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► Establish system-wide leadership teams to review system and school academic and behavior data and intervene as appropriate.
► Ensure, per state guidance, High Quality Instructional Materials are utilized in all core content classrooms.
► Continue comprehensive professional learning in the Science of Reading.
► Identify successful data-based practices from school Accelerated Learning Process (ALP) teams and provide professional learning to replicate positive practices across schools.
► Utilize ALP resources to support teachers’ use of equity-driven and evidence-informed collaborative practice.
► Study and pursue more equitable grading practices in FCPS ensuring Habits of Work are reported separately.
► Expand and improve upon pre-kindergarten programming in FCPS.
► Transition to a new version of the framework for teaching that supports teacher professional learning, coaching, and evaluation. This transition aims to improve equity-driven and evidence-informed instruction in FCPS classrooms.
1. Increase the percent of students “on track” in 9th grade by two percentage points each year based on Blueprint/MSDE reporting. (Baseline: state definition 2023-2024)
Student Group* | Percent of Students On-Track in Grade 9** |
2024 (n=2,838) (New Standard***) |
|
All Students | 73 |
Asian | 88 |
Black/African American | 69 |
Hispanic/Latino | 61 |
Two or More Races | 71 |
White | 78 |
Free/Reduced Meals | 54 |
Multilingual Learner | 49 |
Students with Disabilities | 49 |
* Student groups with less than 10 students are not shown. ** Percent based on total number of students within the student group. *** 2024 (MSDE definition): Earns at least five credits (any content) at the end of Grade 9, no core course failures, and 90% or higher attendance. |
2. Increase the percent of students meeting CCR requirements in both ELA and Math at the end of 10th grade based on Blueprint reporting by 5 percentage points each year for the next four years. (Baseline 2023-2024)
Student Group* | Percent of Students Meeting CCR Requirements by End of Grade 10 |
2024 (n=2,414) | |
All Students* | 65 |
Asian | 86 |
Black/African American | 52 |
Hispanic/Latino | 47 |
Two or More Races | 62 |
White | 74 |
Free/Reduced Meals | 44 |
Multilingual Learner | 23 |
Students with Disabilities | 25 |
* Student groups with less than 10 are not shown. Note: Students may count for both race/ethnicity and special services in multiple student groups |
3(A). Increase the number of students attending preK in Frederick County by 10% each year as established through a mixed-delivery system until there is an even distribution of public and private seats to be achieved by 2028-2029.
3(B). Increase the percent of FCPS preK students demonstrating readiness on the KRA by 3% each year. (Baseline 2025-2026) (revised KPI effective July 1, 2025)
A. Number of Students Enrolled in Full-Day Pre-K by Tier | ||||||||||||
Student Group | Tier 1 | Tier 2 | Tier 3 | Total | ||||||||
2023 | 2024 | 2025** | 2023 | 2024 | 2025** | 2023 | 2024 | 2025** | 2023 | 2024 | 2025** | |
All Students* | 749 | 929 | 995 | 144 | 229 | 290 | 74 | 134 | 40 | 967 | 1292 | 1325 |
Asian | 29 | 58 | 52 | 13 | 29 | 32 | 11 | 12 | 11 | 53 | 99 | 95 |
Black/African American | 175 | 191 | 224 | 22 | 32 | 41 | 17 | 30 | * | 214 | 253 | 270 |
Hispanic/Latino | 278 | 338 | 365 | 14 | 33 | 45 | 10 | 29 | * | 302 | 400 | 415 |
Two or More Races | 70 | 68 | 100 | 10 | 20 | 28 | * | * | * | 87 | 96 | 129 |
White | 194 | 267 | 254 | 84 | 112 | 143 | 29 | 55 | 18 | 307 | 434 | 415 |
Free/Reduced Meals | 562 | 644 | 736 | 17 | 36 | 35 | 23 | 37 | * | 602 | 717 | 777 |
Multilingual Learner | *** | *** | *** | *** | *** | *** | *** | *** | *** | *** | *** | *** |
Students with Disabilities | 45 | 65 | 160 | 20 | 53 | 82 | 24 | 94 | 29 | 89 | 212 | 271 |
* Student groups with less than 10 are not shown. ** Preliminary data reported previously; data updated based on final enrollment file. Source: State reporting, September 30 attendance ***Not reported |
4(A) Increase the percent of Grades 3-8 students, in each student group, scoring at or above proficient each year by five percentage points in both MCAP ELA and MCAP Math.
