The Maryland State Department of Education (MSDE) today released new student performance data for the Maryland Report Card. The Maryland Report Card features school accountability measures for student performance, and grades schools on academic performance and growth as well as school quality and climate.  

The Report Card includes an overview of student performance across Maryland, as well as performance results for students by county and by school with data compiled from the 2021-2022 school year. Every Maryland public school receives an overall score measuring its performance on the state accountability system. The scores show how a school is doing in comparison to others in Maryland.  

As part of the Report Card, each school also receives a star rating, based on a 1 to 5 scale. MSDE introduced this new reporting tool in 2018, and data released today is the third star rating reporting cycle reported by the state. MSDE paused the Report Card accountability process for school years 2019-2020 and 2020-2021 due to the COVID-19 pandemic.  

The data released today for Charles County Public Schools (CCPS) indicates 32 Charles County schools earned three or more stars, with 13 schools receiving four stars and 19 schools receiving three stars. In comparison with 2018-2019 Report Card data, five CCPS schools achieved a higher star rating, while 17 schools achieved the same star rating as the last reporting cycle. No CCPS school earned the lowest rating of 1 star.  

A breakdown of the star rating by school, by county and for the state is posted on the MSDE Report Card website at https://reportcard.msde.maryland.gov/.  

Superintendent of Schools Maria V. Navarro, Ed.D., said school system and school leaders will use the data to drive instructional decisions that continue to support student achievement.  

“The report card data provides an individualized performance report for each of our schools in which areas of improvement are clearly identified. Our administrative teams, as well as the CCPS leadership team, can see both strengths in academic achievement and school climate, as well as areas in need of additional focus to ensure progress is made,” Navarro said. “The report card includes Maryland Comprehensive Assessment Program data from last year, which is also a measurement outlined under student learning and achievement of the CCPS strategic plan. We know our work continues to close achievement gaps, whether they exist from the pandemic or other factors that affect a student’s ability to be in school and fully engaged, and our educators remain committed to our overall goal of preparing students for graduation and beyond.”    

Data used to measure student performance on the report card includes a review of academic achievement in English Language Arts (ELA) and math, student growth in ELA and math, student progress in achieving English language proficiency and credit for completion of a well-rounded curriculum. The report card also includes data on chronic absenteeism and climate survey. Data for schools on the report card is based on an accountability system of a total possible 100%.  

For elementary and middle schools, the breakdown of the possible 100% is as follows: 65% for academic achievement, academic progress and English language proficiency; and 35% for school quality/student success. A breakdown of the percentages is below.  

Elementary and middle schools  

• Academic achievement: 20% performance composite for ELA and math (measured by Maryland Comprehensive Assessment Program (MCAP) results).  
• Academic progress: 25% for growth in ELA and math; 10% for credit for completion of a well-rounded curriculum.  
• English language proficiency: 10% progress in achieving English language proficiency.  
• Chronic absenteeism: 15%.  
• Climate survey: 10%.  
• Opportunities/access to a well-rounded curriculum: 10%.  

For high schools, the breakdown of the possible 100% is as follows: 65% for academic achievement, graduation rate, English language proficiency and readiness for postsecondary success; and 35% for school quality/student success. A breakdown of the percentages is below.  

High schools  

• Academic achievement: 30% performance composite for ELA and math (measured by MCAP data).  
• Graduation rate: 15% adjusted cohort graduation rate.  
• English language proficiency: 10% progress in achieving English language proficiency.  
• Readiness for postsecondary success: 5% on-track in Grade 9; 5% credit for completion of a well-rounded curriculum.  
• Chronic absenteeism: 15%.  
• Climate survey: 10%.  
• Opportunities/access to a well-rounded curriculum: 10%.  

The Maryland School Report Card includes results of a statewide school survey, which was taken by students in grades 5 through 11 and educators. A composite score provides results based on input about safety, community, environment and relationships. The survey is administered through MSDE annually.  

Individual school reports posted to the state report card website include a breakdown of how the school was rated using the criteria listed above.  

Individual student reports for the Spring 2022 administration of both the math and ELA MCAP program will be sent home by schools with students in the next few weeks. Any student who took an MCAP assessment in ELA (Grades 3-8 and Grade 10) or math (Grades 3-8, Algebra I and Algebra II) with CCPS last spring will receive an individualized report.  

 

The report includes a student’s results as well as county and state average results for comparison. Information about how parents can understand their child’s score report is posted on the MCAP website at https://support.mdassessments.com/. Resources are available in both English and Spanish.