NOTES ABOUT THE 1999 FINDINGS: MARYLAND

These pages present highlights for your state from the 1999 National Education Goals Report and the companion 1999 Data Volume. The annual Goals Report uses 27 national and 34 state-level indicators to measure progress made toward the eight National Education Goals since 1990, when the Goals were established.

This fact sheet summarizes your state’s progress in key educational areas during the 1990s. Please note the following points:

  1. Data sources: The sources of the national and state data are large-scale data collections, research studies, and assessments conducted by universities, education organizations, and federal agencies such as the National Center for Education Statistics and the National Center for Health Statistics.
  2. Data comparability: Only comparable state data are included in the annual Goals Reports to ensure that state comparisons are fair.
  3. Recency of data: The Goals Panel is committed to providing the most recent data available in its annual reports. Some of the data sets used to monitor state and national progress are updated annually, but most are updated every two, three, or four years. In a few cases, the most recent data available were collected during the early or mid-1990s. For example, the most recent adult literacy data (Goal 6), were collected in 1992; they will be updated in 2002. The most recent national data on history achievement and geography achievement (Goal 3) were collected in 1994; they will be updated in 2001. International mathematics and science data for the nation (Goal 5) were last collected in 1995; they are being updated during 1999. The most recent data on teacher education and professional development (Goal 4), parental participation (Goal 8), and teacher victimization and class disruptions (Goal 7) were collected in 1994; they will be updated in 2000. The remaining data presented in the Goals Report were collected within the last three years.
  4. Measuring improvement: This fact sheet and the annual Goals Reports highlight progress made toward the National Education Goals since 1990, when the Goals were adopted. Changes in state performance during the 1990s – that is, between 1990 and the most recent year that data were collected – determine whether a state is improving or declining in performance. Improvement is not based on year-to-year changes.
  5. New state data: The following state data appear in this year’s Goals Report for the very first time:

Goal 3: Student Achievement and Citizenship
  1. Updated state data: In addition, the following indicators of state progress have been updated with more recent data since last year’s report:

Goal 1: Ready to Learn

Goal 2: School Completion

Goal 3: Student Achievement and Citizenship

Goal 5: Mathematics and Science

7. Types of information presented: Four categories of information are provided for your state:

a. Highest-Performing States are states that have performed well in comparison to others. This does not mean that the Goals Panel considers performance in these states to be as high as it should be in order to meet the Goal. It is simply a means of recognizing those states that are doing particularly well relative to others, and that are closest to achieving the Goal by this measure of progress.

b. Most-Improved States are those that made the greatest improvements over time. These states may not yet be among the highest-performing states in the nation, but they were the most successful at pushing their performance in the right direction. "Most-improved" does not necessarily mean that the Goals Panel considers the amount of progress made to be sufficient. It is simply a means of recognizing those states that have made the greatest progress toward the Goal by this measure.

c. Areas of Improvement lists each area in which your state’s performance has improved, compared to where it stood at the beginning of the decade.

d. Areas of Decline lists each area in which your state’s performance has declined, compared to where it stood at the beginning of the decade.

Copies of both reports are available on the Goals Panel’s Web site, at www.negp.gov

MARYLAND – Data Highlights

1999 National Education Goals Report

I. HIGHEST-PERFORMING

Maryland placed among the highest-performing states in the nation on 4 measures of progress during the 1990s:

Goal 1: Ready to Learn

1. the percentage of infants born with one or more of four health risks (28%);

2. the percentage of mothers who received early prenatal care (89%);

Goal 2: School Completion

3. the high school completion rate among 18- to 24-year-olds (95%); and

Goal 4: Teacher Education and Professional Development

4. the percentage of public secondary school teachers who hold a degree in their main teaching assignment (72%).

II. MOST-IMPROVED

Maryland placed among the most-improved states in the nation on 2 measures of progress during the 1990s:

Goal 2: School Completion

  1. increasing the high school completion rate among 18- to 24-year-olds; and

    2. Goal 3: Student Achievement and Citizenship

  2. increasing the percentage of public school 4th graders who are proficient in reading.

    3. III. AREAS OF IMPROVEMENT

    Maryland improved on 11 measures of progress toward the Goals during the 1990s:

    Goal 1: Ready to Learn

    1. Maryland reduced the percentage of infants born with one or more of four health risks (from 31% in 1990, to 28% in 1997).

    2. Maryland increased the percentage of mothers who received early prenatal care (from 83% in 1990, to 89% in 1997).

  3. Maryland increased the number of children with disabilities enrolled in preschool (from 34 per 1,000 3- to 5-year-olds in 1991, to 45 per 1,000

    4. 3- to 5-year-olds in 1998).

    Goal 2: School Completion

  4. Maryland increased the high school completion rate among 18- to

24-year-olds (from 87% in 1990, to 95% in 1997).

Goal 3: Student Achievement and Citizenship

5. Maryland increased the percentage of public school 4th graders who were proficient in reading (from 24% in 1992, to 29% in 1998).

6. Maryland increased the percentage of public school 8th graders who were proficient in mathematics (from 17% in 1990, to 24% in 1996).

7. Maryland increased the number of Advanced Placement examinations receiving grades high enough to qualify students for college credit. (The number of AP exams receiving a grade of 3 or higher increased from 90 per 1,000 11th and 12th graders in 1991, to 137 per 1,000 11th and 12th graders in 1999.)

Goal 5: Mathematics and Science

8. Maryland increased the proportion of degrees earned by all students that were awarded in mathematics and science (from 43% in 1991, to 47% in 1996).

9. Maryland increased the proportion of degrees earned by minority students that were awarded in mathematics and science (from 40% in 1991, to 43% in 1996).

10. Maryland increased the proportion of degrees earned by female students that were awarded in mathematics and science (from 38% in 1991, to 43% in 1996).

Goal 6: Adult Literacy and Lifelong Learning

11. Maryland increased the percentage of high school graduates who immediately enrolled in college in any state (from 55% in 1992, to 58% in 1996).

IV. AREAS OF DECLINE

There are 2 measures of progress where Maryland’s performance has declined during the 1990s:

Goal 1: Ready to Learn

1. The percentage of infants born at low birthweight in Maryland increased from 8% in 1990, to 9% in 1997.

Goal 7: Safe, Disciplined, and Alcohol- and Drug-free Schools

2. The percentage of public secondary school teachers who reported that student disruptions interfered with their teaching increased from 47% in 1991, to 62% in 1994.

This information may be viewed on-line: www.negp.gov/issues/publication/99statefact/md.htm