 2000.
1 0
STUDENT ACHIEVEMENT & CITIZENSHIP (Continued)
GRADE 3 MSPAP RESULTS (Percentc ge of students at satisfactory level)
MATH70 -
35
SCIENCE
2000 93 94 95
SOCIAL STUDIES
2000 93 94 95 2000
GRADE 5 MSPAP RESULTS (Percentage of students -at satisfactory level)
70
35
MATH SCIENCE SOCIAL STUDIES
93 94 95 2000 93 94 95 2000 93 94 95 2000
GRADE 8 MSPAP RESULTS (Percentage of students at satisfactory level)
MATH SCIENCE SOCIAL STUDIES70 -
93 94 95 2000 3 94 95 2000 93 94 95 2000
NOTE:70% =SatisfactoryStandard forSchools
1993 Grade 8Science notReported
Between 1994 and 1995, scores rose in all but two tests, and more school systems approached satisfactory lecelsthis year. After six years of hard work and gradual Unproven:vitt, the MSPAP results now indicate that thetest is prompting improvements in both instruction and school leadership.
1 1 e ". .0
I ;
5
6
GOAL
GOAL
TEACHER EDUCATION & PROFESSIONALDEVELOPMENTThe Nation's teaching force will have access to programs for the continuedimprovement of their professional skills and the opportunity to acquire theknowledge and skills needed to instruct and prepare all American students for tlwnext century.
TEACHER EDUCATION ANDPROFESSIONAL DEVELOPMENT
Professional Development was added to the National Goals in 1994.Maryland and the nation will develop indicators to measure teachereducation and professional development for future reports
MATHEMATICS 5. SCIENCEUnited States students will be first in the world in mathematics a I ccienccachievenient.
NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESSIN MATHEMATICS, GRADE 8
MARYLAND
UNITED STATES
BASIC ORBETTER
Source: National Assessment of Education Progress
In the most recent data, Maryland students scored at the national average on the National Assessment ofEducational Progress. From 1990 to 1992, the n umber of students showing basic and advanced skills increasedin mathematics. Significantly, these findings mirror the results of the MSPAP, indicating that efforts toincrease interest, co-nprehension, and performance in math and science are meeting withsuccess.
12
10000
MATHEMATICS & SCIENCE (Continued)fle
NUMBER OF ADVANCED PLACEMENTTESTS TAKERS
9729
80006 1 2 5
6000
4000
2000
09 0
1 1000±8 80m0.g 60
-0
"a
'6
2 20. 40O I I I8
ae o ; 1
90 91 92 93 94 95
9 1
CHEMISTRY
COMPUTER SCIENCE100
80
90 91 92 93 94 95
130
80
60
40
20
0
CALCULUS
BIOLOGY
1 loo-m
90 91 92
80
93
PHYSICS
94 95
ae
90 91 92 93
In Maryland and elsewhere, the number of students taking tough advanced placement courses and testscontinued to rise. While the percentage of students scoring 3 or above on the tests declined in most science andmath areas, performance was likely influenced by the 20.9% increase in test-takers in Maryland, opposed toa 10.4% increase nationally. Maryland students continued to outperform their counterparts nationally,
94 95
7
ADULT LITERACY & LIFELONG LEARNINGEvery adult American will be literate and will possess the knowledge and skillsnecessary to cointe in a global economy and exercise the rights and responsibilitiesof citizenship.
ADULT LITERACY IN MARYLAND ADULT LITERACY &Adults with a High School Diploma LIFELONG LEARNING
1980 1990
GOAL
Literacy in Maryland appearsto be on the upswing, basedon increases among thoseplanning to attend a post-secondary, four-year college,the numbers of adults passingGED tests, and thoseparticipating in adulteducation courses.Documented plans to attendpost-secondary four-yearcollege increased from 40.5%of high school graduates in1993 to 41.3% in 1994 and42.7% in 1995.
SAFE, DISCIPLINED & ALCOHOL & DRUG-FREE SCHOOLSEvery school in the United States will be free of drugs, violence, and theunauthorized presence of firearms and alcohol and will offer a disciplinedenvironment conducive to learning.
SUSPENSIONS FOR WEAPONS OFFENSES*
3,000
1992 1993 1994 1995s(Category includes wide range of items from toy guns to explosive devices)
During the past four school years, the most common suspensions reported by schools were the result of physicalattacks on studen ts, disobeyit tg school policies, disrespect or insubordina tion, and classroom disruptim is. Othersources of infornmtion on violent and disruptive student behavior include school climate surveys, analysi; ofoffice referrals, and cases resulting in expulsion or investigation by law enforcement. Governor ParrisGlendening has made safe schools one of his five top educational priorities.
Source: 1 992 and 1994 Maryland Adolescent Surveys
14.4
20.822.7]
26.731.5 29.9
GRADE 12
TRENDS IN MARIJUANA USELast 30 Days
22.825.3
GRADE 6 GRADE 8 GRADE 10 GRADE 12
Source: 1992 and 1994 Maryland Adolescent Surveys
1992 0 1994
Maryland's biannual Adolescent Survey parallels the National Institute of Drug Abuse's Monitoring TheFuture survey of 6th, 8th, 10th, and 12th graders. Maryland's patterns of drug and alcohol use mirror thosereported nationally. In general, the most widely used substances in all grades are alcohol, tobacco, andmarijuana. Trends among Maryland's 8th graders show significant increase in the use of marijuana, inhalants,and cigarettes, Sophomores and seniors show higher use of marijuana and alcohol. The state's efforts throughK-12 drug education, prevention, and interventim programs in all of its schools continue to measure progresstoward safe and drug-free schools,
1 5
9
10
GOAL PARENTAL PARTICIPATIONEvery school will promote partnerships that will increase parental involvement andparticipation in promoting the social, emotional, and academic growth of children.
PARENTAL PARTICIPATION
In 1994, Parental Participation was added to the NationalGoals. Maryland is working to identify ways to measure theextensive parent involvement that occurs in its 24 schoolsystems.
