Table I Final Results: Number of Elementary and Middle Schools Meeting AYP in Compared to Total Number Schools

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1 Anne Arundel County Public Schools AYP Results This report is based upon each school s performance in reading and mathematics on the Maryland School Assessments (MSA), the school s participation rate in this assessment, and its attendance rate. This year s results indicate that there were fewer county schools making AYP when compared to the previous year. A school-by-school analysis of the final results indicates that for the school year, 67 of the 78 elementary schools, or 85.9, made AYP. Among middle schools, 7 of the 19 middle schools, or 36.8, made AYP. Among the three special centers (J. Albert Adams, Monarch Academy, and Chesapeake Science Point Charter School), two (Monarch and the Chesapeake Science Point Charter School) also made AYP. (see Table I below) Elementary Schools Middle Schools Special Schools Table I Final Results: Number of Elementary and Middle Schools Meeting AYP in Compared to Total Number Schools No. Making AYP No. Making AYP Total The AYP Process and Status of AACPS Schools It is important to note at this point that, in order for an elementary or middle school to make AYP, the school must meet statewide targets called annual measurable objectives (AMOs) in each of the following reported areas: reading, mathematics, attendance rate, and participation rate. It should also be noted that these AMOs increase from four to six percentage points each year. For example, in order for an elementary school to make AYP for the school year, 81.2 of all students in the school were expected to perform at a proficient or advanced level in reading. In , however, the annual measurable objective increased to 85.9, and will reach 90.6 for In order for a middle school to make AYP for the school year, 80.8 of all students in the school were expected to perform at a proficient or advanced level in reading. In , however, the annual measurable objective increased to 85.6 and will reach 90.4 for Schools are not only expected to achieve this AMO in the category of, but also for each of the new seven racial/ethnic groups, as well as for students receiving services, students receiving Limited English Proficiency (LEP) services, and those receiving Free and Reduced Meals (). Schools that are in their first year of not making AYP are identified by MSDE for local monitoring. MSDE asks that local school system staff work with these schools instructionally during the upcoming school year to improve school-wide performance. Eleven elementary schools and two middle schools were identified by MSDE for local monitoring in the school year. Park, Quarterfield, Belvedere, Solley, Severn, and Davidsonville elementary schools, and Lindale and Crofton middle schools made AYP for the school year and are no longer under local monitoring. Table II below lists the schools identified for local monitoring, the student groups in each school that did not make AYP, and the content area in which the group did not make AYP for the school year.

2 Table II AACPS Schools Requiring Local Monitoring Based on Their AYP Results for the School Year School Student Group(s) Not Making AYP Content Areas in which the Student Group Did Not Make AYP Broadneck Elementary LEP George T. Cromwell Elementary Glen Burnie Park Elementary Hebron-Harman Elementary LEP High Point Elementary LEP Jacobsville Elementary Maryland City Elementary Oakwood Elementary Rippling Woods Elementary LEP Two or more races Seven Oaks Elementary LEP Van Bokkelen Elementary Magothy River Middle Old Mill Middle South In previous years, schools that did not meet AYP for two consecutive years in the same area (i.e., reading, mathematics, or attendance), were moved into what MSDE calls the School Improvement Process. The previous levels of school improvement were as follows: School Improvement Year 1 - After not achieving an AMO in the same content area (reading, math, or attendance) for two consecutive years, the school writes a detailed plan to solve problems in student achievement. If the school participates in the federal Title I program, it must offer parents the option of transferring their child to a higher achieving school in the school system. School Improvement Year 2 - After not achieving an AMO in the same content area for a third year, the school continues to follow its improvement plan. If the school is a Title I school, it continues offering parents the option to transfer their child to a higher performing school and also provides extra services, such as tutoring, to economically disadvantaged students. Corrective Action - After not achieving an AMO in the same content area for a fourth year, the school and the school system take specific actions to improve the school. These actions could include appointing an outside expert to advise the school, adopting a new curriculum, or extending the school year. Title I schools continue offering the transfer option and extra services.

