Building and Sustaining Our Future
Ensuring the safety, security, and upkeep of all district facilities and the efficient and equitable management/allocation of district resources.
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
Ensure that all AACPS facilities are secure and are fully equipped with modern infrastructure and maintenance practices to create a clean, safe environment for students and staff.
Note: Ratings are based on a 1-5 scale, with 1 being the best. Target Performance Level is a 2.
Goal B
Equip all AACPS students with learning spaces that are appropriate to the needs of the students and that have the technology and other resources necessary to support modern learning environments.
63%
K-12 Students Logged into the LMS Monthly in 23-24
Note: Considers students who were enrolled as of 09.30.23 through the end of the school year.
149,608
Total Student Devices Accessible in 23-24
Goal C
Ensure equitable and transparent funding and resource distribution that meets the needs of each student. Measured by the percent funded in each Blueprint category.
Foundation | Comparable Wage Index | Compensatory Education | Multilingual Learners | Special Education | Community Schools | Transitional Supplemental Instruction | CCR | PreK | Comparable Wage Index | |
% Funded 24-25 | Coming October 2025 | |||||||||
% of Schools with Satisfactory Expenditures 24-25 | Coming October 2025 | |||||||||
Note: Due to the Blueprint law timelines, baseline 24-25 data is not anticipated until October 2025. Satisfactory expenditures according to Blueprint law are defined as at least 75% of allotment.
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.
LMS: Learning Management System is a software application that helps organizations create, manage, and track learning programs.
Device: Chromebook, laptop, or iPad
Blueprint Funding Programs baseline 24-25 data is not anticipated until October 2025. Satisfactory expenditures according to Blueprint are defined as at least 75% of allotment. All education funding programs in Maryland are designed with a per pupil/staff amount and a specified student/staff count, with the exception of the Comparable Wage Index and Blueprint Transition Grants. The per pupil amount multiplied by the student count of the applicable program represents the total program amount. The total program amount is distributed to the LEAs based on their relative local wealth. This wealth-equalization process results in more State funding to less wealthy jurisdictions. In addition to the State funding, local governments are required to provide a local share for all but one of the Blueprint funding programs. The exception is the Concentration of Poverty program. The State provides the full cost of the personnel component and the per pupil component for a majority of LEAs.
Local Share: County Governments are required to share the cost of education with the State, known as Maintenance of Effort (MOE). The MOE requirement was revised under the Blueprint to include a required local share of the Blueprint programs. As a result, MOE is now calculated as the greater of the required local share or the prior year net local appropriation on a current year per pupil basis. LEAs receiving Education Effort Adjustment grants should adjust the Blueprint program that contributed to the grant. For example, LEAs that receive a Guaranteed Tax Base grant can make the adjustment to the Foundation Program. For LEAs that receive the minimum State guarantees in the Foundation, Compensatory Education, Multilingual Learners, or Special Education programs should adjust those programs.
The Foundation program is designed to provide a base amount of funding for all students. The per pupil amount is based on the cost to serve all students, including the cost of running the school system, as identified in §5-201, §5-212, and §5-213 of the Education Article. The base cost includes funds for classroom, school and system staffing, instructional materials, technology, operations and maintenance, and administration. Below is a breakdown of allowable 75% expenses for each Blueprint Program, for school level expenditures:
Foundation and CWI
Expenditures outlined in 5-212 and 5-213 of the Education Article of Maryland
Expenditures in the following State Categories
Mid-Level Administration (Office of the Principal Only)
Instructional Salaries
Instructional Supplies
Other Instructional Costs
Special Education (after the Special Education Blueprint Funding Requirement has been met)
Student Personnel Services
Student Health Services
Student Transportation Services (only expenditures in excess of State Transportation Revenue)
Operation of Plant
Maintenance of Plant
Fixed Charges (associated with personnel budgeted in Foundation)
The Comparable Wage Program provides certain LEAs with higher costs of living additional funding to account for the higher-than-average costs. These funds must be allocated to schools per Education Article §5-234. LEAs may use these funds for any of the expenditure examples or categories identified under the Foundation Program.
