Maryland tweaks school grades so they focus on learning, not wealth

Maryland’s public school rating system is scheduled for a major structural change before the next annual report card release. The overhaul aims to reduce the correlation between a school's star rating and the income levels of its student population. State education officials argue the current model functions largely as a proxy for family wealth rather than a measure of institutional performance.

The current rating process, known as the Maryland School Report Card, incorporates a mix of standardized test scores, staff and student surveys, attendance data, and the breadth of class offerings. Josh Michael, president of the Maryland State Board of Education, stated that schools serving higher-income families consistently receive higher ratings, while those with majority low-income populations receive lower ratings. He noted that if the state rated schools based solely on student family income, the results would be nearly identical to the current multi-factor system.

The drive to reform the system began when the state legislature mandated that academic factors constitute 70% of the total points available for star ratings. Previously, academic measures accounted for 65% of the total score. This legislative directive forces the state to adjust the weight of non-academic indicators to meet the new threshold.

A committee comprising county superintendents, teachers, administrators, and state school board members is currently reviewing which specific metrics will remain. Scott Marion, a former executive director for the Center for Assessment who is advising the group, said the committee is evaluating whether specific measures are under the control of the school rather than being driven by socioeconomic circumstances. The group is also assessing whether the resulting data will be useful to school administrators in making operational decisions.

One metric has already been removed from the calculation. The U.S. Department of Education directed Maryland to drop the well-rounded curriculum factor because nearly all schools are meeting that goal. This factor previously awarded points for the inclusion of social studies, art, and music alongside math and reading. It was introduced eight years ago to prevent schools from focusing exclusively on tested subjects.

Under the proposed changes, the system will place greater emphasis on academic progress. The committee is considering a new measure designed to track students in the bottom third of their grade level. This opportunity measure would evaluate whether these students show improvement from one year to the next. The goal is to reward schools that help struggling students catch up to grade level, even if the overall pass rate on state tests remains low.

Superintendent Carey Wright has called for a reporting system that is more transparent to the public. Current data shows that schools earn points based on academic achievement, academic progress, English language acquisition speed, regular attendance, and curriculum breadth. Some of these factors carry more weight than others in the final star rating calculation.

Attendance metrics are likely to remain in the report card. A recent report from education department staff to the state school board indicated that points for attendance and the percentage of students who are not chronically absent will stay. Chronic absence is defined as missing 10% of school days in a given year. The committee is also developing a new method to measure staff quality, which may include tracking teacher absence rates on school days.

The state school board plans to vote on the specific changes during the winter and spring months. If approved, the new rating system will be implemented by next fall. The first report cards generated under the revised 70% academic weighting model will be released at that time, replacing the current methodology that has been in use for the past eight years.