3 Restructuring Planning - After not achieving an AMO in the same reported area for a fifth year, restructuring is planned. This could include replacing staff, contracting with a private management company or reopening the school as a public charter school. Title I schools continue offering the transfer option and extra services. Restructuring Implementation - After not achieving an AMO in the same reported area for a sixth year, restructuring is implemented. Title I schools continue offering the transfer option and extra services. Two years ago, the U.S. Department of Education (USDE) moved toward a different system of identifying schools that were in need of improvement. This newer approach, known as Differentiated Accountability, allowed states and districts to distinguish between schools in improvement that need substantial help versus schools that are closer to meeting their achievement targets. Under this approach, resources and interventions are focused more directly upon the specific needs of schools and allow school systems to take a more aggressive approach to those schools that are chronically underperforming. Table III lists the schools identified as part of the Differentiated Accountability process, the student groups in each school that did not make AYP, and the content area in which the group did not make AYP. For comparison purposes, we have included the previous NCLB school improvement status for each school. A school exits School Improvement when it meets AYP for two consecutive years, except in local monitoring which only requires one year. Please note that the schools marked with an asterisk (*) in Table III made AYP for the school year and must make AYP for the school year in order to exit the School Improvement Process. Differentiated AYP Status Focus Developing Table III AACPS Schools Identified for School Improvement Based on Their AYP Results for the School Year School Student Group(s) Not Making AYP Content Areas in which the Student Group Did Not Make AYP Arundel Middle Chesapeake Bay Middle School Improvement Status MacArthur Middle School Improvement I Comprehensive Developing Meade Middle LEP Comprehensive Developing George Fox Middle White School Improvement II

4 Marley Middle White Focus Developing Southern Middle* Comprehensive Developing Corkran Middle LEP White Corrective Action Comprehensive Developing J. Albert Adams Academy Attendance Corrective Action Focus Developing Old Mill Middle North LEP Wiley H. Bates Middle* LEP Restructuring/ Planning Comprehensive Priority Annapolis Middle Brooklyn Park Middle LEP White Restructuring/ Implementation *Made AYP in 2011 in all content areas. If AYP is made in 2012, will exit School Improvement. Source Anne Arundel County Public Schools, 6/2011

5 Maryland School Assessment Background Information Results from the 2011 administration of the Maryland School Assessments (MSA) have now been released by the Maryland State Department of Education (MSDE). This state-mandated assessment, which is now in its eighth year, is administered annually to all elementary school students in grades 3, 4, and 5 and middle school students in grades 6, 7, and 8. Its primary purpose is to measure county level, school level, and student level achievement in reading and mathematics, based upon Maryland s Voluntary State Curriculum and federal No Child Left Behind (NCLB) legislation. At each of these levels, these assessments are designed to determine whether students are performing at a basic, proficient, or advanced level of achievement. Students who perform at both the proficient or advanced levels of achievement are identified as passing the Maryland School Assessments. The following analysis of countywide results for the school year includes various tables which not only report overall countywide results, but also include disaggregated results reflecting the performance of various student groups that were a specific focus of the federal No Child Left Behind legislation. For example, this report will include the performance of students disaggregated by race/ethnicity as well as students receiving, English Language Learning, and Free and Reduced Meals () services. Countywide MSA Results For the school year, there were slight improvements overall in the countywide performance of students in reading and mathematics on the Maryland School Assessments. Table I reflects the countywide performance of all students in grades 3,4, and 5 combined for the and school years. It also includes the performance of all NCLB student groups disaggregated by race/ethnicity. The results reported indicate that a total of 92.3 of all students in grades 3, 4 and 5 combined scored at the proficient or advanced level on the MSA reading. This compares with 91.1 of all students who passed this assessment during the school year and represents a 1.2 increase over the previous year. Similarly, in mathematics, 92.0 of the students in these three grades scored at the proficient or advanced levels on the mathematics portion of the MSA compared to 91.3 for the previous year. These results reflect a slight countywide increase of 0.7 in the percent of students scoring at the proficient or advanced levels on the mathematics portion of the Maryland School Assessments. As indicated above, countywide results disaggregated by race/ethnicity for the and school years are also reported in Table I. In reading, the greatest improvements occurred among African Amercan students (3.2) and students (3.5). Smaller improvements in performance occurred among Asian students (1.9), White students (0.3), and students identified as being of two or more races (0.4). In mathematics, the greatest gains over the previous year occurred among students (2.2). Other student groups that also improved were students (0.9), students identified as being members of two or more races (0.9), and White students (0.7).

