Expected Outcomes
The AIB has identified the expected outcome of the Blueprint when all five pillars are fully implemented in FY 2032 is to:
Improve the quality and equity of Maryland’s education system so that all Maryland students, regardless of where they live, household income, race, ethnicity, gender, language spoken at home, disability, and any other unique characteristic, can leave high school globally competitive and prepared for success in postsecondary education, work, and life.
The Blueprint is focused on providing equitable learning opportunities so that every student can become college- and career-ready before they graduate from high school. The AIB will focus on outcomes for students who are currently not achieving CCR, which overwhelmingly includes students who are from low-income households and who attend schools with high concentrations of poverty, multilingual learners, students with disabilities, and students with different racial/ethnic backgrounds. Closing the opportunity and achievement gaps between these students and their peers is critical to achieving the Blueprint’s goal.
Outcome Measures
The initial Blueprint Comprehensive Implementation Plan adopted by the AIB in December 2022 identified key milestones that State and local entities are expected to reach over its 10-year implementation period, expected outcomes and outcome measures for the overall Blueprint and each pillar, and outcome measures for each pillar objective at full implementation.
The Outcome Measures Workgroup was appointed by the Accountability and Implementation Board (AIB) in the winter of 2023 and was tasked with reviewing and refining the outcome measures included in the initial Blueprint Comprehensive Implementation Plan, identifying appropriate metrics for the outcome measures, and setting incremental targets at the State and local levels to monitor the Blueprint’s implementation progress. The workgroup was chaired by AIB Members Laura Stapleton and Joseph Manko and includes representatives of LEAs, State agencies, advocates, subject matter/data experts, and the AIB’s equity consultants Dr. Ivory Toldson and Dr. Natasha McClendon.
The workgroup recognized the importance of identifying and monitoring both types of measures to accurately capture and communicate the Blueprint’s implementation progress to the public. The workgroup evaluated and discussed the current Blueprint and pillar-level outcome measures adopted by the AIB in the initial Blueprint Comprehensive Implementation Plan, identified revisions to these measures, and proposed new measures for consideration. The workgroup then streamlined its recommendations by prioritizing the measures that would allow the AIB to clearly convey the Blueprint’s implementation progress to stakeholders, policy makers and the public.
These measures are either currently—or will be —attached to implementation targets that will be used by AIB to continuously monitor and assess the Blueprint’s progress. Overall and throughout the AIB’s monitoring of Blueprint progress, student outcome data will be disaggregated and analyzed by student groups whenever possible, including at least by race/ethnicity, gender, grade level, LEA, socioeconomic status, English learner status, and disability. Whenever possible and applicable, disaggregated data will also include intersections of student and teacher identities.
The adopted outcome measures will collectively establish a comprehensive picture of the Blueprint’s progress, but the AIB recognized that other types of both qualitative and quantitative data not captured in these measures will provide critical information about its implementation and impact on students. This data will be collected and monitored on an ongoing basis and posted on the “Data Dashboards” page when available.
Page Content
- Percentage of students served by public and private pre-K providers who demonstrate they are prepared for kindergarten (including social and physical development)
- Achievement gaps in comparing overall student outcomes to the outcomes of individual student groups and within student groups across pre-K–12 grade levels
- Percentage of high school students who have participated in a post-CCR pathway(s)
- Percentage of high school students who have completed a post-CCR pathway
- The rate at which Maryland high school graduates enroll in an institution of higher education in the fall following high school graduation and transfer college credits earned in a post-CCR pathway
- Percentage of Maryland high school graduates who report feeling prepared to achieve success in the career field of their choice, the postsecondary institution of their choice, OR the postsecondary training program/apprenticeship of their choice
- Percentage of Maryland students who meet the CCR standard in ELA and math by the end of grades 10, 11, and 12
- Percentage of Maryland high school graduates who meet the CCR standard in ELA and math
- Percentage of 3-year-olds and 4-year-olds from low-income households and percentage of all 4-year-olds who are enrolled in full-day pre-K
- Percentage of public and private pre-K teachers and teaching assistants meeting high-quality standards
- Percentage of public and private pre-K providers who have achieved a quality rating level of 3, 4, or 5 on Maryland EXCELs
- Number of teachers participating in professional development to support the valid administration and use of KRA results
- Number of Patty and Judy Centers created annually
- Percentage of pre-K slots offered by private providers
- Rate at which available financial incentives/support programs are used by eligible pre-K providers and staff
- Average percentage of hours during the school day dedicated to professional learning and collaboration by teachers
- Number of LEAs that have adopted and implemented career ladders that include role descriptions for teachers on the career ladder and aligned policies that include time, supports, and incentives to collaborate, mentor, share expertise, and support students
- Average teacher salary
- Teacher starting salary
- Percentage of licensed principals who have achieved NBC
- Percentage of LEA teacher evaluation systems aligned with the career ladder
- Number and diversity of Maryland Teaching Fellow applicants and recipients
- NBC candidates’ reported satisfaction with the NBC support program
- Number and diversity of graduates from approved State teacher preparation programs
- Number and diversity of qualified mentors for new teachers
- Number of hours (on average) teachers participate in professional development (disaggregated by LEA/school/teacher demographics/type of training, e.g. cultural competency, culturally responsive teaching, individualized instruction, pedagogical knowledge, etc.)
