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.

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.

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.

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

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.

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.

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?

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?

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

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.