6 Table I Countywide Maryland School Assessments (MSA) Results School Year Elementary Schools of Passing the MSA Exam Racial/Ethnic Group READING MATHEMATICS Countywide Indian or Alaskan Native Asian Black or African /Latino of any race Native Hawaiian or Other Pacific Islander Two or more races White At the middle school level (Table II), countywide results in reading indicate that there was an overall 1.7 increase in student performance over the previous year. Disaggregated by race/ethnicity, all student groups made gains from the previous year. Of particular note were the gains made by Indian students (18.5) who, although small in number, made gains over the previous year that were noteworthy. Also of note is the performance of students identified as belonging to two or more races. Outside of the performance of Indian students, these students made the greatest gains over the previous year (3.6), followed by the performance of students (3.0) and African students (1.4). In mathematics, there was a slight countywide gain of 1.0 over the previous year. Among the various racial/ethnic student groups, noticeable gains were made by Indian students (8.3) and students (2.5). Slight gains were also made by White students (0.6) and Asian students (0.4). Table II Countywide Maryland School Assessments (MSA) Results School Year Middle Schools of Passing the MSA Exam Racial/Ethnic Group READING MATHEMATICS Countywide Indian or Alaskan Native

7 Asian Black or African /Latino of any race Native Hawaiian or Other Pacific Islander Two or more races White Table III reports countywide results for students in grades 3, 4, and 5 combined who received Free and Reduced Meals, Limited English Proficient services, and services over the past two years. The results reported in Table III suggest that in reading, the percent of students performing at the proficient or advanced levels increased among all three special services groups. Students receiving Limited English Proficent services made the greatest gains over the previous year. In mathematics, there were improvements in the performance of students receiving both Special Education services as well as Free and Reduced Meals services when compared with the previous year. There was a slight decline (-0.5), however, in the performance of students receiving Limited English Proficient services relative to the previous year. Table III Maryland School Assessments (MSA) Results & School Years Elementary School Performance Students Receiving Special Services READING MATHEMATICS Content Area & Student Group of All Students Passing the MSA Exam Point Content Area & Student Group of Passing the MSA Exam Point Free & Reduced Meals Free & Reduced Meals Limited English Proficient Limited English Proficient Table IV reports on the MSA performance of students at the middle school level who received special services. There were improvements in both reading and mathematics over the previous year among these students. In reading, the greatest gains over the previous year were made among Limited English Proficient students (7.8) and in mathematics among students receiving services (5.3).

8 Content Area & Student Group Free & Reduced Meals Limited English Proficient READING Table IV Maryland School Assessments (MSA) Results & School Years Middle School Performance Students Receiving Special Services of All Students Passing the MSA Exam Point Content Area & Student Group MATHEMATICS of Passing the MSA Exam ematics Free & Reduced Meals Limited English Proficient Point s in Student Achievement Among Student Groups on the Maryland School Assessments One of the primary purposes of No Child Left Behind legislation has been to monitor from year to year any existing gaps in student achievement among the various student groups. As previously indicated, while comparisons of student performance by race/ethnicity for the current year cannot be compared with data from previous years, such comparisons can be appropriately made involving students receiving special services in order to determine whether gaps in student achievement have been closing. Tables V and VI reflect countywide differences in the MSA passing rates for each of the past six years when the three largest racial/ethnic student groups and special services student groups are compared with countywide student performance. The results that are reported in Table V below suggest that, among elementary schools, differences in countywide student achievement in reading, when compared to the most recent performance of,, Special Education, and students are less than the previous year. student performance, for example, was only 7.1 percentage points different from countywide student performance. Except for students, a similar reduction has occurred in mathematics over the past two years. Table V Percent Proficient Performance s in Achievement Among NCLB Student Groups Compared to Countywide Performance Elementary Schools READING MATH Student Group African Cty Grp Cty Grp Cty Grp Cty Grp Special Education

