Baltimore, MD — Data rating the effectiveness of the state’s public school teachers and principals has been released by the Maryland State Department of Education (MSDE). This is the second year for the data that rates teachers and principals on a three tier system – highly effective, effective or ineffective.

The ratings showed slight improvements over the first year, with 97.4 percent of the teachers rated either “highly effective” or “effective” and 97.8 percent of the principals.

Southern Maryland school systems showed mixed results. Of the state’s 24 school system, Charles was fourth highest in teacher effectiveness as measured by the percentage of teachers rated “highly effective.” Calvert and St. Mary’s, by contrast, had their percentages of highly rated teachers fall below the state average, with Calvert ranked 19th and St. Mary’s 21st.

Charles ranked second in the state in the percentage of principals rated “highly effective.” St. Mary’s was ranked eighth. Both counties were above the state average. Calvert fell below the state average and ranked 13th of the 24 school systems.

According to a press release from the MSDE, “While overall ratings for educators remain high, differences in the percentage of effective educators are emerging between schools and school systems.”

“Our goal is to make certain all of our students, no matter where they live, have access to great teachers and school leaders,” said Interim State Superintendent of Schools Jack R. Smith.  “Maryland has thousands of great educators. Our school systems can use this data to further improve classrooms, schools, and student success.”

The data, unveiled earlier this week is based on the 2014-15 school year.  It found that 44.55 percent of teachers were rated “highly effective,” and 47.1 percent of principals were rated “highly effective,” under the evaluation system.

According to the press release, Maryland school systems have spent the past five years developing the program for teachers and principals. “Every Maryland school has begun to see the benefits from the professional development and collaboration used to develop Student Learning Objectives (SLOs) to guide instruction. Systems are currently in the third year of implementing new evaluation systems, and MSDE will continue to monitor progress in that implementation,” according to the release.

The data release comes close on the heels of the unveiling of Common-Core based test scores known as PARCC that showed the state with the largest declines in the nation in 2015. State officials attribute the significant declines in math and reading to the first time inclusion of scores from students with disabilities and English language learners.

According to another press release from MSDE regarding the national tests, “The data released today [Oct. 27] for Maryland’s new high school assessments set a new baseline that will help to determine if students are on track to graduate ready for college or careers.”

The release goes on to say, “Nearly 40 percent of high school students taking the PARCC English 10 assessment last spring scored at a Level 4 and 5 combined – the two highest levels on the PARCC five-point score scale. More than 30 percent of high school students attained Level 4 and 5 combined in algebra I.  For high school, achieving Level 4 or 5 indicates readiness for college and is intended to help students avoid the need to take additional coursework before taking credit-bearing courses beyond high school. The scores required to meet these thresholds were determined over the summer by Maryland educators and their peers around the country.”

Data files containing local schools’ high school results will be made available by the Maryland State Department of Education on November 5.

Governor Larry Hogan [R] reacted to the release of the report card. In a statement reported by the Washington Post, Hogan said, “These scores reflect a level of transparency not seen in a long time and are a wake-up call for Maryland.” He blamed the O’Malley Administration for excluding some students in previous test scoring.

Regarding the teacher/principal effectiveness data, MSDE says, “Each school district could develop its own evaluation system within state parameters, or could use a state-developed system. In the end, each district constructed an evaluation model based on its own interests, and each local superintendent and head of the local bargaining unit signed off on the design.

“Evaluations were based on two factors: (1) professional practice – items such as education, leadership and observation; and (2) student growth. For the first two years of the evaluation system, student growth will be calculated exclusively by using the SLOs– measurable instructional goals established for a specific group of students over a set period of time.

“Today’s report found:
• Students in low poverty schools are more than two times more likely to have a highly effective teacher than students in high poverty schools. Students in low poverty schools are nearly three times more likely to have a highly effective principal.
• Students in low minority schools are four times more likely to have a highly effective teacher than students in high minority schools.  Students in low minority schools are more than twice as likely to have a principal rated highly effective than those in high minority schools.
• Tenured teachers are more likely to be rated highly effective — and less likely to be rated ineffective — than untenured teachers.
• There is significant variation between school systems in their teacher and principal effectiveness ratings.
“All 24 of Maryland’s school systems are now participating in the Statewide Teacher and Principal Evaluation Program.

“There are 43,818 teacher ratings included in today’s release, along with 1,101 principal ratings.  The largest participating systems (Prince George’s County, Baltimore County, Baltimore City, Anne Arundel County, and Howard County) represent two-thirds of the ratings.  The full range of data from Frederick and Montgomery counties will be provided in the summer 2016.”

The St. Mary’s County Board of Education met Oct. 28 after the release of both reports but did not discuss them. Instead School Superintendent Scott Smith reported on data released in January of this year showing St. Mary’s County having a nearly 95 percent graduation rate, its highest ever. He asked the audience for a round of applause.

Smith also pointed out a much-improved graduation rate for African-American students – 92.6 percent. “That is an incredible thing,” he said. He asked the audience for another round of applause.

Contact Dick Myers at dick.myers@thebaynet.com