The State Board of Education and the Maryland State Department of Education publish a variety of legislative and Blueprint reports to ensure parents, community members, and educators are well-informed. All published reports are available to the public and organized by year and policy area. Browse and download reports by expanding the tabs and check back often as some reports are updated periodically. 

Blueprint Reports

College and Career Readiness: Roadmap to Implementation Report - Updated  |  Read Full Report

This report presents an update on the preparation for implementing Pillar 3: College and Career Readiness, which reimagines what today’s students must know and be able to do by the end of the 10th grade. The Blueprint establishes the standard that will signify a student is college and career ready. Once a student is designated as meeting or exceeding the CCR standard, they will pursue college and career pathways.

Neighborhood Indicators of Poverty Report - Updated  |  Read Full Report

The Maryland Commission on Innovation and Excellence in Education was created in part to review and update the current funding formula for the schools in Maryland. Under the More Resources for Students to be Successful pillar, a new Concentration of Poverty Grant was established to support schools with a high percentage of students living in poverty.

Neighborhood Indicators of Poverty: Data Collection  |  Read Full Report

The Maryland State Department of Education (MSDE) implemented a new state-level data collection of Census tract and block data for Maryland public school students in the fall of the 2022-2023 school year. The development of the new statewide data collection was supported by numerous stakeholders. Frequent and ongoing technical assistance was provided to all Local Education Agencies (LEAs) to ensure a successful new data collection.

Ninth Grade Tracker  |  Read Full Report  |  Spanish Version

The first part of this report provides background information on the effort to implement a 9th grade tracker system in Maryland by reviewing the academic research on the design of 9th grade tracker systems, providing an overview of Maryland’s existing statewide on-track in 9th grade accountability measure, and presenting data trends on high school graduation rates. A summary of how the MSDE and LEAs have responded to the Blueprint mandate is presented in the second part of the report.

Prekindergarten Implementation Planning  |  Read Full Report  |  Spanish Version

The State of Maryland has long demonstrated significant investment in early learning. The Blueprint seeks to develop a robust mixed-delivery system of early childhood programs and services to support families and their young children, support the early childhood workforce, address special needs, and promote high-quality early childhood experiences. This report outlines the steps the Maryland State Department of Education is taking to support scaling high-quality early childhood education experiences.

Prekindergarten Sliding Scale Methodology  |  Read Full Report

Under the Blueprint for Maryland’s Future, the Maryland State Department of Education (MSDE) is charged with establishing and implementing high-quality prekindergarten programming by expanding voluntary prekindergarten for all three- and four-year-old children from families earning incomes at or below 300% Federal Poverty Level (FPL), which was $83,250 for a family of four in 2022. The Blueprint requires MSDE to implement a sliding scale fee methodology to determine the family cost of care for families earning more than 300% FPL, but not more than 600% FPL, which was $166,500 for a family of four in 2022.

Final Report: Workgroup on English Learners in Public Schools  |  Read Full Report  |  Spanish Version

The Workgroup on English Learners in Public Schools was established in the Blueprint for Maryland’s Future Act during the 2020 Maryland General Assembly session. The Workgroup was charged with collecting data on English learners (ELs) in the state, reviewing national research and current practices, and making recommendations to improve the education of English learners in the state. Maryland is home to over 98,000 English learners in grades K-12.

Legislative Reports

Bullying, Harassment, or Intimidation in Maryland Public Schools SY 2021-22  |  Read Full Report

This report describes the process used by the MSDE to carry out the mandates of the Safe Schools Reporting Act of 2005. The reporting period for the March 2023 report encompasses information from the 2021-2022 school year.

Class Size in Maryland Public Schools: 2021- 2022 School Year  |  Read Full Report

The Maryland class size report seeks to count, as accurately as possible, the number of students in each class with a teacher, while capturing the entire range of classes and instructional arrangements that students face throughout the day. Findings on the average class sizes and the distribution of classes by size are disaggregated by grade level into elementary, middle, high, elementary/middle, elementary/middle/high, and middle/high schools.

Early Literacy Initiative Grant Summary Report  |  Read Full Report

This report provides a summary of the ELI grant from 2018-2022; evidence-based strategies employed by participating LEAs; data demonstrating impact; the status of effort; and recommendations to increase success.

Increasing Participation in Postsecondary Education |  Read Full Report

The Maryland Senate Budget & Taxation Committee and the House Appropriations Committee have requested “…that the Maryland State Department of Education (MSDE) and the Maryland Higher Education Commission (MHEC) establish a workgroup comprised of various stakeholders to identify programs and initiatives to encourage more students to pursue a postsecondary education immediately after high school and request that MHEC submits a report by December 1, 2022, containing the findings and recommendations from the workgroup (p197, 2022 Joint Chairmen’s Report).”

JCR Report: Pathways in Technology Early College High School |  Read Full Report

MSDE is required to submit to the budget committees a Joint Chairmen’s Report on the current enrollment in all P-TECH programs by high school, community college, cohort, and entry year; the projected enrollment in all P-TECH programs for school years 2022-2023 and 2023-2024; the total number of students who left the program in any given year and reasons for departure; and the total number of students who have graduated by program and percentage completion rate. This report provides the required information for the budget committees.

JCR Report: Report on High School Athletic Trainers |  Read Full Report

The report is based on concerns of the budget committees about employment, funding, and requirements for athletic trainers in Maryland high schools. The report is broken into four sections. Data contained in this report was submitted by each LEA office of interscholastic athletics.

Pathways in Technology Early College High School Annual Report |  Read Full Report

Pathways in Technology Early College High (P-TECH) schools are innovative programs that create clear pathways from high school to college and careers for students from all academic backgrounds. IBM created the P-TECH program to link education to economic development and illuminate a pathway from high school to college and career.

The Maryland State Department of Education (MSDE) is required to report annually to the Governor and General Assembly on P-TECH implementation as defined in the P-TECH Act of 2017. This report contains required data on the progress and outcomes of P-TECH programs in Maryland.

Physical Restraint and Seclusion Report: Data Collection, Findings, and Recommendations |  Read Full Report

The Annotated Code of Maryland Education Article § 7-1102 requires the Maryland State Department of Education (MSDE) to report to the General Assembly annually (on or before December 1 each year) on the findings and recommendations reported to the MSDE by local education agencies (LEAs), other non-LEA public agencies, and nonpublic schools on physical restraint and seclusion.

As with previous reports, the 2022 report describes the data collection process, provides summary data for the 2021-2022 school year based on public agency, and nonpublic school responses, and outlines findings and recommendations based on an analysis of the information gathered.


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