Increasing awareness of the vital developmental implications of the care and education of young children has led to efforts in Maryland to advance early childhood care and education (ECCE). To that end, Maryland has consolidated ECCE services into one division of the Maryland State Department of Education (MSDE) and developed a number of…

This paper profiles Maryland's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased at grades 4 and 8 in both reading and math. Average annual gains were larger on the state test than…

In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each…

This publication presents Maryland State Department of Education's statistical information on the following areas: (1) Demographic Data; (2) Accountability Data; (3) Financial Data; (4) Special Populations; (5) Other Programs; and (6) General Information. This Fact Book contains the latest data available as of December 2, 2010.

In 2009, families nationwide were surveyed to see how many children are in afterschool programs, how many are unsupervised after school and how these numbers compare to five years ago. "America After 3 PM" provides the most comprehensive and accurate picture to date of what this nation's youth are doing each day after school. Overall,…

Maryland redesigned its CTE (career and technical education) program a dozen years ago to prepare students for the 21st Century's global economy and its rapidly changing workforce needs. With 350 business and industry representatives, the state created a program whose emphasis is problem-solving and critical thinking, rather than narrow,…

In April 2007, Federal No Child Left Behind regulations were finalized that provided states with additional flexibility for assessing some students with disabilities. The regulations allowed states to offer another assessment option, alternate assessments based on modified academic achievement standards (AA-MAS). States are not required to have…

One of four being published on a five-state project on the dynamics of child care subsidy use, this report provides a detailed look at families receiving child care subsidies in Illinois, Maryland, Massachusetts, Oregon, and Texas, and the factors associated with length of subsidy receipt and provider stability. Data were collected and analyzed by…

Prepared as part of a joint effort by the Maryland State Board for Community Colleges (SBCC) and the Maryland State Board of Education to promote high-quality occupational programs and services, this report provides information on the state's management information system and program data monitoring system. Following the text of a resolution…

In 2004, nearly 30,000 students were included in the blind or visually impaired (B/VI) category (approximately .04% of the total public school population). This figure, however, only includes children and youth for whom blindness or visual impairment is identified as a primary disability. States indicate that these numbers may actually double or…

Census data are presented for Maryland special education students (ages 3-21) as of December 1, 1994. Statistical data are reported on: percent of special education students by disability; the number of students in each disability category in state special schools and local education agencies (LEAs); the number of students receiving special…

The sixth report required by the Maryland Educational Accountability Act contains information about goals for Maryland public education and progress toward those goals. The first section explains accountability, the Maryland Accountability Act, and limitations of current instruments for measuring learning progress. The central purpose of the…

The seventh report required by the Maryland Educational Accountability Act contains information about goals for Maryland public education and progress toward those goals. The first section explains accountability, the Maryland Accountability Act, and limitations of current instruments for measuring learning progress. The central purpose of the…

This is the second of three volumes that constitute the final evaluation report of Project STAR (State Technical Assistance Resources), an undertaking of the Maryland State Department of Education designed to help 36 elementary schools improve their reading programs. This volume is divided into five parts. The first part contains a discussion of…

This document presents 22 tables that display information on the number of special education teachers and staff employed and needed in Maryland, as reported by local education agencies, state operated programs, and nonpublic schools for the disabled to the Federal Office of Special Education Programs for the school year 1992-93. Student…