​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 Performance Targets
2018-19 2022-23
ES: Percentage of students who are reading on grade-level, as measured by local assessments, by the end of grade 3.

2018:

59.0% Comprehension Benchmark Assessment (CBA)

73.3% Scholastic Reading Inventory (SRI)

​

 

63% CBA

 

75% SRI

 

 

 

80% CBA and SRI

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

2017: 18.7%

2018: 18.8%

​		20%25%

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

 

 

High School Population 2017-18

White     7310     88.9%

Black       451       5.5%

Hispanic 466       5.7%

FaRMS    1270    15.4%

SpEd        737      8.9%

 

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

Each under-represented

student group within 1% of the overall high school

population in 2023.

 

HONORS

FaRMS students enrolled in honors courses within 3% of the overall high

school population in 2023.

 

AP/TRANSCRIPTED

FaRMS students enrolled in AP/Transcripted

courses within 6% of the overall high school population in 2023.

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 table 1.1 and 1.2 below. 

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​ ​ ​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%