- Diversity of newly hired Maryland teachers compared to the diversity of the Maryland student population at State and local levels
- Retention of teachers who are still teaching in the classroom a portion of their time in Maryland pre-K-12 schools for five or more years
- Percentage of NBC teachers serving as classroom teachers in low-performing schools across the State
- Percentage of teachers participating in the career ladder
- Percentage of LEAs offering a pre-K-12 instructional system fully aligned to the CCR standard
- Percentage of students earning an industry-recognized credential (IRC) approved by the CTE Committee, disaggregated by type of IRC (e.g., a high school apprenticeship) among other student groups
- Number and diversity of schools assessed by CTE Expert Review Teams
- Number of pathways approved by the CTE Committee
- Number of apprenticeships approved by the CTE Committee
- Number of occupational skills standards adopted or revised by the CTE Committee
- Percentage of teachers using high-quality instructional materials
- Alignment of professional development to selection and use of high-quality
- instructional materials
- Student satisfaction with career counseling
- Percentage of students demonstrating grade-level proficiency in ELA and math at key points in a student’s academic experience
- Percentage of students who over two or more consecutive years do not demonstrate grade-level proficiency in ELA and math
- Percentage of students who exit from Tier 2 and 3 interventions in ELA or math and demonstrate grade-level proficiency in these subject areas by the end of an academic year
- Of the students who are assessed and determined to have behavioral health needs, the percentage who are offered documented support and services
- Demonstrated implementation of the Workgroup on English Learners (WEL)’s recommendations to improve the education of EL students in Maryland P-12 schools
- Demonstrated implementation of the Workgroup on Instruction and Services for Students with Disabilities recommendations (when completed in 2024) to improve the education of students receiving special education services in Maryland P-12 schools
- Counselor-student ratios in schools
- Of English learners, the percentage of students who meet annual expected English proficiency targets
- Of students who require special education services, the percentage who meet annual expected progress targets as laid out in students’ Individualized Education Plans (IEPs)
- Rate of chronic absenteeism in community and non-community schools
- Diversity of newly hired Maryland school counselors compared to the diversity of the student population at the state level and by LEA
- Number and diversity of schools assessed by Expert Review Teams
- Number of LEAs meeting the minimum school funding requirements, and number of schools in each LEA meeting the minimum school funding requirements
- Public awareness of the Blueprint’s mission to transform Maryland’s education system into a world-class system that prepares students for success in college and career and progress in achieving this mission
- Public support of the Blueprint’s mission to transform Maryland’s education system into a world-class system that prepares students for success in college and career and progress in achieving this mission
Aligned Metrics
The AIB and Maryland State Board of Education (MSBE) adopted metrics and targets aligned to key Blueprint outcomes, including student proficiency, chronic absenteeism, and teacher recruitment and diversity, as part of an ongoing process. These metrics are a subset of the Outcome Measures, and represent key measures to ensure that Blueprint related initiatives are leading to increased outcomes for all students in Maryland. The AIB and MSBE will be monitoring progress on both state and local levels.
2024-2025 MCAP data will be released in the Fall of 2025. The AIB and MSBE have set goals for some of the aligned metrics, and will be setting goals for additional aligned metrics as baseline data becomes available.
Aligned Metrics & Targets
| Metric | Baseline
(2023-2024) | 2024-2025 Goal
| 2025-2026 Goal |
|---|
| % of grade students at or above proficient on the Grade 3 ELA MCAP assessment | 46% | 51% | 56%
|
| % of grades 3-8 students scoring at or above proficient on ELA MCAP assessments | 47% | 52% | 57%
|
| % of grade 5 students scoring at or above proficient on the Grade 5 mathematics MCAP assessment | 29% | 34% | 39% |
| % of grade 3-8 students scoring at or above proficient on the Grade 5 mathematics MCAP assessment | 27% | 32% | 37%
|
| Rate of chronic absenteeism in all schools | 30%
*baseline is 22-33 | N/A | 15% |
| Metric | Baseline
(2023-2024) | 2026-2027 Goal
|
|---|
| % of new teachers of color (as measured by Fall Staff Collection report) | 46% | 55% |
| % of teachers of color retained over a 3-year period | 70% | 78% |
| % of new teachers retained over a 3-year period | 74% | 78% |
| % of new teachers retained over a 3-year period | 64% | 69% |
Targets to be set once there is baseline data
| Related Pillar | Metric |
|---|
| 1 | % of Kindergarten students demonstrating readiness on a kindergarten readiness assessment (KRA) |
| 2 | % of teachers participating at each level on a career ladder |
| 3 | % Maryland students who meet the CCR standard by the end of 10th grade |
| 3 | % of Maryland students who met the CCR standard before high school graduation |
| 3 | % of high school students who have completed a post-CCR pathway |
| 4 | % of schools with one or more school psychologists or school social workers |
