MD 2022-2023 MCAP Results: Only 14% proficient ELA, 13 proficient math at state-level; MCPS 13.5% ELA, 13.7% math

[Anonymous]

SOURCE: https://wjla.com/features/i-team/maryland-education-scores-students-math-english-proficiency-state-tests-inequity-ela-students-teachers-academics-covid-19-pandemic-learning-fog-naacp-economic-prince-georges-county-montgomery-pgcps-mcps#

In a startling revelation, over 80% of Maryland students have fallen short on state proficiency tests in math and English language arts, according to scores reported by the state's Department of Education.

The statewide test scores indicate a mere 14.4% of students across all grades demonstrating proficiency in English language arts, with an even lower 13.2% proficiency in math.

Digging deeper into the data shows economic circumstances are closely intertwined with academic achievement. Among the students classified as "economically disadvantaged," only 24% managed to pass the English language arts proficiency tests. In stark contrast, 53% of their more affluent peers achieved proficiency in ELA. The same pattern emerged in math, where family income played a significant role. Twenty-five percent of "economically advantaged" students passed the math proficiency tests, while 5.9% of their disadvantaged counterparts scored high enough to pass the proficiency test.

In Montgomery County, the situation is slightly better, with 15 Maryland school districts outperforming their 13.5% ELA proficiency, and 11 districts surpassing their 13.7% math proficiency.

Recognizing the pressing need to enhance literacy and mathematics performance, especially among African American and Latino students, Montgomery County Public Schools have made it a top priority.

"It absolutely is a top priority for Montgomery County Public Schools to improve literacy and mathematics performance among our African American and Latino students," said Jessica Baxter, MCPS director of public information as she emphasized the school system's dedication.

The district has proactively shaped policy discussions and allocated budget investments to this cause. Approved in the Fiscal Year 2024 budget, these investments include the addition of instructional staff and coaches to provide increased support in math and literacy, diligent oversight and progress monitoring, and expanded professional development opportunities for acceleration, enrichment, intervention, credit recovery, or original credit, with options available both in-person and virtually.

I thought this was the year we were supposed to see improvements after last year being the first year back in school from COVID? The bar is on the floor and I'm not seeing thoughtful investigations of root-cause analyses or meaningful solutions. And before anyone says, "It's poor kids," it's not. Even "economically-advantaged" students managed 53% ELA proficiency at 25% math proficiency.

This is a five-alarm fire kind of situation. Where's the leadership from MCPS on this?

[Anonymous]

How do we know the MCAP is the best test to use? Is this test the most accurate test for measurable growth?

[Anonymous]

Anonymous wrote:How do we know the MCAP is the best test to use? Is this test the most accurate test for measurable growth?

I don't know. Ask the education policy experts at the Maryland State Department of Education.

Do you have evidence as to why it's a faulty test?

[Anonymous]

Anonymous wrote:

Anonymous wrote:How do we know the MCAP is the best test to use? Is this test the most accurate test for measurable growth?

I don't know. Ask the education policy experts at the Maryland State Department of Education.

Do you have evidence as to why it's a faulty test?

DP. IIRC, they changed the test, no? Until the alignment of content taught catches up, there's going to be depressed scores. Maybe I'm misremembering, though.

[Anonymous]

Anonymous wrote:SOURCE: https://wjla.com/features/i-team/maryland-education-scores-students-math-english-proficiency-state-tests-inequity-ela-students-teachers-academics-covid-19-pandemic-learning-fog-naacp-economic-prince-georges-county-montgomery-pgcps-mcps#

In a startling revelation, over 80% of Maryland students have fallen short on state proficiency tests in math and English language arts, according to scores reported by the state's Department of Education.

The statewide test scores indicate a mere 14.4% of students across all grades demonstrating proficiency in English language arts, with an even lower 13.2% proficiency in math.

Digging deeper into the data shows economic circumstances are closely intertwined with academic achievement. Among the students classified as "economically disadvantaged," only 24% managed to pass the English language arts proficiency tests. In stark contrast, 53% of their more affluent peers achieved proficiency in ELA. The same pattern emerged in math, where family income played a significant role. Twenty-five percent of "economically advantaged" students passed the math proficiency tests, while 5.9% of their disadvantaged counterparts scored high enough to pass the proficiency test.

In Montgomery County, the situation is slightly better, with 15 Maryland school districts outperforming their 13.5% ELA proficiency, and 11 districts surpassing their 13.7% math proficiency.

Recognizing the pressing need to enhance literacy and mathematics performance, especially among African American and Latino students, Montgomery County Public Schools have made it a top priority.

"It absolutely is a top priority for Montgomery County Public Schools to improve literacy and mathematics performance among our African American and Latino students," said Jessica Baxter, MCPS director of public information as she emphasized the school system's dedication.