9 Among middle school students (Table VI), a similar pattern in reading is noted among students, Special Education students, and students. In mathematics, a comparison of countywide performance with the performance of students, students, and students indicates that there were similar reductions in the gap between overall countywide performance versus the performance of students in each of these student groups. Table VI Percent Proficient Performance s in Achievement Among NCLB Student Groups Compared to Countywide Performance Middle Schools Student Group African Cty READING MATH Grp Cty Grp Cty Grp Cty Grp Special Education Countywide Alternate MSA Performance Each year, there are some students who are unable to take the regular paper-and-pencil version of the Maryland School Assessments and are administered instead an Alternate Maryland School Assessment. This assessment basically consists of a portfolio of students work reflecting the same reading and mathematics objectives from MSDE s voluntary state curriculum that are assessed on the paper-and-pencil version of the Maryland School Assessment. Table VII below reports the results of this assessment. Table VII Countywide Alt-MSA Results for Elementary and Middle Schools and Pt Pt Elementary Middle The percentage point changes that are reported in Table VII from to indicate that, among elementary and middle school students, the countywide performance of Alt-MSA students in both reading and mathematics increased substantially when compared with their performance from the previous year. Appendix Tables A-G In addition to providing an overview of countywide performance by race/ethnicity and special services student groups that combines grades 3,4, and 5 at the elementary level, and grades 6,7, and 8 at the middle school level, Tables A thru E provide a further analysis of student performance by grade within each NCLB student group. Table F highlights schools that have made significant performance gains from the previous year. Table A compares the performance of students by grade on the MSA reading and mathematics assessments in with countywide performance in The results reported in Table A suggest that in reading there was an increase

10 in student performance across all grades at both the elementary and middle school levels with the exception of grade 6. In mathematics, there were also increases except in grades 5 and 8. Elementary Table A Countywide MSA Results for Elementary and Middle Schools Pt Pt 3 rd Grade th Grade th Grade Middle 6 th Grade th Grade th Grade Tables B and C compare the versus grade level reading performance of students at each grade level who receive special services. These results indicate that except for the grade 3 performance of Limited English Proficient students, and grade 4 students, the performance of students receiving special services increased at each grade level. Among middle schools, there was a slight decrease over the previous year among students receiving Free and Reduced Meals services in grade 6, but a larger decrease among Limited English Proficient students in grade 7. All other student performance was higher among special services students within each grade. Table B Countywide MSA Results for Elementary and Middle Schools Students Receiving Special Services Elementary 2011 LEP Pt 2011 Pt 2011 Pt 3 rd Grade th Grade th Grade Middle 6 th Grade th Grade th Grade

11 Table C Countywide MSA Results for Elementary and Middle Schools Students Receiving Special Services LEP Pt 2011 Pt 2011 Pt Elementary 3 rd Grade th Grade th Grade Middle 6 th Grade th Grade th Grade

12 Table D below reports countywide reading results disaggregated by race/ethnicity at both the elementary and middle school levels. Except for students identified as Native Hawaiian or Other Pacific Islander, the results suggest that in reading at the elementary level there were across-the-board increases within each racial/ethnic group over the previous year. Significant percentage point improvements were noted among students (4.9) in grade three and grade 4 (3.7). In grades 6, 7, and 8 at the middle school level, across-the-board increases in each grade were noted among students and students representing two or more races. Indian or Alaskan Native Asian Table D Countywide MSA Results for Elementary and Middle Schools Racial/Ethnic Student Groups by Grade Percent Point from Black or African Latino of any race Native Hawaiian or Other Pacific Islander Elementary 3 rd Grade th Grade th Grade Middle 6 th Grade th Grade th Grade Two or more races White

13 Table E reports countywide MSA mathematics results disaggregated by race/ethnicity for both elementary and middle school students. These results indicate that at both the elementary and middle school levels across all grades, there were improvements among students. Elementary Indian or Alaskan Native Asian Table E Countywide MSA Results for Elementary and Middle Schools Racial/Ethnic Student Groups by Grade Percent Point from Black or African Latino of any race Native Hawaiian or Other Pacific Islander 3 rd Grade th Grade th Grade Middle 6 th Grade th Grade th Grade Two or more races White

14 Table F Schools that made Significant Gains in Student Proficiency to Content School Grade Area Point Gain Eastport Elementary Hillsmere Elementary North Glen Elementary Quarterfield Elementary Lindale Middle Wiley H. Bates Middle Table G reports schools at which 100 percent of students scored proficient or advanced, by grade and content area. Table G Schools With 100 Percent Student Proficiency in School ELEMENTARY Arnold Benfield Bodkin 4 Central 4 Crofton Meadows Folger McKinsey Jones Linthicum 5 North Glen 4 Overlook 4 Pasadena 4 Pershing Hill 4 4 Ridgeway 5 Severna Park Shipley's Choice West Annapolis West Meade 4 MIDDLE Phoenix Center 6 Source - MSDE