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State Won't Rest on Laurels, Despite Ed Week Ranking
Report Highlights Areas Needed for Improvement, To Win Federal Grant
Maryland was again ranked the number one state for quality education in the 14th annual Education Week "Quality Counts" report. While this achievement is significant, State Superintendent Nancy Grasmick has said the State should not rest on its laurels. Indeed, too many students are still not doing well. Also, as confirmed by Education Week, Maryland achieves poorly in several areas needed for success in the federal Race to the Top grant competition, which could bring $250 million to the State. The State Superintendent wisely chose to delay a Race to the Top application to give time for the State to address these deficiencies and craft a stronger proposal. Together with the Governor, Dr. Grasmick is now moving forward on a more vigorous effort to develop the proposal. Hopefully, the Maryland General Assembly will change laws that are placing the State at a competitive disadvantage, e.g., only requiring teachers to work two years to get tenure.
Education Week found Maryland lacking in the following areas that can improve educational competitiveness as well as meet potential grant requirements:
- Rigorous Standards: Maryland is one of only six states to not include extended-response items (essay questions) in English/Language Arts testing. Indeed, Maryland’s own state tests are among the easiest in the nation, yet the Race to Top initiative requires states to have tests that are rigorous by national and even international standards. Maryland has joined other states in agreeing to national standards, and the State should be among the leaders in adopting the standards, making sure they are rigorous and then using state tests that rigorously reflect whether students are meeting the standards.
- Strong Staff at Challenging Schools: Low-income eighth grade Maryland students are far less likely than wealthier peers to be taught math by an experienced teacher. Maryland ranks 35th on the teacher-talent poverty gap. Race to the Top applications reward states that develop strategies to encourage quality teachers and principals to work at targeted schools. Maryland has yet to implement any such program. As a candidate, the Governor proposed incentives for principals to work in challenging schools. He has not yet implemented this idea and now wants it to be part of the Race to the Top application. But, federal officials have said they want to see evidence that states will undertake reforms whether or not they get the money. This means that Maryland needs to move forward with incentives and other strategies to attract and keep good staff to schools with disadvantaged populations.
- Narrowing Achievement Gap: Maryland ranks 50th on the gap between poor and wealthier students’ performance on eighth grade math. The poverty-achievement gap in eighth grade math has widened since 2007, when Maryland was ranked 34th. Implementing achievement gap reduction strategies are a key factor toward meeting State Success Factors criteria for Race to the Top funds. One sign that Maryland is taking this issue seriously is whether it requires districts to expand interventions for low-performing students, using a $100 million increase in state funding in FY 2011 based on increased numbers of low-income students. Previously, the State has allowed districts to use these funds for general operating expenses.
- Linking Student Achievement to Teacher Evaluations: Maryland does not currently tie teacher evaluations to student achievement or even track student achievement in a way that would make this possible. There is nothing in state law preventing this type of evaluation, but teachers unions have opposed it. The Race to the Top application requires signatures from local union heads, and Maryland’s proposal will be weak if it does not include a credible commitment to consider student achievement when evaluating teachers.
For more information on the Race to the Top grant competition and where Maryland stands, click here.
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