Welcome to the Maryland Equity Project.The Maryland Equity Project seeks to improve education through research that supports an informed public policy debate on the quality and distribution of educational opportunities in Maryland.
New Policy Brief
Education funding consists of a combination of federal, state, and local funding streams, each contributing varying portions of funds, and each with its own set of rules and regulations for determining the level of funding and how they can be spent. Checovich provides an easy-to-read guide to understanding how these various streams come together to fund Maryland’s public schools.
New Policy Brief
This policy brief traces the evolution of Maryland’s public education funding formula beginning in 1978 when the state adopted a formula designed to equalize funding across districts to the current formula based on funding adequacy.
This policy brief examines the path to college degree attainment in Maryland by race and ethnicity. Using data at three different points on the path to a college degree, it shows very different representation by racial/ethnicity at each point. Popovich discusses the challenges these disparities present and the implications of these trends for increasing the number of college graduates from Maryland’s higher education institutions.
In 2015, SAT scores for Maryland’s college-bound seniors dropped for the fifth consecutive year, and over the past ten years have increasingly fallen below those of their national counterparts. In 2015, Maryland scored 23 points below the national average. In this data brief, Joseph Popovich examines trends in SAT scores of Maryland test takers, comparing them to national averages.
This report presents the results of a survey administered in spring 2015 to teachers across Maryland. The survey was designed to assess how teachers use and integrate technology into their classroom practice and their perceptions of the adequacy of their schools’ technology tools. It also asked teachers about their access to technology during testing and what they need more of to support their use of technology.
Increasingly, exclusionary discipline, or the practice of removing students from the classroom in response to disruptive behavior, is coming under scrutiny. Since 2008 Maryland has made a concerted effort to reduce the use of suspension in its public schools. In this policy brief, Matthew Henry examines the impact of Maryland’s change in disciplinary policy on out-of-school suspensions in public schools. He finds that while suspension rates have decreased, racial disparities increased.
The number of new full-time freshmen enrolling in Maryland colleges has decreased by 14% between 2009 and 2014, yet the number of high school graduates in the state has remained essentially unchanged. In this policy brief, Joseph Popovich examines trends in freshmen college enrollment, and identifies several factors that help explain the downturn.
Many colleges have used race-conscious affirmative action policies to boost the enrolment of underrepresented minority students. However, the 2013 Fisher v. the University of Texas decision from the Supreme Court has thrown race-based affirmative action policies into doubt. Some states have tried race-neutral alternatives such as percent plans that guarantee admission if the applicant graduates within some top percentage of their high school class. In this policy brief, Daniel Klasik explores whether and how a percent plan might work in Maryland.
How well are Maryland’s students performing? Every year, Maryland State Assessment (MSA) results show that student performance is improving and that racial and poverty achievement gaps are closing. But a closer look at test score data reveals a more nuanced picture of student performance. In this policy brief, researchers at the Maryland Equity Project compare Maryland students’ results on the MSA with their results on the National Assessment of Educational Progress (NAEP) and discuss the limitations of relying on one test to judge student performance.
As Meredith Bouchein argues in this policy brief, the school-to-prison pipeline is a chain of events that increases the likelihood of a student entering the criminal justice system and shows that minority students are disproportionality affected by disciplinary actions. She compares discipline policies in Maryland and Texas, and shows that policy changes can decrease suspension rates, but that without a specific equity focus, racial disparities increase. It concludes with recommendations on reforming school disciplinary policies.
These four data briefs focus on trends in public school enrollment in Maryland over the last twenty years (1990-2010). The first data brief examines trends in public school enrollment, showing where growth is taking place. The second brief shows how the racial composition of schools is changing, while the third traces changes in the socioeconomic composition of schools. The final brief shows how segregation, by both race and income, is also changing.
This policy briefs compares Maryland’s experiences with online education to other states and describes the governance, funding, learning, and accountability challenges online education poses for K-12 schools and districts. It shows how different kinds of online delivery options each involve a different set of questions and challenges that, if addressed, will facilitate successful use and implementation. The authors provide recommendations for how policymakers can address these challenges and better link instructional and learning goals to technology use in K-12 classrooms..
In light of recent court decisions on affirmation action in college admissions decisions, states and universities have searched for race-neutral alternatives to current race-based affirmative action policies. This working paper explores one of these alternatives—percent plans—and the extent to which these plans provide viable race-neutral admissions alternatives. The authors discuss the implications of their findings for maintaining racial diversity in public universities.
Since 1990, Maryland has undergone substantial changes in the racial and socio-economic composition of its public schools. Statewide, White students are no longer a majority and the proportion of low-income students has doubled to 40.1% in 2010. Tracking demographic changes in public school enrollment between 1990 and 2010, this report also finds that schools are becoming more segregated by race and that the concentration of low-income students in schools is increasing. Appendices provide detailed data and figures that show these trends by school district.