[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-582545-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-582545-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","looking-at-school-performance-from-a-different-perspective-a-maryland-report-card-reflecting-students-served","Looking at School Performance From a Different Perspective - A Maryland Report Card Reflecting Students Served","","The paper analyzes how Maryland’s ESSA-aligned accountability system—centered on the Maryland Report Card—reflects school performance across multiple metrics while acknowledging that schools serve students with differing economic disadvantage. It examines the relationship between report card points and poverty using publicly available MSDE data, and shows that higher concentrations of economic disadvantage correlate with lower report card points and fewer top ratings. Using quantile regression, it recalculates star ratings to adjust for the identified correlation.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/looking-at-school-performance-from-a-different-perspective-a-maryland-report-card-reflecting-students-served/582545/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/looking-at-school-performance-from-a-different-perspective-a-maryland-report-card-reflecting-students-served/582545.png","ImageObject",300,407,{"name":42,"@type":43},"Mia  ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What change did ESSA introduce for school accountability in the United States?","Question",{"text":62,"@type":63},"ESSA, enacted in 2015, required states to interpret new requirements and create updated accountability plans. Maryland developed a plan approved in 2018 that informed its Maryland Report Card framework.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the report define economic disadvantage in Maryland for ESSA purposes?",{"text":67,"@type":63},"Economic disadvantage (ED) is measured using direct certification, identifying students enrolled in SNAP or TANF, in federal foster care, or experiencing homelessness.",{"name":69,"@type":60,"acceptedAnswer":70},"What method is used to adjust star ratings for students served?",{"text":71,"@type":63},"The analysis applies quantile regression to estimate the relationship between school economic disadvantage and the percentage of Report Card points earned, then recalculates star rating cutoffs so adjusted categories contain the same number of schools per grade band.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},582545,1792209915,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":106,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Looking at School Performance From a Different Perspective: A Maryland Report Card Reflecting Students Served  \nChristopher Wohn, M.D. , Liepa Boberiene, Ph.D.  \nJune 2019  \nIntroduction  \nThe federal Every Student Succeeds Act (ESSA) that passed in 2015 changed many aspects of school accountability across the United States. Under ESSA states had to interpret new requirements and create accountability plans. Maryland developed a plan that was approved by the U. S. Department of Education in  \n2018. As part of Maryland’s ESSA plan, a new school report, the Maryland Report Card, was developed to evaluate school performance across multiple metrics, including assessment performance, student growth, school climate, and implementation of a well-rounded curriculum. Schools across the state were ranked according to how many points they earned by meeting performance expectations on these indicators, and each school received a summative “star” rating, from one to five stars.  \nSchools are complex entities and any measurement of overall school performance can be attributed to multiple inputs: quality of teachers, socio-economic background of students, involvement of parents in the school community, resources of the governing school district, and so on. Summative school evaluation systems, such asthe Maryland Report Card, often take a blunt approach to judging school success and can fail to recognize outstanding instruction and academic gains in school communities that exist in high poverty. Accountability metrics with no consideration of students served may end up in large part representing the socio-economic level of students’ families rather than the quality of each school.  \nSocio-economic Measures in ESSA. Economic disadvantage (ED) is the term used in ESSA, and states must determine their own definitions. In Maryland, ED is measured by counting students who are directly certified, which means they are enrolled in the Supplemental Nutrition Assistance Program (SNAP), Temporary Assistance for Needy Families (TANF), federal foster care, or they are experiencing homelessness. When the percentage of points earned on the Maryland Report Card is visualized against the percentage of students that are identified as economically disadvantaged at a school, the correlation between Report Card performance and poverty can be easily appreciated (Figure 1) .  \nFigure 1. Elementary school report card performance compared to student economic disadvantage.  \nThe relationship between academic achievement and poverty is one of the most consistent findings in education research, and the income-achievement gap has been growing for at least 50 years. Based on Maryland Report Card results, we see that as a school’s population becomes more concentrated in poverty, the number of points it earns on the Report Card decreases. This trend plays out in star rating as well, with high poverty elementary schools (> 60% ED) never earning a five-star rating. To some extent, the Maryland Report Card results reinforce the influence of poverty rather than capturing the value added by educators in light of the different student populations that schools serve.  \nData Sources and Methods  \nAll report card data are publicly available and were obtained from the Maryland State Department of Education (MSDE) in April 2019, reflecting any data updates captured through the state’s rating appeal process. The Maryland Report Cards released in December 2018 were based on school year 2017-18 data. Student economic disadvantage (quantified as direct certification) and enrollment counts were obtained from the MSDE Food and Nutrition website for the 2017-18 school year. For this analysis, schools spanning grade bands, e.g., schools serving grades K-8, are reported as both elementary (including data for grades K-5) and middle (including grades 6-8), rather than combining to a summative rating for the whole school as was done in the Maryland Report Card.  \nBorrowing from a different field,","cbCaicbTf4oGDr4n","https://ap.wps.com/l/cbCaicbTf4oGDr4n","pdf",406733,"English","# Introduction\n## Socio-economic Measures in ESSA\n# Data Sources and Methods\n## Quantile Regression Approach\n# Results","[{\"question\":\"What change did ESSA introduce for school accountability in the United States?\",\"answer\":\"ESSA, enacted in 2015, required states to interpret new requirements and create updated accountability plans. Maryland developed a plan approved in 2018 that informed its Maryland Report Card framework.\"},{\"question\":\"How does the report define economic disadvantage in Maryland for ESSA purposes?\",\"answer\":\"Economic disadvantage (ED) is measured using direct certification, identifying students enrolled in SNAP or TANF, in federal foster care, or experiencing homelessness.\"},{\"question\":\"What method is used to adjust star ratings for students served?\",\"answer\":\"The analysis applies quantile regression to estimate the relationship between school economic disadvantage and the percentage of Report Card points earned, then recalculates star rating cutoffs so adjusted categories contain the same number of schools per grade band.\"}]","Looking at School Performance From a Different Perspective - A Maryland Report Card Reflecting Students Served | PDF",1792043721,18]