16
PROGRAM INDEXMaryland provides many programs that support both the National Goals and the State's school improvementplan. This section lists the major programs of the Maryland State Department of Education that further theprogress toward successful schools. Many of the state programs support more than one goal but are categorizedby the primary goals they address. Programs that address most or all of the goals are listed at the back of this section.
Adult External Diploma Program 24 Indoor Air Quality in Schools 26Adult General Education (AGE) 24 Infant and Toddlers Program (MITP) 15
Adult Basic Education 24 Instructional Framework 20Adult Literacy Dissemination Center 24 Interdepartmental Environmental Program 22
Annapolis Road Middle School -)6 Least Restrictive Environment /NeighborhoodAssessment Center 21 Inclusion Program 28Association of Student Councils 19 Literacy Works 24Business and Community Partnerships 22 Maryland School Performance Program (MSPP) 18
Career Connections 19 Maryland School Performance AssessmentCarnegie Middle Grades Project 16 Program (MSPAP) 18
Center for Technology in Education 27 New American Schools DevelopmentChallenge School Program 19 Corporation 29Child Abuse and Neglect Project 28 Nonpublic School Accreditation 29Christa McAuliffe Fellowship 21 Programs to Reduce Disruption in Schools 26Community-Based Organization Projects ")-1 Public School Construction Program 29Continuing Professional Development 21 Regional Staff Development Centers 21
Core Curriculum Project 19 Roots and Wings 14
Correctional Education Program 24 Safe and Drug-Free Schools and Communities 26Deaf-Blind Program 27 Sailor 28Dedicated State Compensatory Education 16 School Community Centers Program Special Projects 27Division of Instruction and Staff Development 19 School Facility Planning and Design GuidelinesDwight D. Eisenhower Mathematics and School Improvement Leadership Training 21
Science Education Act 22 School Improvement Teams 27Early Childhood Special Education Programs 14 School-Community Centers Programs 17Early Intervention & Prevention Services (EIPS) 13 Schools for Success/Goals 2000 28East Coast Migrant Head Start Project 15 Single Parent, Displaced Homemaker, andEducation of Homeless Children and Youth Single Pregnant Women Grants 14
Program 14 Standards for School Library Media 19
Educator Licensure 21 Student Literacy Corps 19Ensuring Student Progress through Student Incentive Programs 2")
Collaboration Project 28 Student Service Alliance 19Equity Assurance and Compliance 29 Targeted Poverty Grant 29Even Start Family Literacy Program 13 Tech Prep 16Expanded Parent Information and Training Technology Education 29Centers 27 Teen Pregnancy Prevention 16
Extended Elementary Education Program (EEEP) 13 Title VII Bilingual Education 17Family Involvement Initiatives 27 Title 1 14Federal Dependent Care Grant (FIDCG) 15 Title I Migrant Education Program 29Food and Nutrition Programs 29 Tobacco Prevention Education 26General Educational Development (GED) Vocational Student Organization Chapters 20
Testing Program 24 Year Round Education 19
High Schools That Work 16 Youth Suicide Prevention 17HIV / AIDS Prevention Education 21
Home Economics Community Outreach Grants 14Home Instruction Program for PreschoolYoungsters (HIPPY) 14
Homeless Adult Literacy Program 24Individualized Certification Program 21
12
For more inprmation on these or other MSDE programs, callthe Maryland State Department of Education Information Line at (410) 767-0600.
MSDE also has fact sheets and publications that can tell you more about statewide efforts to improve schools.
1 8
GOAL 1: READY TOLEARNPrograms relating to GoalI strengthen the tiesbetween home, school, andcommunity that supportMaryland's children andtheir families. MSDEoversees many initiativesand works with the healthcommunity and otheragencies to providecoordinated services forchildren.
Early Intervention and Prevention Services(EIPS) promote comprehensive early educa-tion and family support programs for children,up to age 10. Four work groups are develop-ing policies and guidelines for primary assess-ment, developmentally appropriate practices,family resources, and effective parentingeducation. EIPS sponsors demonstrationprojects in 16 school systems in collaborationwith other state and local agencies.
The Extended Elementary Education Program(EEEP) is based in 205 schools and servesabout 8,200 disadvantaged four-year oldchildren with learning opportunities, health,and other support services. Some sites featurebefore- and alter-school child care.
redits,
""*111#0ta.als..
-77-1
The Even Start Family Literacy Programfocuses on the family and provides partici-pants with a program of early childhoodeducation, adult literacy, basic skill instruction,and parenting education. The program nowserves 200 families, 166 children age 0-3, and134 children age 4-7.
9,000
8,000
7,0006480
6,000
5,000 4767
4,000
3,000 2880
2,000
1,000
0 88-89 89-90 1 90-91
8100 8200 8180
6520 6520
I I91-92 92-93 93-94 94-95 95-96
Source: Maryland State Department of Education Fact Books
19
13
160,000
140,000
120,000
100,000
80,000
60,000 51997
40,000
20,000
1152097 56591145510
107279
67878
Source: Maryland Department of Health & Mental Hygiene
Roots and Wings is in its third year as a modelearly childhood program in St. Mary's Countythat embraces many of MSDE's priorities forearly intervention and prevention. Its goal isto ensure that every child has a high level ofbasic skills roots and to engage childrenin creative, instructional activities to allowthem to develop higher order skills wings.
The Home Instruction Program for PreschoolYoungsters (HIPPY) aims to nurture learningat home and in school by helping parents withlimited formal education to provide schoolreadiness skills for their children and bringliteracy into the home. About 120 families inCaroline and Wicomico counties are involvedin the program.
Home Economics Community OutreachGrants enable pregnant teens and teen parentsin four school districts to remain in school andprovide educational and support services toincrease parenting and independent livingskills.
Single Parent, Displaced Homemaker, andSingle Pregnant Women Grants allow partici-pants to remain in school or provide them analternative method of continuing their educa-tion so they can become productive workersand responsible parents. Currently, 3,867people are being served, including 56 men,representing 21 community colleges, eightschool districts, and two community-basedorganizations.
