2013 Maryland Code
EDUCATION
§ 7-203 - Education accountability program

§7-203.

(a) The State Board, the State Superintendent, each county board, and each public school shall implement a program of education accountability for the operation and management of the public schools.

(b) (1) In this subsection, “grade band assessment” means one assessment of a middle school student’s knowledge in a core academic subject area during grades 6 through 8.

(2) The education accountability program shall include the following:

(i) The State Board and the State Superintendent shall assist each county board to establish educational goals and objectives that conform with statewide educational objectives for subject areas including reading, writing, mathematics, science, and social studies;

(ii) With the assistance of its county board, each public school shall survey current student achievement in reading, language, mathematics, science, social studies, and other areas to assess its needs;

(iii) 1. The State Board and the State Superintendent shall implement assessment programs in reading, language, mathematics, science, and social studies that include written responses;

2. The assessment program required in this subsection shall:

A. Provide information needed to improve public schools by enhancing the learning gains of students and academic mastery of the skills and knowledge set forth in the State’s adopted curricula or common core curricula;

B. Inform the public annually of the educational progress made at the school, local school system, and State levels; and

C. Provide timely feedback to schools and teachers for the purposes of adapting the instructional program and making placement decisions for students; and

3. Beginning in the 2014-2015 school year, the following assessments shall be implemented and administered annually:

A. At the middle school level, a statewide, comprehensive, grade band assessment program that measures the learning gains of each public school student towards achieving mastery of the standards set forth in the common core curricula or the State’s adopted curricula for the core content areas of reading, language, mathematics, science, and social studies; and

B. At the high school level, a statewide, standardized, end-of-course assessment that is aligned with and that measures each public school student’s skills and knowledge of the State’s adopted curricula for the core content areas of reading, language, mathematics, science, and social studies;

(iv) Each public school shall establish as the basis for its assessment of its needs, project goals and objectives that are in keeping with the goals and objectives established by its county board and the State Board;

(v) With the assistance of its county board, the State Board, and the State Superintendent, each public school shall develop programs to meet its needs on the basis of the priorities it sets;

(vi) Evaluation programs shall be developed at the same time to determine if the goals and objectives are being met; and

(vii) A reevaluation of programs, goals, and objectives shall be undertaken regularly.

(3) (i) After the 2014-2015 school year, the State Board shall determine whether the assessments at the middle school and high school levels required under paragraph (2)(iii)3 of this subsection adequately measure the skills and knowledge set forth in the State’s adopted curricula for the core content areas of reading, language, mathematics, science, and social studies.

(ii) If the State Board makes a determination under subparagraph (i) of this paragraph that an assessment does not adequately measure the skills and knowledge set forth in the State’s adopted curricula for a core content area, the Department shall develop a State-specific assessment in that core content area to be implemented in the 2016-2017 school year.

(c) National standardized testing may not be the only measure for evaluating educational accountability.

(d) The Department shall assist each county board to establish an education accountability program by providing:

(1) Guidelines for development and implementation of the program by the county boards; and

(2) Assistance and coordination where it is needed and requested by the county boards.

(e) (1) The Department shall survey a statewide, representative sample of public schools and public school teachers annually to measure:

(i) The amount of instructional time spent on social studies and science instruction in elementary schools;

(ii) The availability and use of appropriate instructional resources and teaching technology in social studies and science classrooms;

(iii) The availability and use of appropriate professional development for social studies and science teachers; and

(iv) The number of secondary school social studies and science classes that are taught by teachers who are:

1. Certified in the subject being taught; and

2. Not certified in the subject being taught.

(2) The Department shall:

(i) Compile the results of the survey conducted under paragraph (1) of this subsection; and

(ii) Publish the results on the Department’s Web site.

(f) The State Superintendent shall send the Governor and, subject to § 2-1246 of the State Government Article, the General Assembly a report each January that includes:

(1) Documentation of the progress of the Department, the county boards, and each public school in this State towards their respective goals and objectives; and

(2) Recommendations for legislation that the State Board and the State Superintendent consider necessary to improve the quality of education in this State.

(g) On the recommendation of the State Superintendent, the State Board shall include in its annual budget request the funds it considers necessary to carry out the provisions of this section.

§ 7-203 - 1. Grants for the administration of the Preliminary Scholastic Aptitude Test

(a) Distribution of grants. --

(1) For fiscal years 2003 and 2004, the Department shall distribute grants to qualified distressed counties, as defined in § 1-101 of the Economic Development Article, for the administration of the Preliminary Scholastic Aptitude Test to 10th grade students.