4(B) Increase the percent of Grade 3 students in MCAP ELA and Grade 5 students in MCAP Math, in each student group, scoring at or above proficient each year by five percentage points. (Baseline 2023-2024)
5. Increase the high school graduation rate to 95%, have no gap greater than two percentage points by race/ethnicity group and increase special service student groups by three percentage points each year. (Baseline 2021-2022) Decrease the high school dropout rates for each student group, each year by two percentage points or maintain less than 5%. (Baseline 2021-2022)
Four-Year Adjusted Cohort Graduation Rates | |||
Student Group* | 2022 | 2023 | 2024 |
All Students | 93.1 | 93.1 | 94.3 |
Asian | 98.6 | 97.1 | 96.5 |
Black/African American | 93.0 | 92.8 | 92.2 |
Hispanic/Latino | 80.2 | 83.4 | 87.5 |
Two or More Races | 93.0 | 93.7 | 97.4 |
White | 96.6 | 96.5 | 93.8 |
Free/Reduced Meals | 79.9 | 87.7 | 89.9 |
Multilingual Learner | 64.2 | 63.5 | 67.0 |
Students with Disabilities | 77.7 | 75.7 | 81.6 |
* Student groups with <10 students not shown. |
Dropout Rates | |||
Student Group* | 2022 | 2023 | 2024 |
All Students | 3.7 | 3.3 | 2.2 |
Asian | 0.0 | 1.0 | 0.4 |
Black/African American | 1.7 | 2.1 | 2.5 |
Hispanic/Latino | 12.6 | 10.2 | 6.5 |
Two or More Races | 3.2 | 2.5 | 0.6 |
White | 1.9 | 1.2 | 1.1 |
Free/Reduced Meals | 12.0 | 5.7 | 2.4 |
Multilingual Learner | 18.9 | 21.7 | 17.0 |
Students with Disabilities | 6.1 | 5.2 | 2.5 |
* Student groups with <10 students not shown. |
6. Increase the percent of students not chronically absent in each student group by five percentage points or maintain 95% or above. (Baseline 2021-2022).
Student Group* | Percent of Students Not Chronically Absent | |||||||||||
All | Elementary | Middle | High | |||||||||
2022** | 2023 | 2024 | 2022** | 2023 | 2024 | 2022** | 2023 | 2024 | 2022** | 2023 | 2024 | |
All Students | 74.0 | 79.3 | 83.2 | 74.8 | 80.9 | 86.1 | 74.9 | 80.0 | 83.2 | 72.2 | 76.6 | 79.2 |
Asian | 84.6 | 87.1 | 91.3 | 82.4 | 85.7 | 90.7 | 87.6 | 90.7 | 94.4 | 85.8 | 86.5 | 89.6 |
Black/African American | 75.5 | 80.8 | 83.1 | 77.4 | 83.3 | 86.5 | 75.9 | 82.4 | 83.0 | 72.6 | 76.4 | 78.5 |
Hispanic/Latino | 65.5 | 72.6 | 77.0 | 65.5 | 73.3 | 80.5 | 69.6 | 77.7 | 79.4 | 62.6 | 68.1 | 70.8 |
Two or More Races | 68.9 | 75.3 | 80.5 | 69.6 | 77.2 | 82.4 | 69.0 | 73.8 | 80.1 | 67.2 | 72.8 | 77.1 |
White | 76.6 | 81.1 | 85.2 | 78.4 | 83.3 | 88.4 | 75.5 | 79.5 | 83.4 | 75.0 | 79.6 | 82.2 |
Free/Reduced Meals | 60.1 | 69.2 | 74.6 | 62.4 | 72.1 | 78.8 | 61.1 | 71.1 | 73.7 | 55.5 | 63.5 | 68.9 |
Multilingual Learner | 64.9 | 72.5 | 76.5 | 67.7 | 75.5 | 82.3 | 71.2 | 76.9 | 78.7 | 53.8 | 62.7 | 63.7 |
Students with Disabilities | 63.9 | 69.7 | 74.0 | 67.2 | 72.8 | 78.0 | 62.9 | 68.0 | 72.3 | 59.8 | 66.2 | 69.0 |
* Student groups with less than 10 students are not shown. Students may count for both race/ethnicity and special services in multiple student groups. ** 2021-2022 = Baseline data; Data reflect COVID-19 protocols. Source: RADAR/FCPS data reporting tool |
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