Early Childhood Special Education Programs,are cooperative efforts of MSDE, local schoolsystems, and public and private childcareproviders to ensure special education andservices to children with disabilities. Theprograms help to prepare children for pre-school, to coordinate services between HeadStart and local schools, to address the dailyneeds of young children and early adolescents,and to place children with disabilities in theleast restrictive environment in preschool.
The Education of Homeless Children andYouth Program offers after-school tutorial andhomework assistance to homeless children atshelters in Baltimore, Howard, Montgomery,and Prince George's counties and in BaltimoreCity. Related activities include health services,transportation, parent education, and profes-sional staff development.
Title 1 provides supplemental instruction tonearly 65,500 children in 387 high povertyelementary schools and 9 high poverty middleschools. Programs supplement children'seducation by providing teachers smaller classsize, paraprofessionals, equipment, tutoring,and activities to promote parental involve-ment. Currently, emphasis is on upgradingthe entire school program for students inschools with 65% o, more free and reduced-price lunch enrollments.
The East Coast Migrant Head Start Projectprovides Head Start services for migrantinfants, toddlers, and pre-schoolers at threesummer school sites serving six counties.Services include:
Individualized education programEarly identification of health problemsParent involvementSocial services
The Maryland Infant and Toddlers Program(M1TP), with oversight from the Governor'sOffice of Children Youth and Families, admin-isters early intervention services for childrenfrom birth to age three. MITP and MSDE workclosely to ensure that young children and theirfamilies have the health, education, and socialservices they need.
The Federal Dependent Care Grant providesbefore- and after-school care for students, age 4to 13, emphasizing extended learning pro-grams to complement the preschool, elemen-tary', and middle school programs. Throughthe program, which is jointly administeredwith the state's Child Care Administration,MSDE forges partnerships between publicschool and child care providers to offer full-day, year-round education as well as assistanceto working parents.
Participation in Day Care, Head Start, and theMaryland Infants and Toddlers Program (MITP)
1990-91 1991-92 1992-93 1993-94 1994-95
*Family Day Care 58,431 66,724 73,375 75,698 78,589
*Center-based Care 66,295 73,121 81,499 87,098 99,701
+Head Start 4,987 5,406 6,378 8,907 8,907
MITP 2,315 2,795 3,068 3,356 3,794
" Spaces in regulated child care programsSource: Maryland Committee for Children, Locate Database^ Infants and toddlers receiving early intervention services in Maryland(December 1990-95)Source: Governor's Office for Children, Youth, and Families, MITP
Childhood Health Statistics,1988-1993 11988 1989 1990 1991 1992 1993
% Low Birthweight Babies 8.1 8.0 7.8 8.1 8.3 8.4
% Vel y Low Birthweight Babies 1.9 1.8 1.6 1.7 1.9 1.8
Low birthweight = less than 2500 grams Very low birthweight = less than 1500 grams
Source: Maryland Slate Department of Haallh and Menial Hygiene, Division of Health Slalislics
:-.
15
2 1
GOAL 2: SCHOOL COMPLETION
Maryland addresses the challenge ofkeeping students in school using avariety of programs that providesupport and counseling and that seekto broaden the interest in and rel-evance of education for young people.Many such programs are linked withpost-educational plans such as careeror college.
Tech Prep prepares students for post-secondary technical study and entry-levelcareers. Programs consist of a planned set ofcourses from 9th grade through at least theassociate degree level. Technical courses arecombined with academic courses emphasiz-ing mathematics, science, and technology.After high school, students continue techni-cal training at community college or inapprenticeships.
High Schoois That Work is designed to raisethe achievement of career bound students inmath, scienci , and communications. Itcombines high student expectations withinstructional strategies to promote studentsuccess. Ten school systems are currentlyparticipating.
Trends in Pupil Withdrawals and Dropout RatesAmong Public School Students in Grades 9-12
Year
. .
Withdrawals dueto Dropouts
DROPOUT RATE
# of LEAsSat. or Exc.
1989-90 13,199 6.5 4
1990-91 7,119 4.3 8
1991-92 10,650 5.2 10
1992-93 11,200 5.4 7
1993-94 12,603 4.95 6
1994-95 10,875 4.95 5
LEA = There are 24 Local Education Agencies (LEAs) in Maryland.Sat = Met the satisfactory standard (dropout rate of s 3%) set forachievement by the 1995-96 school year.Source: Maryland State Department of Education, Maryland SchoolPerformance Report
16
L.
I 1!
b
Mho/.Maryland's Tomorrow prf.-vides year-roundsupplemental instruction, student support, andenrichment to help more than 7,500 at-riskyouth in the program to graduate. The highschool program includes services a yearbeyond graduation and focuses on the school-to-work transition. Middle school programsinclude intensive case inanagement to stabilizestudent behaviors that interfere with learning.Family support is a crucial component.
Teen Pregnancy Prevention includes a publiceducation campaign and model programs asdual components of the "Campaign for ourChildren," an interagency media initiative thatadvocates against sexual relations amongadolescents. Model pregnancy preventionprograms are in operation within three localschool systems.
Carnegie Middle Grades Project involves apartnership with the Carnegie Corporation, sixlocal schooi systems, the Maryland MiddleSchool Association, and the Middle GradesNetwork. Through the project, MSDE seeks topromote more effective approaches to educat-ing children in this age range.
Dedicated State Compensatory Educationprovides services to students wit" specialneeds resulting from educationally or economi-cally disadvantaged environments. Theprogram serves schools in combination withTitle 1 funds to extend similar services. Twolocal systems use it at the secondary level toimprove the high school graduation rate.
22
Youth Suicide Prevention is a statewideprogram that offers crisis training and assis-tance in handling prevention, intervention, andfollow-up support.
School-Community Centers Programs useschool facilities during non-school hours toserve youth ages 5 through 20. Throughcoordination between local school systems andparks and recreation agencies, the SCCPprovides leisure and supplementary educationactivities.
