Holding Schools and Students Accountable

Dr. Nancy S. GrasmickJuly 26,2012

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

RESULTS: “Is the U.S. Catching Up?”

Maryland’s approach from the perspective of:

◦ History◦ Philosophy◦ Organization◦ Implementation

Presentation Plan

1991: Appointment to State Superintendency

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

Maryland’s Approach: History

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

The Importance of Accountability Systems

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

Maryland’s Approach: History

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

1990’s Maryland School Performance Assessment Program (MSPAP)

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: Unprecedented Steps 1990’s

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

Maryland’s Approach: History

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.

NCLB Assessments – Maryland 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

High School Assessments

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: 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: 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: History

2002 2011

49% 82%

Progress was sustained when students were assessed in Grade 3

Maryland’s Approach: Early Childhood Results

Percentage of Students Ready for

School

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 Success

Accountability Commitment to preparing students for future success

Strategic funding Importance of leadership

Maryland’s Approach: Contributing Factors to Success

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

Maryland’s Accountability 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 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

Characteristics of Good Systems

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

Summary

Holding Schools and Students Accountable

Dr. Nancy S. GrasmickJuly 26,2012