The district has proactively shaped policy discussions and allocated budget investments to this cause. Approved in the Fiscal Year 2024 budget, these investments include the addition of instructional staff and coaches to provide increased support in math and literacy, diligent oversight and progress monitoring, and expanded professional development opportunities for acceleration, enrichment, intervention, credit recovery, or original credit, with options available both in-person and virtually.

I thought this was the year we were supposed to see improvements after last year being the first year back in school from COVID? The bar is on the floor and I'm not seeing thoughtful investigations of root-cause analyses or meaningful solutions. And before anyone says, "It's poor kids," it's not. Even "economically-advantaged" students managed 53% ELA proficiency at 25% math proficiency.

This is a five-alarm fire kind of situation. Where's the leadership from MCPS on this?

So, this is kind of hard to interpret but one thing that strikes me is that MoCo does seem to be genuinely plummeting through the ranks. If I look at last year's numbers (https://marylandpublicschools.org/stateboard/Documents/2023/0124/MCAPAssessmentResultsPart2.pdf) there are 5 or 6 counties ahead of MCPS within the state of Maryland.

But now there are more than 10 counties ahead of MCPS. So, even within Maryland and even as one of the best-resourced districts, MCPS is falling through the ranks year-over-year.

That's disconcerting to say the least.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How do we know the MCAP is the best test to use? Is this test the most accurate test for measurable growth?

I don't know. Ask the education policy experts at the Maryland State Department of Education.

Do you have evidence as to why it's a faulty test?

DP. IIRC, they changed the test, no? Until the alignment of content taught catches up, there's going to be depressed scores. Maybe I'm misremembering, though.

I heard that about Algebra, but not about other tests, and it would not explain the dismal ELA numbers.

[Anonymous]

Just to clarify, nowhere in the article does it say they are referencing 2022-2023 data. Students just finished those assessments two weeks ago. This might be old data from 2021-2022.

[Anonymous]

Anonymous wrote:Just to clarify, nowhere in the article does it say they are referencing 2022-2023 data. Students just finished those assessments two weeks ago. This might be old data from 2021-2022.

old data

[Anonymous]

Anonymous wrote:

Anonymous wrote:Just to clarify, nowhere in the article does it say they are referencing 2022-2023 data. Students just finished those assessments two weeks ago. This might be old data from 2021-2022.

old data

Okay, then isn't that a bigger problem? Maryland released the 2022 data in January, and it was much better than this. That means that the data they released in January was wrong, which raises some real questions about transparency and oversight.

[Anonymous]

Anonymous wrote:Just to clarify, nowhere in the article does it say they are referencing 2022-2023 data. Students just finished those assessments two weeks ago. This might be old data from 2021-2022.

It's right here



Also, I recommend watching the video in the article on WJLA's site which lets you see it's 2022-2023 data.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just to clarify, nowhere in the article does it say they are referencing 2022-2023 data. Students just finished those assessments two weeks ago. This might be old data from 2021-2022.

old data

Okay, then isn't that a bigger problem? Maryland released the 2022 data in January, and it was much better than this. That means that the data they released in January was wrong, which raises some real questions about transparency and oversight.

It's new data. PP has no idea what they're talking about.

[Anonymous]

I’m never sure how to read these. I know my kids totally blow off these tests. They finish them as fast as they can. They end up generally with proficient scores but they are well beyond proficient. But they aren’t going to waste any mental energy on these tests. There’s too many tests — we can’t really expect the kids to give these their best effort. I’d be more interested in how many kids are failing the unit tests, which are aligned with curriculum standards and are not retakable.

[Anonymous]

The numbers don’t make sense. How if it possible that 14.4 percent are proficient in ELA overall, but 24 percent of economically disadvantaged and 53 percent of more affluent students for the same? How does that add up to 14.4 percent?? It doesn’t.

[Anonymous]

Anonymous wrote:The numbers don’t make sense. How if it possible that 14.4 percent are proficient in ELA overall, but 24 percent of economically disadvantaged and 53 percent of more affluent students for the same? How does that add up to 14.4 percent?? It doesn’t.

Ok. Clearly your math proficiency also isn't up to par. Did you miss the coursework on statistics and percentages?

The economically advantaged group is a SUBSET of the overall Maryland student population.

The blended rate of ALL MD students is 14.4% ELA proficiency. However, if you EXTRACT only the "economically-advantaged" students, THAT group has a 53% ELA proficiency.

They are distinct data points and you're not supposed to add them up to equal 100%....

[Anonymous]

This is a crappy article. You can fund the latest MCAP data on this site:

https://reportcard.msde.maryland.gov/Graphs/#/AtaGlance/Index/3/17/6/15/XXXX/2022