​Pathways Opportunities for Student Success ​Family and Community Partnerships ​Successful Workforce ​​Safe and Secure Environment
Pillar I: Provide Multiple Pathway Opportunities for Student Success
OBJECTIVE I.i:    Students exit CCPS college, career, and community ready.
OBJECTIVE I.ii:   CCPS improves the proficiency level of each student subgroup in ELA and mathematics.
OBJECTIVE I.iii:  CCPS provides access to a well-rounded, varied, and rigorous curriculum to all students.

Priority Focus Areas for 2018-19

Baseline Performance

2018-19

Performance ​ ​Targets ​
20192020202120222023

ES: Percentage of students who are reading on grade- level, as measured by local and third-party assessments, by the end of grade 3.

 

• Percent of students achieving 80% on the EOY CBA

 

• Percent of students scoring within grade level Lexile (RI)

2018:

 

 

 

59% Comprehension Benchmark Assessment (CBA)


73.3% Reading Inventory (RI)

​

 

 

 

 

64.2%

(CBA)

75.5%

(RI)

 

 

 

 

*

 

*

 

 

 

 

57.52%**


68.47**

 

 

 

 

70% (CBA)

 

77% (RI)

 

 

 

 

80% (CBA)

 

80%

(RI)

MS: Percentage of students who successfully complete Algebra I by the end of grade 8 (credit + PARCC)

2017: 18.7%

2018: 18.8%

​		20%23.4%27.5%
27.5%

30%

HS: Participation of under-represented student groups in high school Career and Technology Education (CTE), honors courses, and Advanced Placement (AP)/Transcripted-credit courses.

High School Population 2020-21

<1 % American Indian/Alaska Native

3%   Asian

4.3% Black/African American

82.3% White

6.7%   Hispanic

<1 % Native/Other Pacific Islander

3.2%    Two or More Races

AP 2018

92.3% White

3.5% Black

4.2% Hispanic

0.5% Special Ed

6.5% FaRMS

 

 

HONORS 2018

90.7% White

4.4% Black

4.9% Hispanic

3.0% Special ED

9.3% FaRMS

CTE 2018

91.4 % White

3.7% Black

4.9% Hispanic

7.4% Special Ed

12.0% FaRMS

Annual progress toward five- year goal.
​ ​

CTE/Honors/AP/Transcripted American Indian/Alaska Native 0-3%

Asian    0-6%

Black/African American 1.3-7.3%

White     79.3 – 85.3%

Hispanic    3.7 – 9.7%

Native/Other Pacific Islander  0-3%

Two or More Races  0.2 – 6.2%

​

ALL STUDENTS: Improve the percentage of students scoring proficient or higher on Maryland Comprehensive Assessment Program (MCAP) English Language Arts (ELA) and mathematics grades 3-11 for each of the following student groups:

    • White
    • Minority
    • Non-FaRMs
    • FaRMs
    • Non-Special Education
    • Special Education
Please see Tables 1.1 and 1.2 below ​ ​ ​ ​ ​ ​


​ ​ ​Table 1.1
Student Group
English Language Arts​
ElementaryMiddle
High
2018 BaselineAnnual  Growth*2019 TargetLong-term (2023)†2018 BaselineAnnual  Growth*2019 TargetLong-term (2023)†2018 BaselineAnnual  Growth*2019 TargetLong-term (2023)†
White56%3% (3.6%)59%73.4%62%3% (3.6%)65%79.4%63%3% (3.6%)66%80.4%
Minority44%
3% (3.6%)47%61.4%51%3% (3.6%)54%68.4%55%3% (3.6%)58%72.4%
Non-FARMS62%3% (3.6%)65%79.4%66%3% (3.6%)69%83.4%68%3% (3.6%)71%85.4%
FARMS32%3% (3.6%)35%49.4%34%3% (3.6%)37%51.4%34%3% (3.6%)37%51.4%
Non-Special Education61%3% (3.6%)64%78.4%66%3% (3.6%)69%83.4%67%3% (3.6%)70%84.4%
Special Education8%3% (3.6%)11%25.4%9%3% (3.6%)12%26.4%16%3% (3.6%)19%33.4%


Table1.2

Student Group
Mathematics
Elementary
MiddleHigh
2018 BaselineAnnual  Growth*2019 TargetLong-term (2023)†2018 BaselineAnnual  Growth*2019 TargetLong-term (2023)†2018 BaselineAnnual  Growth*2019 TargetLong-term (2023)†
White65%3% (3.6%)68%82.4%53%3% (3.6%)56%70.4%59%3% (3.6%)62%76.4%
Minority49%3% (3.6%)52%66.4%41%3% (3.6%)44%58.4%50%3% (3.6%)53%67.4%
Non-FARMS70%3% (3.6%)73%87.4%57%3% (3.6%)60%74.4%63%3% (3.6%)66%80.4%
FARMS38%3% (3.6%)41%55.4%25%3% (3.6%)28%42.4%35%3% (3.6%)38%52.4%
Non-Special Education69%3% (3.6%)72%86.4%56%3% (3.6%)59%73.4%64%3% (3.6%)67%81.4%
Special Education17%3% (3.6%)20%34.4%8%3% (3.6%)11%25.4%8%3% (3.6%)11%25.4%

*Pandemic: No Students in School

**Pandemic: Not all Students in School