Sec. 13a.01.04.04. Data-Based Areas

A. Student Performance Areas. The following data-based areas shall be measured by the standards in Regulation .05 of this chapter and reported annually as provided in Regulation .06 of this chapter to assess school and student performance:

(1) Maryland School Assessment results in reading and mathematics and Maryland High School Assessment results in algebra/data analysis and in English;

(2) Average daily attendance rate of students in grades 1-12; and

(3) Yearly high school graduation rate.

B. Supporting Information. The following data-based areas shall be reported to provide contextual information:

(1) Students enrolled in grades Prekindergarten-2, including preschool special education;

(2) Student mobility-entrants and withdrawals;

(3) Yearly dropout rate of students in grades 9-12;

(4) Norm-referenced test scores in reading and mathematics in grades 3-10;

(5) Maryland High School Assessment test scores in English, algebra/data analysis, biology, and government;

(6) Students participating in highly rigorous courses such as advanced placement, International Baccalaureate, and honors courses;

(7) The rate of students receiving services in special education, limited-English proficiency, Title 1, and free and reduced price meals;

(8) Wealth per pupil;

(9) Per pupil expenditure;

(10) Instructional staff, professional support staff, and instructional assistants per 1,000 students;

(11) Length of the school year;

(12) Length of the school day;

(13) The number of documented decisions of grade 12 students:

(a) Expecting acceptance at a 4-year college, a 2-year college, or a specialized school; or

(b) Planning to accept employment related to preparation, employment unrelated to preparation, or the military;

(14) A description of opportunities for gifted and talented students;

(15) High school completion of University System of Maryland course requirements for admission, career and technology education program requirements, or four of the following six performance indicators:

(a) Two or more credits in foreign language with a grade of B or better;

(b) Two or more credits of approved advanced technology with a grade of B or better;

(c) Mathematics courses beyond algebra II and geometry with a grade of B or better;

(d) Four credits of science with a grade of B or better;

(e) Score to be established by the Maryland State Board of Education, on SAT-1, or 20 or higher on ACT, or both; and

(f) A cumulative grade point average of 3.0 or higher on a 4.0 scale;

(16) The number of students with disabilities who receive the Maryland High School Certificate;

(17) The number of candidates who successfully complete the General Educational Development (GED) Tests;

(18) The percentage of :

(a) Teachers holding professional certificates;

(b) Highly qualified teachers;

(c) Teachers with conditional credentials; and

(d) Classes in the State not taught by highly qualified teachers, in the aggregate and disaggregated by high-poverty compared to low-poverty schools; and

(19) The number of teachers participating in high quality professional development.