The Compensatory Education program is designed to provide the additional funding needed so students at risk of academic failure can be successful. The weight for this program is derived from the additional costs for before and after school programs, summer school, additional transportation, academic interventions, social workers, positive behavior programming, smaller class sizes, and enrichment activities and materials. Expenditures in the following State Categories may be used to provide services that meet the needs of students who qualify for Free and Reduced Price Meals in schools only after the Foundation amount has been met:
Mid-level Administration (Charter Schools that are employing an academic dean)
Instructional Salaries
Instructional Supplies
Other Instructional Costs
Special Education (After the Special Education Blueprint Funding Requirement has been met)
Student Personnel Services
Student Health Services
Student Transportation Services (i.e., summer school)
Operation of Plant
Fixed Charges (associated with personnel budgeted in Comp Ed.)
The Multilingual Learners program is designed to provide the additional funding needed so students whose home language is other than English can be successful. In addition to the costs for staffing, differentiated instruction, specialized before and after school and summer programming, and instructional materials, this program includes the cost of family support liaisons that assist families in supporting their child’s education. Expenditures in the following State Categories may be used to meet the needs of students who qualify for English Language services only after the Foundation amount has been met:
Mid-level Administration (For LEAs that administer ML programs centrally)
Instructional Salaries
Instructional Supplies
Other Instructional Costs
Special Education (After the Special Education Blueprint Funding Requirement has been met)
Student Personnel Services
Student Health Services
Student Transportation Services (i.e. Summer School)
Fixed Charges (Associated with personnel budgeted in English Learner)
The Students with Disabilities program is designed to provide the additional funding needed so students receiving special education services can be successful. The weight for this program is designed to support the costs of public day school students’ Individualized Education Plans. This includes therapeutic services, additional medical support, differentiated instruction, specialized summer programming, behavioral health support, and specialized transportation. Expenditures in the following State Categories may be used to meet the needs of students who qualify for IEP services only after the Foundation amount has been met:
Special Education
Student Personnel Services
Student Health Services
Transportation (only expenditures in excess of State Special Education Transportation revenue)
Operation of Plant
Fixed Charges (associated with personnel budgeted in Special Education)
The Concentration of Poverty program provides additional resources to transform schools with higher concentrations of poverty into Community Schools. When fully phased-in, schools with 55% of students identified as economically disadvantaged are eligible for the Concentration of Poverty program. In the first year of eligibility, schools receive a personnel grant which must be used to hire a Community School Coordinator and to ensure that the school has coverage by a licensed health care practitioner when students are in school. Schools must complete a needs assessment and an implementation plan as part of the transition to a community school. In the second year of the program, schools who meet the eligibility threshold receive a per pupil grant that is used to provide the wrap-around services identified in the school’s needs assessment. The wrap around services for Community Schools are identified in the §9.9-101 of the Education Article and further defined in the Concentration of Poverty program guide.
The Transitional Supplemental Instruction program is designed to provide additional support to students in kindergarten through third grade with a primary focus on reading and literacy. The per pupil amount for this program is designed to provide additional tutoring, supplemental instruction, and interventions to support struggling readers and struggling learners. Expenditures in the following State categories may be used to meet the needs early struggling learners:
Instructional Salaries
Instructional Supplies
Other Instructional Costs
Special Education (after the Special Education Blueprint funding requirement has been met)
Fixed Charges (associated with Personnel budgeted in TSI)
The College and Career Ready program provides a set amount per student to support students who are identified as college and career ready by the end of 10th grade. Students who meet the CCR standard are eligible for dual enrollment programs, college preparatory programs, and career and technical program pathways as identified in §7-205.1 of the Education Article. Expenditure examples include:
Dual Enrollment
AP
IB
CTE
AICE (Advanced International Certificate of Education - Cambridge Diploma Program)
Personnel and other related costs including fees associated with operating these programs.
Non-CCR activities only after exhausting all opportunities for CCR-identified students.
The Prekindergarten program as designed, Is an expansion of high-quality prekindergarten programs for all children, with an immediate focus on children from families with annual incomes at or below 300% of the federal poverty level. The mixed-delivery model includes public and private providers. Expenditures in the following State categories may be used to meet the needs public and private prekindergarten students:
Mid-level Administration
Instructional Salaries
Instructional Supplies
Other Instructional Costs
Special Education (after the Special Education Blueprint funding requirement has been met)
Student Personnel Services
Student Transportation Services
Fixed Charges (associated with personnel budgeted in PreK)
