Holding schools and students accountable
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Holding Schools and Students Accountable. Dr. Nancy S. Grasmick July 26,2012. RESULTS : “Is the U.S. Catching Up?”. Maryland is proud to be the top-ranked state in U.S. growth as reported in this study, and judged by Education Week to be the #1 state school system for the past 4 years.

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Holding Schools and Students Accountable

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Holding schools and students accountable

Holding Schools and Students Accountable

Dr. Nancy S. Grasmick

July 26,2012

Results is the u s catching up

RESULTS: “Is the U.S. Catching Up?”

  • Maryland is proud to be the top-ranked state in U.S. growth as reported in this study, and judged by Education Week to be the #1 state school system for the past 4 years.

  • A result of years of hard work: policy, accountability, school support, and most important

    Consistent focus on children

Presentation plan

Presentation Plan

Maryland’s approach from the perspective of:

  • History

  • Philosophy

  • Organization

  • Implementation

Maryland s approach history

Maryland’s Approach: History

  • 1991: Appointment to State Superintendency

    • Commission on accountability desired a strong accountability system to assess progress of schools

The importance of accountability s ystems

The Importance of Accountability Systems

  • To provide comparable information on school performance to:

    • Superintendents and school boards

    • School administrators and teachers

    • Parents and communities

  • To continue to raise the bar and improve schools

  • To provide rich opportunities to discuss school performance, what is working and what is not

Maryland s approach history1

Maryland’s Approach: History

  • 1992: Identification of schools not delivering effective instruction (low student achievement)

1990 s maryland school performance assessment program mspap

1990’s Maryland School Performance Assessment Program (MSPAP)

  • Performance assessment integrating reading, writing, language arts, mathematics, science and social studies.

  • For school accountability only

  • Administered in Grades 3, 5, and 8

  • Set high standards for all

  • Fundamentally changed instruction in Maryland to an application of knowledge model

Maryland s approach unprecedented steps 1990 s

Maryland’s Approach: Unprecedented Steps 1990’s

  • State given the responsibility to take over academic management of low performing schools from the districts.

  • Development and implementation of a state curriculum to address:

    • Mobility issues

    • Equal access to content and rigor

Maryland s approach history2

Maryland’s Approach: History

2002-2003 No Child Left Behind Act

  • Required revision to assessment system

  • Maintained state curriculum

  • Changed from state takeover of schools to identification of schools and systems needing interventions

Nclb assessments maryland school assessments

NCLB Assessments – Maryland School Assessments

  • Designed to fulfill requirements of NCLB – reading, mathematics, science

  • School accountability and individual scores

  • Administered in Grades 3-8 and 10 for reading and mathematics, Grades 5, 8 and high school biology for science

  • Requirements resulted in less focus on application of skills.

High school assessments

High School Assessments

  • Require all students to demonstrate knowledge in English, algebra/data analysis, biology and government

  • Fulfill NCLB requirements in reading, mathematics, and science

  • Serve as high school graduation requirement as well as school accountability

  • Administered when students complete the course

  • Administered on-line in many schools

Maryland s approach history3

Maryland’s Approach: History

New Programs – 2002-2011

  • Instituted a department on school leadership

  • Obtained new funding from Governor and General Assembly using inverse to wealth model

  • Developed intervention teams to work in schools, aggressive provisions of professional development

  • Established the expectation that all schools analyze and use data; developed supporting website

Maryland s approach history4

Maryland’s Approach: History

Teacher/Principal Evaluations– 2002-2011

  • Maryland is a strong union state, limiting the ability of the State Department to direct the evaluation process.

  • Supported local superintendents and principals in implementing evaluation process that reflected and addressed inadequacies

    • Resulted in demotions and involuntary transfers for underperforming staff

Maryland s approach history5

Maryland’s Approach: History

Early Childhood – 2001-2011

  • Identified school readiness as critical to subsequent success

  • Moved Division of Early Childhood from Social Services to Dept. of Education

  • Identified 9 content domains for readiness

  • Developed an Early Childhood curriculum

  • Set standards and accreditation for facilities; provided PD and incentives for providers.

Maryland s approach early childhood results

Maryland’s Approach: Early Childhood Results

  • Progress was sustained when students were assessed in Grade 3

Percentage of Students Ready for School

Maryland s approach contributing factors to success

Maryland’s Approach: Contributing Factors to Success

  • Consistent, sustained vision and leadership

  • Intensely collaborative relationships with school districts

  • Highly inclusive of stakeholders

  • Partnerships and support of schools

Maryland s approach contributing factors to success1

Maryland’s Approach: Contributing Factors to Success

  • Accountability

  • Commitment to preparing students for future success

  • Strategic funding

  • Importance of leadership

Maryland s accountability systems

Maryland’s Accountability Systems

Key characteristics

  • Alignment of state curriculum to assessments

  • Comprehensive test security measures and sanctions for any improprieties

  • Multiple indicators to enhance interpretation

  • High standards

  • Accessible reports that include all student groups and achievement gaps

  • A spirit of evolution

Characteristics of good s ystems

Characteristics of Good Systems

  • Implement a state curriculum and align the assessment to it

  • Involve all teachers in curriculum and assessment development, and all stake-holders in standard setting

  • Include graduation requirements at least at high school to ensure by-in from students

Characteristics of good s ystems1

Characteristics of Good Systems

  • Include multiple indicators to ensure valid interpretation

  • Timely and accessible results: report cards for each school, website

  • Provide support for struggling schools

  • Include evolution plan to continue to raise the bar



  • Importance of an evolution philosophy-continuous improvement, raise the bar

  • Must change with the times and the students

  • Incorporate new research, technology, what works into systems to support schools

  • Goal is college and career readiness

Holding schools and students accountable1

Holding Schools and Students Accountable

Dr. Nancy S. Grasmick

July 26,2012

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