50
40
30
20
10
Title VII Bilingual Education helps state andlocal systems develop and evaluate programsfor students who have limited use of English.Federal Emergency Immigrant Educationfunds are given on a per pupil basis to schoolsystems that have more than 500 immigrantstudents who have been in U.S. schools for lessthan two years.
Public School Graduates and Their Post Graduation Plans, 1989-1994
Year
COLLEGE
School, Work Military Other+Total
GraduatesFull-Time
*Part- Total Trade/Bus.Time :College
1989 45,791 , 52.8 , 24.1 76.9 5.4 25.2 5.3 11.3
1990 41,566 55.3 23.5 78.8 5.1 23.3 5.1 6.1
1991 40,247 57.9 ; 18.7 76.6 5.0 21.5 4.4 6.0
1992 40,146 62.4 17.2 79.6 3.7 17.0 4.2 6.9
1993 , 40,091 62.6 16.6 79.2 3.6 16.7 4.6 7.0
1994 39.669 63.5 16.0 79.5 3.5 16.4 3.9 7.1L _
*Duplicated with other columns+Includes nun-respondentsSource: Maryland State Department of Education
HIGH SCHOOL PROGRAM COMPLETION 1990-91 THROUGH 1994-95
49.7
13.1
University ofMaryland System
Requirements
ApprovedOccupational
ProgramRequirements
3.7
Both University &OccupationalRequirements
90-91
91-92
92-93
o 93-94
94-95
'Students are counted in only one of three categories displayed. The chart does not include studentswho completed other high school program options.Source: Maryland State Department of Education, Maryland School Performance Report
BraTCOr-ViN'Y'r.IL LL 2,3
17
18
GOAL 3: STUDENTACHIEVEMENT& CITIZENSHIPHigh standards andaccountability are keyelements of theMaryland SchoolPerformance Program, aplan for schoolimprovement and reformthat supports highstudent academicachievement and theability to know and useskills needed for successin the community and atwork. The MSPP issupported by a numberof programs andassessments designed tofoster high academicachievement anddevelop skills forsuccess.
\
The Maryland School Performance Program(MSPP) provides guidance for individualschools to improve instruction and, by exten-sion, to enhance student learning. Schoolimpfovement teams at each school examinestate and local student performance data inorder to develop school improvement plans.As schools gain more autonomy and makestrategic decisions to improve student perfor-mance, they become accountable for meetingstate performance standards. Annual progressreports are issued as "report cards" for thestate, local systems, and individual schools.
,4
The Maryland School Performance Assess-ment Program (MSPAP) is the assessmentcomponent of the MSPP. The tests, based onlearning outcomes adopted in 1990 by theState Board, measure how well each schooldevelops students' knowledge in severalacademic areas as well as critical-thinking andproblem-solving skills. Tests are currentlygiven each spring in grades 3, 5, and 8. Highschool graduation assessnwnts are now beingdeveloped.
Percent of 9th or 10th Graders whoPassed the Maryland Functional Tests
NOTE: Standards to be achieved by 1995-96 school year.Source: Maryland Stale Department of Education Maryland School Performance Report
2 4
The Challenge School Program assists 46 low-performing schools, which share $8 million instate grants and technical assistance fromMSDE, in developing specific school improve-ment plans needed to reach state standards.Plans include evaluations, costs, and timelinesto meet milestones. Caroline County is partici-pating as a Challenge School System.
The MSDE Division of Instruction and StaffDevelopment provides curriculum develop-ment, assessment models, high school gradua-tion requirements, enrichment programs, andtraining in the major academic areas. TheDivision also provides technical assistance forprograms in language arts, reading, health andphysical education, social studies, mathemat-ics, science, environmental education, foreignlanguage study, and for gifted and talentededucation.
Career Connections is among Maryland'sSchool-to-Careers program offerings thatprovides a path from school to quality employ-ment or to continued education and training.Partnerships between schools and employerswill enable instruction in schools to combinewith rich work experiences as the system isimplemented by 12 loc, I labor market teams.
The Core Curriculum Project, an initiative ofthe Abell Foundation in cooperation withMSDE, follows the work of educator E.D.Hirsch, Jr. in identifying a core body of knowl-edge and then relating it to state standards andlocal needs. Currently, 27 schools in six schoolsystems are participating.
Student Literacy Corps provides reading andwriting assistance for all students as schoolsdesign reading and writing programs.
iTrendPnriicipation.
.x110 Ayer Age':
Aptitudele.si..(SAT)-Scores*,..1990,1995
YEAR_ .
1990
1991
1992
1993
1994
1995
% TAKING SAT
MD
0.59
0.64
0.66
0.66
0.64
0.64
U.S.
0.4
0.42
0.42
0.43
0.42
0.41
Standards for School Library Media outlinecriteria for school library media administra-tors to develop plans that support localsystem goals and emphasize the instructionalprocess. The program has been successful inimproving the quality of school libraryservices and thereby providing support forstudent achievement and social growth.
The Maryland Student Service Allianceaims to create successful students and active,engaged citizens by providing training,assistance, and curriculurn to teachers,students, and local systems as they imple-ment Maryland's student service-learninggraduation requirement. More than 200,000students were engaged in service-learning in1995. In most cases, service is linked toacademic courses, so that students applytheir service to address community issues.
Maryland Association of Student Councilsgives students the opportunity to becomeinvolved in the issues that directly affecttheir lives as well as work with educationpolicy and decision-makers. MASC repre-sents the student viewpoint to a variety ofboards and commissions and works with theMaryland Legislature, boards of education,PTA, and MSDE.
Year Round Education was initially consid-ered in 1994 when six interested schoolsystems considered year round programs asa way to improve student achievement and/or to create better usage of school buildings.Five of these school systems studied thefeasibility of year round education. RobertW. Coleman Elementary in Baltimore City isthe state's only year round school to date.
VERBAL SCORES MATH SCORES
MD
430429
431
431
429
430
U.S.
424
422
423
424
423
428
mo
478
475
476
478
479479
U.S.
