PRIORITY 4: Programs, Initiatives, and Strategies
READY FOR COLLEGE AND CAREER
All Maryland students graduate from high school college and career ready, and with an individualized plan to succeed in college, career, and life.
Set a new evidence-based College and Career Readiness (CCR) standard that moves beyond standardized tests, and ensure equitable access to post-CCR pathways.
Ensure the adoption of High-Quality Instructional Materials (HQIM) across every school, including the necessary training required for successful implementation.
Adopt an Early Warning System (EWS) tied to high-quality and timely interventions, including strengthening the implementation of Maryland’s 9th Grade On-Track measure across local education agencies.
Build and sustain an infrastructure for High-Quality, School Day Tutoring across Maryland, including the use of flexible scheduling strategies such as block scheduling to support the academic and developmental needs of students.
Set a new evidence-based College and Career Readiness (CCR) standard that moves beyond standardized tests, and ensure equitable access to post-CCR pathways.
Ensure the adoption of High-Quality Instructional Materials (HQIM) across every school, including the necessary training required for successful implementation.
Adopt an Early Warning System (EWS) tied to high-quality and timely interventions, including strengthening the implementation of Maryland’s 9th Grade On-Track measure across local education agencies.
Build and sustain an infrastructure for High-Quality, School Day Tutoring across Maryland, including the use of flexible scheduling strategies such as block scheduling to support the academic and developmental needs of students.
POST-CCR PATHWAYS & CAREER AND TECHNICAL EDUCATION
Post-CCR pathways promote advanced learning opportunities and allow students to earn a credential in a field aligned to their interests. For students who have not met the CCR standard by 10th grade, CCR support pathways are available. Additionally, students can benefit from a CTE system that is aligned with current industry’s needs, as well as curriculum, standards, and assessments that are aligned towards new CCR goal.
HIGH-QUALITY INSTRUCTIONAL MATERIALS & ASSESSMENT TOOLS
High-Quality Instructional Materials (HQIM) are resources that provide a road map for teachers on how to plan, teach, and assess student learning and reflect research on good instruction. They are fully aligned to state standards for what students should know and be able to do at the end of each school year, and aligned to evidence-based test practices in content areas. HQIM also support all learners, and enable frequent progress monitoring through embedded and aligned assessments.
EARLY WARNING INDICATORS: 9TH GRADE ON-TRACK MEASURES
Since 2018, the Maryland School Report Card includes a 9th Grade On-Track measure. On-Track is defined as earning 4 or more credits in math, English language arts, science, social studies, and world language. The Blueprint requires LEAs to implement a 9th grade tracker system to measure each student’s progress toward graduating on time. Currently there is wide variation from LEA to LEA in the implementation of the 9th Grade On-Track measure.
HIGH-QUALITY, SCHOOL DAY TUTORING
Rigorous research provides strong evidence that HighQuality, School Day Tutoring can produce large learning gains for K-12 students, especially those who have fallen behind academically. This type of tutoring is provided at least three times per week by a trained tutor (teacher, college students, etc.) in a small group format of two to four students and is offered during the school day.
Interim College and Career Readiness Standard
Student achievement, graduation rate, and postsecondary enrollment data for Maryland students, especially for underserved student populations, signal the need to rethink how we prepare our students to succeed in and through college and in their careers. Currently, a student meets the interim College and Career Readiness (CCR) standard if they meet or exceed the standards in both English and math. Through our engagement, we identified guiding principles for the implementation of a new CCR system grounded in moving beyond using standardized test scores as the only measure of readiness, equitable access to post-CCR pathways, and pathways that enable students to explore elective enrichment and academic opportunities.
CCR Research Studies
MSDE commissioned two research studies to determine the skills and knowledge necessary to succeed in an entry-level college course. Both studies explore alternative methods of demonstrating readiness, such as GPA and course completion.
Exploratory Study
MSDE partnered with the Maryland Assessment Research Center (MARC) at the University of Maryland to complete a short-term quantitative study to explore the relationship between high school state and national standardized tests, and other potential predictors of success (such as course grades), and success in postsecondary coursework and/or workforce outcomes.
Long Term Study
MSDE has partnered with American Institutes for Research to perform a deep content analysis to determine the skills and knowledge necessary to succeed in the first year at a community college or 4-year college or university in Maryland. The preliminary report findings support that adding an alternative way to meet the CCR standard with high school GPA increased the percentage of students who meet the CCR standard from 40% to 64% and improved accuracy rates in determining college ready or not college ready from 65% t0 75%.
As specified in the Blueprint, American Institutes for Research will submit their final research report to the Governor, the Maryland General Assembly, the Accountability & Implementation Board, and the Maryland State Board & Department of Education on or before September 1, 2023.
Interim College and Career Readiness Standard
Student achievement, graduation rate, and postsecondary enrollment data for Maryland students, especially for underserved student populations, signal the need to rethink how we prepare our students to succeed in and through college and in their careers. Currently, a student meets the interim College and Career Readiness (CCR) standard if they meet or exceed the standards in both English and math. Through our engagement, we identified guiding principles for the implementation of a new CCR system grounded in moving beyond using standardized test scores as the only measure of readiness, equitable access to post-CCR pathways, and pathways that enable students to explore elective enrichment and academic opportunities.
CCR Research Studies
MSDE commissioned two research studies to determine the skills and knowledge necessary to succeed in an entry-level college course. Both studies explore alternative methods of demonstrating readiness, such as GPA and course completion.
Exploratory Study
MSDE partnered with the Maryland Assessment Research Center (MARC) at the University of Maryland to complete a short-term quantitative study to explore the relationship between high school state and national standardized tests, and other potential predictors of success (such as course grades), and success in postsecondary coursework and/or workforce outcomes.
Long Term Study
MSDE has partnered with American Institutes for Research to perform a deep content analysis to determine the skills and knowledge necessary to succeed in the first year at a community college or 4-year college or university in Maryland. The preliminary report findings support that adding an alternative way to meet the CCR standard with high school GPA increased the percentage of students who meet the CCR standard from 40% to 64% and improved accuracy rates in determining college ready or not college ready from 65% t0 75%.
As specified in the Blueprint, American Institutes for Research will submit their final research report to the Governor, the Maryland General Assembly, the Accountability & Implementation Board, and the Maryland State Board & Department of Education on or before September 1, 2023.
College and Career Pathways
Students have access to all pathways at no cost to themselves or their families. Career counseling programs will aid students in choosing a post-CCR pathway. Local education agencies must support students through the successful completion of post-CCR pathways in addition to supporting them in achieving College and Career Readiness as outlined in their individualized CCR plans.
COLLEGE PREP PROGRAMS
- International Baccalaureate (IB) Diploma Programme
- Cambridge AICE Diploma Program
- A comparable program consisting of Advanced Placement courses specified by the College Board
EARLY COLLEGE AND DUAL ENROLLMENT PROGRAMS
- An associate degree
- At least 60 credits towards a bachelor’s degree
CAREER AND TECHNICAL EDUCATION (CTE) PROGRAMS
- An industry-recognized occupational credential or postsecondary certificate
- A registered apprenticeship program
- A youth apprenticeship program