(2) For fiscal year 2005 and each subsequent fiscal year, the Department shall distribute grants to each county for the administration of the Preliminary Scholastic Aptitude Test to 10th grade students.

(b) Amount of each county's grant. -- Subject to the availability of funding in the State budget, the amount of each county's grant shall be in an amount sufficient for the administration of the test to all 10th grade students in the county.

§ 7-203 - 2. Collection, maintenance, and analysis of graduation records.

(a) Definitions. --

(1) In this section the following words have the meanings indicated.

(2) (i) "Four-year adjusted cohort" means a group of students who are entering the ninth grade for the first time from a cohort that is subsequently adjusted by adding any students who transfer into the cohort later during the ninth grade and the next three years and subtracting any students who transfer out, emigrate to another country, or die during that same period.

(ii) "Four-year adjusted cohort" also includes students retained in grade and only counted once as members of their original cohort.

(3) "Graduation rate" means the percentage obtained from applying the graduation rate formula.

(4) (i) "Graduation rate formula" means the number of students who graduate on time with a Maryland high school diploma divided by the number of students in the four-year adjusted cohort.

(ii) "Graduation rate formula" does not include students who graduate on time with a GED or other certificate not aligned with State standards.

(5) (i) "On time" means on or before the conclusion of a four-year adjusted cohort's fourth year of high school.

(ii) "On time" includes a senior summer session in a jurisdiction that offers senior summer sessions.

(6) (i) "Transfer out" means a student who the county board confirms, via written documentation, has enrolled in another high school or other educational program from which that student is expected to receive a Maryland high school diploma.

(ii) "Transfer out" does not include a student enrolled in:

1. A GED program; or

2. An alternative education program that does not issue or provide credits toward a Maryland high school diploma.

(b) Purpose. -- The purpose of this section is to:

(1) Initiate a process by which the State may achieve the goal of collecting, maintaining, analyzing, and publicly reporting data relating to the graduation rates of students in public high schools as an essential step in addressing gaps in educational achievement among a diverse student population; and

(2) Explicitly delineate the duties and responsibilities of the Department and the county boards in this regard.

(c) In general. --

(1) Beginning on or before September 1, 2011, and each year thereafter, a county board shall:

(i) Collect, maintain, and analyze graduation rates for public schools, local school systems, and the State; and

(ii) Report the information required under item (i) of this paragraph to the public and the Department in the aggregate and disaggregated by:

1. Hispanic or Latino of any race;

2. For individuals who are nonHispanic or nonLatino only:

A. American Indian or Alaska Native;

B. Asian;

C. Black or African American;

D. Native Hawaiian or other Pacific Islander;

E. White; or

F. Two or more races;

3. Students who are limited English proficient;

4. Students who receive free and reduced priced meals; and

5. Students who receive special education services.

(2) Beginning on or before October 1, 2011, and each year thereafter, the Department shall:

(i) Compile the information received under paragraph (1) of this subsection and calculate a graduation rate for the State; and

(ii) Post the information obtained under this subsection for each county on its website in the aggregate and disaggregated by:

1. Hispanic or Latino of any race;

2. For individuals who are nonHispanic or nonLatino only:

A. American Indian or Alaska Native;

B. Asian;

C. Black or African American;

D. Native Hawaiian or other Pacific Islander;

E. White; or

F. Two or more races;

3. Students who are limited English proficient;

4. Students who receive free and reduced priced meals; and

5. Students who receive special education services.

(d) Development of additional indicators. --

(1) The county boards and the Department may develop and implement additional indicators to collect, maintain, analyze, and publicly report data regarding alternative high school completions.

(2) The Department shall ensure that the information collected under paragraph (1) of this subsection is comparable for public schools and local school systems in the State.

(e) Duties of Department. -- The Department shall:

(1) Implement training for administrators and other personnel responsible for collecting, maintaining, analyzing, and publicly reporting data regarding four-year adjusted cohorts and graduation rates;

(2) Implement a standard process for verifying the accuracy of data including:

(i) Statistical checks and analyses; and

(ii) On-site audits of record-keeping procedures;

(3) Implement a public awareness campaign including outreach to civic associations, community-based groups, and parent organizations and the solicitation of suggestions and community support regarding the need for collecting, maintaining, analyzing, and publicly reporting accurate data regarding four-year adjusted cohorts and graduation rates;

(4) Provide technical support to the county boards with collecting, maintaining, analyzing, and publicly reporting graduation rate data; and

(5) Serve as a central repository for this data.