476
474
476478
479
482
NOTE. Scores range from 200 to 800'Includes students from both public and private high schools. Percentage of a state's projectednumber of graduates who took the SAT.Source. College Board, College Bound Seniors. Profile of SAT and Achievement Takers, 1995
Source: The College Board, Advanced Placement Program,National & Maryland Summary Reports
Instructional Framework is a multimediatechnology designed by MSDE to giveteachers the ability to design lesson plansusing state-of-the-art print and video mate-rial. A computer database located in manyschools contains over 250 research summa-ries, model lessons, and assessments linkedto Maryland learning outcomes.
Maryland Vocational Student OrganizationChapters are integral to career and technol-ogy programs across the state. Over 10,000students participate in leadership activitiesthat help prepare them for both continuededucation and the world of work.
16,000
12,000
8,000
4,000
0
TRENDS IN ADVANCED PLACEMENTS TESTS
TAKEN BY MARYLAND PUBLIC SCHOOL STUDENTS 14,979
9,377
10,396
1990 1991 1992 1993 1994Source: The College Board, Advanced Placement Program, National & Maryland Summary Reports
1995
2 6
9AL 4: TEACHEREDUCATION &PROFESSIONALDEVELOPMENT
Maryland's school improvementplans rely on relevant andeffective teacher preparation,communication, partnership, andprofessional development. Higherstandards for educatorrecertification also play a vitalrole in ensuring school reform andexcellence.
Teacher Education Program Approval is aninitiative with the Maryland Higher EducationCommission that reviews and approvesprograms to prepare educators at Marylandinstitutions of higher learning. It focuses onredesigning teacher education to eliminate theundergrAuate major and add a fifth year ofschool-based apprenticeship to degreeprograms.
Continuing Professional Development aidsscl-k.al systems in procedures for approvingprofessional training. The state acts as atraining clearinghouse and offers a directory ofcourses and other training opportunities.
Minority Recruitment enhances the state'soverall quality of teacher staffing by providinginformation on topics such as new minority'hires and minority candidates in teacherpreparation programs.
The Individualized Certificatiun Program forCareer Changers is an internship model thatenables school systems to hire qualifiededuc itors who have not followed the tradi-tional education paths to certification. Theprogram is planned as a national collaborationmodel between local systems and highereducation.
The Christa McAuliffe Fellowship is a state-administered federal program that allowsoutstanding experienced teachers to continuetheir education or to develop educationprojects and programs.
The Maryland Assessment Center focuseson 12 specific skills that help identify anddevelop principals. Required for Marylandprincipal certification i-he center hostsabout 200 principal candidates each year.
Educator Licensure administers the grant-ing of certificates for more than 90,000people, 45,000 of whom are Marylandeducators.
HIV/AIDS Prevention Education seeks tobring effective HIV/AIDS preventioneducation to students and to enable educa-tors to teach it. All Maryland systemsprovide this education to students at leastthree timesin elementary, middle, andhigh schools.
School Improvement Leadership Traininginstructs principals and school improve-ment teams from low-performing schools ininterpreting data and using it in schoolimprovement plans, and working effec-tively in teams. The result has been a higherquality of improvement plans.
Regional Staff Development Centersprovide staff training to assist school-basedinstructional decision-making. Centerscurrently serve nine systems on the EasternShore, in the Baltimore City' area, and inPrince George's County. Two primary focusareas are school improvement team devel-opment and "promising practices," such asDimensions of Learning and education andthe world of work.
2721
22
GOAL 5: MATHEMATICS &SCIENCE
Maryland has long realized thesignificance of rigorous math andscience training in an increasinglytechnological world. The State iscommitted to preparing young peoplefor this new and competitive worldeconomy through challenging mathand science graduation requirements,a new emphasis on math and scienceteacher education, and substantialsupport for professional developmentin math and science.
41,
tat..33
't}3,tt.
t
tit
4..Jr"
The Governor's Academy for Mathematics,Science and Technology has trained morethan 700 teachers since 1989 through anintensive four-week summer program. Teach-ers return to home schools as coaches capableof motivating and instructing other teachers aswell as their own students.
The Dwight D. Eisenhower Mathematics andScience Education Act provides funding tosupport improvement in math and scienceteaching. Programs are in every school systemand in programs conducted by college anduniversity faculty.
The Interdepartmental EnvironmentalProgram assists school systems in applying forcompetitive grants aimed at starting coursesrelated to the environment.
Business and Community Partnerships areinstrumental in improving programs for mathand science teachers by providing incentives tostudy in these areas. MSDE and MartinMarietta, for example, together select teachersfor summer internships in business andindustry.
Student Incentive Programs for the study ofmath and science include the Department ofEnergy's High School Summer Program andthe National Youth Science Camp.
'includes degree in engineering and.computer scienceSource. Keller, M., Maryland Higher Educolion Commission
29
24
GOAL 6: ADULT LITERACYAND LIFELONGLEARNING
Preparing Marylanders for alifetime of learning is among ourmost important educational goals.The state is expanding andimproving its services to adultsthrough an array of adulteducation programs and othereducational approaches aimed atmeeting the needs of the homeless,foreign-born, young parents, andincarcerated individuals.
Adult Basic Education offers basic educationclasses for adults functioning below the 9th-grade level and for foreign-born adults whomust learn English as a second language.
Adult General Education provides classes insecondary education, career exploration,functional skills, and English for Speakers ofOther Languages (ESOL). Most counties offerAGE, and classes are open to all adults andsome school-aged students.
The General Educational Development(GED) Testing Program allows adults who didnot graduate from high school the opportunityto earn a Maryland high school diplomathrough the community colleges, where eachyear about 11,000 citizens take the GED tests.One out of every eight Maryland high schooldiplomas is a GED diploma.
The Maryland Adult External DiplomaProgram provides another route for adultswho demonstrate required competency skillsto earn high school diplomas.
The Maryland State Adult Literacy Dissemi-nation Center is a resource for adult literacyproviders, support groups, and citizensseeking literacy information. Services includeworkshops, resource materials, and informa-tion on model programs and practices. TheLiteracy Works Management InformationSystem at the center tracks student and pro-gram progress.
