Why is this urgent?

A solid academic foundation in school provides students with the knowledge and critical thinking skills needed for success in higher education, careers, and lifelong learning. This equips them to participate meaningfully in their communities.

Equity Commitment

We believe academic excellence for all is the foundation for equity. It empowers students to reach their full potential, participate meaningfully in society, and break down barriers to success. Through a commitment to academic excellence, we strive to close opportunity/achievement gaps to ensure that all students have supports to excel academically and create a future where each student graduates prepared to thrive in a dynamic and interconnected world.

The data below indicates AACPS’ progress toward the goals as stated in this Priority area of the Strategic Plan.
To view a scorecard document that shows AACPS’ progress toward all five goals, click here.

Goal A

Increase the percent of students reading on or above grade level by the end of 2nd grade for all student groups as measured by DIBELs Diagnostic Assessment.

55% of second graders are reading on or above grade level in the fall of 2024

Black/African American	Hispanic	Multiracial	White	Special Education	Multilingual Learners	Economically Disadvantaged
50%	39%	54%	64%	32%	29%	39%

Note: Groups ≥ 5% of the student population are displayed.

Goal B

Increase the percent of students meeting or exceeding proficiency on the national/state standards in English Language Arts (ELA), Math, Science, and Social Studies for all student groups as measured by MCAP State Assessments.

Student Group Analysis	Black/ African American	Hispanic	Multiracial	White	Special Education	Multilingual Learners	Econ. Disadv.
ES	38%	35%	57%	65%	16%	17%	31%
MS	39%	35%	57%	65%	12%	6%	29%
HS	50%	45%	72%	77%	23%	10%	45%

Student Group Analysis	Black/ African American	Hispanic	Multiracial	White	Special Education	Multilingual Learners	Econ. Disadv.
ES	19%	19%	36%	47%	10%	9%	15%
MS	12%	11%	26%	37%	<5%	<5%	8%
HS	7%	<5%	12%	15%	<5%	<5%	5%

Student Group Analysis	Black/ African American	Hispanic	Multiracial	White	Special Education	Multilingual Learners	Econ. Disadv.
ES	16%	14%	32%	41%	9%	<5%	11%
MS	15%	16%	29%	42%	5%	<5%	13%
HS	29%	28%	49%	62%	9%	<5%	26%

Student Group Analysis	Black/ African American	Hispanic	Multiracial	White	Special Education	Multilingual Learners	Econ. Disadv.
MS	28%	26%	44%	58%	10%	5%	22%
HS	36%	31%	49%	61%	16%	6%	32%

Note: Groups ≥ 5% of the student population are displayed. Data is reflective of test takers.

Goal C

Increase the percent of Multilingual Learners making progress towards attaining English Language Proficiency as measured by the WIDA ACCESS Assessment.

Spring 2023, K-12

44% of English Learning Made Adequate Progress towards achieving English Language Proficiency

Note: Spring 2024 data is anticipated in December 2024.

Abbreviations and Notes

ES: Elementary Schools

MS: Middle Schools

HS: High Schools

Economically disadvantaged, rather than FARMs, is reported as in ESSA

Groups > 5% of the student population are displayed.

DIBELs: Dynamic Indicators of Basic Early Literacy Skills is a series of short tests that help teachers and schools assess a student's literacy skills. DIBELS is used to identify students who need extra help, monitor their progress, and guide instruction. DIBELS measures skills like phonemic awareness, alphabetic principle, accuracy, fluency, and comprehension. Teachers use DIBELS to screen for students at risk of reading difficulties, monitor student progress, and guide instruction. DIBELS scores can be used to evaluate individual student development and provide grade-level feedback. DIBELS is given in the fall, winter, and spring.

MCAP: Maryland Comprehensive Assessment Program is a series of assessments that evaluate student progress in Maryland's state content standards. The program is designed to help educators, families, and the public understand how well schools are performing and how to improve student achievement. Counties within Maryland administer annual statewide assessments to all students in:

English Language Arts/Literacy (ELA/L) in grades 3-8 and once in high school
Mathematics in grades 3-8 and once in high school
MISA is the Maryland Integrated Science Assessment (MISA), is the science assessment administered once in each grade band (3-5, 6-8 and high school)
Social Studies in grade 8, as well as a high school American Government assessment

Multilingual Learner: a student who is developing proficiency in multiple languages, including English, and whose home language is not English.

WIDA ACCESS for ELLs:

is administered to kindergarten through grade 12 students who have been identified as Multilingual Learners.
Is given annually
Assesses Listening, Reading, Speaking and Writing

Progress towards English Language Proficiency (ELP) is when a multilingual learner:

Exits services with a 4.5 composite score
Meets their individual target set by MSDE
Makes sufficient growth according to MSDE

Achieving Academic Excellence

Ensuring that all students are exposed to high academic expectations, rigorous curriculum, and an engaging learning environment to meet individual needs and continue to grow.

Goal A

Goal B

Goal C

Abbreviations and Notes