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TASK FORCE TO STUDY THE HISTORY AND LEGACY OF SLAVERY IN MARYLAND (Final Report) 1999/12/31 MdHR 991422 MdHR 991422, Image No: 198 Print image (83K) |
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TASK FORCE TO STUDY THE HISTORY AND LEGACY OF SLAVERY IN MARYLAND (Final Report) 1999/12/31 MdHR 991422 MdHR 991422, Image No: 198 Print image (83K) |
| progress includes similar gains for all subpopulations. Therefore any consideration of awards 10 schools for academic achievement should be based on disaggregated data and include the performance results of minority and other subpopulations as well as the overall population. In addition, evidence of progress should reflect the closing of gaps in achievement levels for all groups of students. Rationale The Maryland School Performance Program is based on the premise that "all children can learn." and that -all children have the right to attend schools in which they progress and learn/' Yet. statewide and local disaggregated data indicate that there are important disparities in achievement for minority students. Maryland currently offers schools recognition and financial rewards for academic excellence. To be recognized for making exemplary achievement gains, these gains must reflect progress for ALL students. Further, in providing financial incentives and rewards to schools based on performance. MSDE should consider relative funding needs of schools. Granting additional funds through awards to schools that excel in achievement is an admirable practice. However, this practice becomes a luxury when considering that these rewards are often granted to schools that are already economically and academically advantaged. A major study has concluded that increased funding for minority and poor students results in higher achievement scores, while more funding aimed at advantaged students has negligible outcomes (NAEP, 1997). Recommendation 3: Discretionary Resources Discretionary resources available to school systems through MSDE should be allocated to support the development of local school system based improvement plans that include strategies to close achievement gaps. Distribution of these funds should be bound to strict accountability procedures and structured qualifications that assure effective selection and implementation of programs. Rationale Maryland's Education Reform Report stresses the need for fundamental systemic change to assure that all students achieve. MSDE should assure that school improvement resources are allocated to support those local plans that are systemic and comprehensive, and that demonstrate accountability in addressing achievement gaps identified by the use of disaggregated data. Proposed initiatives within plans should be detailed and include time lines and explicit benchmarks for evaluation of progress toward eliminating achievement disparities. Recommendation 4: Achievement Initiatives for Minority Students MSDE should establish a statewide Achievement Initiatives for Minority Students (AIMS) program to identify and distribute information about exemplary programs and strategies for raising minority achievement. In addition, MSDE's evaluation of existing and new programs should include an analysis of student progress using disaggregated data to determine closing of disparities in the achievement of different groups. 58 |