Community-Based Organization Projectsconsist of three programs that offer academicand career development services to dropoutyouth between the ages of 16 and 21. Fundedby the Carl D. Perkins Act, these projects arepartnerships between private, non-profitorganizations and either local school systemsor community colleges.
The Homeless Adult Literacy Programassesses the skills and needs of homelessadults through personal counseling sessions,after which those qualified may join literacyprograms at area shelters and soup kitchens inseveral counties.
Literacy Works seeks to eliminate illiteracy bycoordinating and enhancing adult literacyefforts, focusing on the 772,306 Marylandadults who have not completed high school.Over the past five years, Literacy Works hashad an average enrollment of more than48,000. The program has helped over 31,500adults earn high school diplomas.
Maryland Correctional Education Program isa direct service of MSDE that operates aca-demic and occupational preparation andlibrary services at 11 correctional facilitiesthroughout Maryland. The program promotesproductive and socially appropriate behaviorupon release from prison. In 1995, the programawarded 859 literacy certificates, 895 highschool diplomas (up from 218 in 1994), and 779occupational preparation completions.
30
Trends in GED Testing
Excludes the followingnumber of out-of-statediplomas issued to Marylandresidents FY89 = 211, FY90= 163, FY91 = 118, FY92 =109, FY93 = 75, FY94 = 68
Source Marylond StateDepartment of Educohon FactBooks
Participation in Adult and Community Education Programs
LocalEducation
Agency(LEA)
L
Adult Basic Adult Secondary Community Ed
Other Adult External Multi-ServiceLocations General High School Community
Education Program Centers
1990-91 28,497 9,354 82,192 835 83,746
1991-92 23,666 9,237 71,192 764 57,658
1992-93 22.358 7,564 61,875 636 37,824
1993-94 21,552 9,313 58,986 418 43,117
'Funding cuts reduced availability of these servicesSource: Maryland State Department of Education Fact Books
31
26
GOAL 7: SAFE,DISCIPLINED, ANDDRUG FREE SCHOOLS
Substance abuse and disruptivestudent behavior are persistentand troubling problems,concerns noted by GovernorParris N. Glendening amonghis five priorities for education.The Safe and Drug-Free Schoolsprogram provides acomprehensive approach toaddress the issues of violenceand substance abuse in ourschools.
Safe and Drug-Free Schools and Communi-ties is a K-12 comprehensive drug preventionand education program that involves the entireschool community in attacking the problems ofviolence, disruptive behavior, and the abuse oftobacco, alcohol and other drugs. Included arepeer leadership and peer support programs, adrug-abuse prevention curriculum, and theMaryland Student Assistance Program, whichprovides early intervention for at-risk studentsand their families.
Tobacco Prevention Education is a middleschool instructional program designed toprevent tobacco use among students.
Pupil Services Programs assist with localschool communities, with MSDE staff servingas program consultants for school healthservices, guidance, pupil personnel needs,
Trends in Student Suspensions and Expulsions
Students fi Suspended StudentsExpelled
% Enrolled 4L
1989-90 48,454 6.9% 1,126
1990-91 46,777 6.5% 1,164
1991-92 49,469 6.7% 1,739
1992-93 50,155 6.7% 1,603
1993-94 52,489 7.0% 1,334
Source. Maryland Stale Department of Education
school psychological services, and wzi.--.1worl.As student needs are identified by schoolteams, coordinated strategies are designed tomeet those needs.
Programs to Reduc Disruption in Schoolshelp school staffs to reduce student disruption.The training programs have involved morethan 500 staff members and 100,000 students inrecent years.
The Annapolis Road Middle School, locatedin Bladensburg in Prince George's County, is aregional alternative school established byMSDE. It provides a challenging 12-monthextended day program for middle schoolchildren who have demonstrated chronic andpersistently disruptive behavior. The focus ofthe school is to enable students to successfullycontrol their behavior and to improve aca-demic skills and performance. Parents areinvolved as part of the school team workingwith the student. Students' home schools arealso involved.
Indoor Air Quality in Schools is a programinvolving several workshops and at least 11publications that provides training and infor-mation designed to improve school air qualitythrough changes to local school system policiesand practices.
School Facility Planning and Design Guide-lines help to plan and design public schoolconstruction projects to ensure a safe andpleasant atmosphere for learning. Recentpublications provided guidance on facilitiesdesign for science, technology education, andfood /nutrition services.
GOAL 8: PARENTALINVOLVEMENT
Parents and the MarylandDepartment of Educationare partners in educatingour children, and werecognize that parents arethe first and often bestteachers a child will have.Although MSDE hasdevoted an office entirelyto parent involvement,many other programs aredesigned to supportfamiliesand in turn relyon their supporttoenhance and ensure theacademic success andwell-being of Maryland'syoungest learners.
School Improvement Teams, established inevery school in Maryland, rely on active parentand community involvement. Training foreffective SIT participation is an important wayin which Maryland supports parental partici-pation in education.
Expanded Parent Information and TrainingCenters operate in five school systems andprovide information, training, resources, andreferral services to help families support achild's learning and participation in schoolimprovement.
The Maryland Deaf-Blind Program offerstraining to staff and parents through agenciesproviding services to students who are deafand blind.
Center for Technology in Education wasestablished with Johns Hopkins University as away to provide technical support to aid thegrowth and development of students withdisabilities and their families. The center alsosupports educators in improving schoolsthrough the use of technology.
School Community Centers Program/SpecialProjects feature innovative models to helpstrengthen parental involvement in education.
Family education programs, multi-culturalliteracy programs, homework projects, and aninteractive arts center are examples of projectsdesigned to encourage parents to becoirinvolved in their child's education and suiool.
Family Involvement Initiatives are partner-ships with agencies and organizations todemonstrate reform of education, family, andcommunity systems to better supportchildrens' learning and well-being and to helpschools develop strategies to increase thequality and quantity of parent involvement.They are now under development.
1327
MULTIPLE GOALS
Many of Maryland's educationprograms address more than oneof the National Goals for 2000.
