Partnership for Assessment Of Readiness for College and Careers (PARCC)

In 2015 Maryland implemented the new Partnership for Assessment of Readiness for College and Careers (PARCC) state assessments in reading and mathematics. The new assessments replace the Maryland School Assessments in English and Mathematics in grades 3-8, and replace the High School Assessments in Algebra and English 10 for all students not graduating in 2015.


PARCC

In 2014 most Maryland public schools had some students who participated in MSA and some students who participated in the PARCC field test. PARCC performance data is not reported because test items are being field tested. Therefore, reading and/or mathematics proficiency data is not reported in the grades for those schools that field tested in those contents. The participation rate data is reported for both MSA and for PARCC on School Progress.

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of 12 states plus the District of Columbia working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. These new K-12 assessments will build a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support. The PARCC assessments will be ready for states to administer during the 2014-15 school year.

Special Services: Special Education Program Participants

The number and percentage of special education program participants - students with disabilities who have current Individualized Education Plans (IEPs). The counts are reported as of the student's last dayof enrollment in the school system - either the last day in school or the date the student withdrew. The percentage is calculated by dividing the number of special education students by the June net enrollment.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

Special Services: LEP Program Participants

The number and percentage of students assessed as eligible for the Limited English Proficient (LEP) Program. LEP is also referred to as English as a Second Language (ESL).

LEP students have a primary or home language other than English and have been assessed as having limited or no ability to understand, speak, read, or write English. The counts are reported as of the student's last day of enrollment in the school system - either the last day in school or the date the student withdrew. The percentage is calculated by dividing the number of LEP students by the June net enrollment.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

LEP Exempt

Limited English Proficient students, during their first year of enrollment in U.S. schools, have the option of taking or not taking (exempt from) the state reading assessment. LEP students also have the option of taking or not taking (exempt from) the state mathematics assessment with accommodations as appropriate. States can but are not required to include these results in Adequate Yearly Progress. Students would be counted as participants for Adequate Yearly Progress purposes for the 95 percent testing requirement.

Redesignated Limited English Proficient (R-LEP)

These are students that exit the LEP subgroup once they attain English language proficiency. For Adequate Yearly Progress calculations, states have two years to include in the LEP subgroup students who have attained English proficiency.

Code 504 Students

Code 504 students are students who have a physical or mental impairment that substantially limits one or more major life activities, have a record of such an impairment, or are regarded as having such an impairment. In grades where state mandated testing occurs, Code 504 students are counted as exempt if their accommodation invalidates portions of the test.

Special Services: Free/Reduced Price Meals

The number and percentage of students whose applications for free/reduced price meals meet the family size and income guidelines (as promulgated annually by the U.S. Department of Agriculture) and students approved through direct certification. The counts are reported as of the student's last day of enrollment in the school system - either the last day in school or the date the student withdrew. The percentage is calculated by dividing the number of students receiving free or reduced price meals by the June net enrollment.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

Special Services: Title I Program Participants

The number and percentage of students receiving Title I services of the Elementary and Secondary Education Act (ESEA) (the Hawkins-Stafford Amendments of 1988). In schools with targeted assistance programs, only students receiving Title I services are counted. In schools with school wide programs, all students enrolled are counted. Students enrolled in any school receiving only State Compensatory Education (SCE) funding are not included in this count. The counts are reported as of the student's last day of enrollment in the school system - either the last day in school or the date the student withdrew. The percentage is calculated by dividing the number of Title I students by the June net enrollment.

Reported since November 1990: System and State levels.
Reported since November 1991: School level.

Migrant Students

Migrant students are students whose parents or guardians are migratory agricultural workers (including dairy and fishing workers) and who, in the preceding 36 months, have moved from one school district to another to accompany their parents or guardians. Maryland does not have a large enough migrant student population to report meaningful assessment results.

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