Schools for Success/Goals 2000 is Maryland'sblueprint for school improvement. Parallelingthe National Goals, it is led by a panel selectedby the Governor and State Superintendent. Itscharge is to build upon and focus Maryland'splan for school improvement. Sixty percent ofthe first year funding and 90% of the subse-quent four years' funding will go to localschool systems through competitive subgrants.
The Maryland Least Restrictive Environment/Neighborhood Inclusion Program is a five-year, federally-funded initiative that providesinformation and support to families of studentswith severe disabilities regarding inclusivepractices and activities of the NeighborhoodInclusion Project.
4Th,
The Ensuring Student Success throughCollaboration Project is composed ofrepresentatives from all agencies servingchildren and youth, who then work withother state teams involved in similar pro-grams.
ft. 2hild Abuse and Neglect Project is apilot project that addresses child abusethrough a partnership between MSDE andthe Masonic Charities of Maryland. Avariety of family-focused services from pre-K through grade 12 address the root causesof at-risk behavior and is offered in projectschools through Parents Anonymous ofMaryland.
Sailor serves as Maryland's gateway to theInternet, providing electronic access to state,national, and international resources.Through local telephone connections,libraries, schools, businesses, and citizensconnect to the worldwide computer networkand can use databases, magazine indices,library on-line catalogs, community re-sources, and other essential tools.
34
Targeted Poverty Grants make fundingavailable tu 106 schools with a high concentra-tion of students qualifying for free and re-duced-price lunches. Among the learningopportunities provided for students are before-and after-school and summer school programs,Saturday classes, parental involvement activi-ties, and computer-assisted tutorials.
Equity Assurance and Compliance is aprogram whose staff advocates for studentsand adults with special needs covered by theDisability Equity Program. They disseminateinformation concerning sexual harassmentthrough the Gender Equity Program and trainlocal educators in multicultural instruction.The Equity Enhancement Program provideslocal superintendents, staff, and the comrnu-nity with guidelines for sensitive classroommanagement, student-staff interaction, andoverall relations between school andcommunity.
The Title 1 Migrant Education Programserved 560 students aged 3 through 21 thispast year, providing additional education andsupport services to meet the special needs ofthe children of migrant farmworkers andfishers.
Food and Nutrition Programs fall under thenational School Lunch Program and the SchoolBreakfast Program. The Special Milk Programprovides milk for students in schools, camps,day care centers, or other non-profit institu-tions. The Child and Adult Care Food Programserves meals and snacks to day care centersand to children in family day care homes.Summer Food Service provides meals tochildren when schools are closed. All of theseprograms provide nutritious food necessaryfor students to learn and grow. The NutritionEducation and Training Program providestechnical assistance and training about nutri-tion and food systems management to foodservice staff, teachers, parents, and children.
Nonpublic School Accreditation approvesearly childhood educational programs innonpublic nursery schools as well as nonpublicspecial education programs for students birththrough 21. Oversight includes a variety ofshort-term education programs for children inspecial treatment centers to ensure that stu-dents do not lose instructional opportunities orcredits when they return to public school.
Technology Education has been a graduationrequirement beginning with the class of 1997. Itteaches students about the evolution, systems,techniques, use, and significance of technology.Students develop the knowledge and skills tocompete in a global economy and to exercisethe responsibilities of citizenship.
The Maryland Public School ConstructionProgram incorporates an independent stateinteragency organization chaired by theSuperintendent of Schools. It provides fundingfor modernizing and constructing additions toexisting schools as well as building newschools. Included are projects for state andlocal initiatives such as prekindergarten, highschool science programs, and technologyeducation.
New American Schools Development Corpo-ration (NASDC) has, in conjunction withMSDE, offered several model innovativeclassrooms to Maryland school systems. Theproject allows local school systems to pilotnational models of innovative education withthe support and encouragement of NASDCand MSDE.
35
29
4. .atistics
MARYLAND PUBLIC SCHOOLS
Maryland operated 1,262 schools duringthe 1994-1995 school year, including 797elementary schools, 204 middle or com-bined schools, 197 secondary schools, and64 special or alternative schools.
Enrollment in elementary and secondarypublic schools in the state has increased13% over the last five years, with over790,000 students enrolled in pre-kindergar-ten through grade 12. The number ofteachers and staff has kept pace with theincrease in student enrollment.
DistrictsSchoolsFTE StaffFTE Teachers*Students Pre K-12
1989-90
241,205
76,70941,488
698,806
1994-955-Year
% Change ;
241,262 4.7
84,704 10.4
46,565 11.7
790,938 13.2
FTE = Full-Time Equivalent* Includes TherapistsSources: MSDE Fact Books
CURRENT ENROLLMENTIn the fall of 1994, 83.5% of pre-kindergarten tograde 12 students were enrolled in public schoolsand 16.5% in private schools. The racial/ethnicbreakdown of the public school population is alsodisplayed in the following charts.
STUDENT ENROLLMENT BY TYPE OF SCHOOLFALL 1994
NON-PUBLIC156,582(16.5%)
1
Source MSDE. Maryland Public School Enrollment: Nonpubhc School Enrollment
ACTUAL ANDPROJECTEDPUBLIC SCHOOLENROLLMENTA decline in births duringthe 1970s caused publicschool enrollments todecline during the early1980s. As births began toincrease in the 1980s,primary, then secondaryschool enrollment alsoincreased. According to theMaryland Office of Plan-ning, births and enrollmentsare projected to continue toincrease well into the 1990s.
903
eon
COO
507
403
300
200
100
0
PUBLIC SCHOOL ENROLLMENT BY RACE/ETHNICITY,FALL 1994
(Total Public PreK-12 Enrollment = 790,938 Students)
HISPANIC3.1
*Other race includes American Indians, Alaskan Natives,Asians, and Pacific Islanders.Source: MSDE Fact Books
PUBLIC SCHOOL ENROLLMENT IN MARYLAND, K-12(1981-94 Actual, 1995-2001 Projected)
790,938
111111111111111111et a3 es Eri sn in 45 ar so not
Source: Maryland Office of Planning, Public School Enrollment Projections
3 7
31
7-12
PRIMARY & SECONDARY PUBLIC SCHOOLENROLLMENT, K-12
(1981-92 Actual, 1993-2001 Projected)
YEARS
Source: Maryland Office of Planning, Public School Enrollment Projections
ESTIMATED PERCENT OF REVENUE FOR MARYLANDPUBLIC SCHOOLS FUNDING SOURCE, 1994-95(Total Revenue Receipts for 1994-95 = $5,236,173,000)
FEDERAL SHARE 5.2
Source: National Education Association, 1994-95Estimates of School Statistics as provided by MSDE
PUBLIC SCHOOL TEACHERSThere were over 46,000 public school teachers in October 1994. More than three-quarters of these educatorswere female and almost 80% were white. In 1994-95, the average salary of Maryland teachers was $40,636,which was $3,703 higher than the national average. According to a 1994 American Federation of Teachersreport, Maryland dropped from 9th to 13th when salaries were adjusted for cost of living.
ESTIMATED EXPENDITURE PER PUPIL*1994-95 (REVISED)
7,000
6,200
15,4005,000
NATIONALAVERAGE
MARYLANDAVERAGE
'Based on average daily attendance in public elementary andsecondary schools
REVENUE AND EXPENDITURERevenue for public elementary and secondaryschools in Maryland totaled more than $5billion for the 1994-95 school year. The piechart on the left provides a breakdown ofrevenues by funding source. A larger percent-age of funds for public education comes fromlocal governments in Maryland than nationally(55.8% vs. 46.7%). As the bar chart shows, anaverage of $6,720 was spent per pupil inMaryland in 1994 which is $568 more than thenational average. Spending per pupil, how-ever, varies widely among each Marylandschool system.
Source: National Education Association. Ranking of the States, 1988-1995
Maryland Public School Teachersby Gender and Race, October 1994
#
TOTAL 46,260 100.0%
GENDERMale 10,971 23.7%Female 35,289 76.3%
RACEWhite 36,245 78.4%African American 9,192 19.9%Other* 823 1.8%
*Amor Indian, Asian. Hispanic/Alaskan Native, Asion/P'actlic IslanderSource. Professional Staff by Assignment, Race/EIhnicity and Gander.Maryland Public Schools, October 1994
38
ATTENDANCEYearly attendance rates have shown a slowbut gradual improvement in recent years forboth elementary and secondary students.Despite a setback in 1995, the state remainswell into the satisfactory standard for atten-dance among students in grades 1-6. Thestate continues its efforts to achieve anoverall satisfactory performance for studentsin grades 7-12.
SPECIAL PROGRAMSThe table at right provides the numberand percentage of students receivingspecial programs.
TRENDS IN YEARLY ATTENDANCE RATES*
96
94
92
90
88
86
MARYLAND STANDARDS FOR 1995-96
EXCELLENT (96%) SATISFACTORY (94%)
1990 1991 1992 1993 1994 1995
'Average percent of students present in school for at least half otthe day on an average school day during Sept.-June.
Source Maryland School Performance Report 1995
111 GRADES 1-6
GRADES 7-12
Students Receiving Special Programs
1992_
N* %
1993_
N*
1994N* %
1995N* %
Special Education 83,984 11.4 87,644 11.7 90,185 11.7 92,175 11.7
Total Enrollment in 1991-92=736,238, 1992-93=751,780, 1993-94=771,377, 1994-95=790,938Source: Maryland School Performance Reports 1992, 1993, 1994, 1995
MARYLAND HIGHER EDUCATIONIn addition to the role of elementary andsecondary public schools, Maryland'sextensive higher education system alsoimpacts the state's achievement of theNational Education Goals. Higher educationis particularly relevant to Goal 5 (Math andScience Achievement) and to Goal 6 (AdultLiteracy and Lifelong Learning). Marylandhas a three-part system of public highereducation that consists of 20 communitycolleges, two four-year colleges and universi-ties (Morgan State University and St. Mary'sCollege); and 11 campuses of the Universityof Maryland System (see table on page 34).Among the 26 independent post-secondaryinstitutions, 22 are classified as four-yearcolleges and universities.
Total enrollment on Maryland campuses in thefall of 1995 was 266,407 students. Undergradu-ate students account for roughly 23% of totalenrollment in 1995, with students enrolled ingraduate and professional programs account-ing for the other 18% (see table on page 34).Over the period from 1988 to 1995, enrollmentat Maryland post-secondary institutionsincreased 6.8% (over 370 in undergraduateprograms and 24`;;, in graduate/ professionalprograms).
33
NUMBER OF CAMPUSES AND ENROLLMENT AT POST-SECONDARYINSTITUTIONS IN MARYLAND BY TYPE OF CAMPUS, FALL 1993
# CAMPUSES ENROLLMENTFALL 1995
PUBLIC CAMPUSESCOMMUNITY COLLEGES 20 109,087MORGAN STATE UNIVERSITY 1 6,029ST. MARY'S COLLEGE 1 1,636UNIVERSITY OF MARYLAND 11 106,086
Edward AndrewsGeorge W. Fisher, Sr.Morris C. JonesRose La PlacaJoan C. MaynardAdrienne L. OttavianiHarry D. ShapiroWalter Sondheim, Jr.Edmonia T. YatesTracy M. Tucker
Nancy S. GrasmickSecretary-Treasurer of the Board/State Superintendent of Schools
Parris N. GlendeningGovernor, State of Maryland
\ lontgomen Count Public Schools (William Mill.)\ Ian land ',tate Department of Fdukalion (Larry ChambliMSparks Elementary School (Mary I u Pool)Mars land Instructional TV (Susan Noonan)
1 ..e Maryland State Department of Education does notdiscriminate on the basis of race, color, sex, age, national origin,religion, or disability in matters affecting employment or inproviding access to programs. For inquiries related todepartmental policy, please contact:
Equity Assurance and Compliance Branch200 West Baltimore StreetBaltimore, Maryland 21201(410) 767-0426 VOICE(41)) 333-6442 TTY/TDD(410) 333-2226 1-AX
