The Maryland State Board of Education convened on December 5, 2023, to discuss critical updates regarding the College and Career Readiness (CCR) standards and their implications for students across the state. The meeting focused on feedback from stakeholders regarding proposed measures for assessing student readiness and the potential barriers these measures may create.

The session began with a presentation summarizing stakeholder feedback on the importance of various measures for determining CCR. The most commonly suggested metrics included overall high school GPA and GPA for core courses, which were deemed the most significant indicators of readiness, followed by the Maryland Comprehensive Assessment Program (MCAP) scores. Notably, there was a split among respondents regarding two proposals: one based on an American Institutes for Research (AIR) study and another from the state board that included a math component. Approximately 50% of respondents favored each option, while 18% chose neither.

Board members engaged in a robust discussion about the implications of the CCR standards. Dr. Getty expressed concern that the current standards might exclude students who are not on an academic pathway from accessing career and technical education (CTE) opportunities. He emphasized the need for the CCR standards to facilitate rather than hinder student choices. In response, it was clarified that the CCR standard should not act as a barrier until the blueprint legislation is fully implemented, at which point passing the CCR standard will be necessary for entering post-CCR pathways.

Dr. Miller McCarthy echoed these concerns, highlighting the need for the standards to accommodate neurodiversity among students. She cautioned that the current framework might inadvertently create barriers for students who may not meet the standards due to various factors, including developmental differences.

The board also discussed the fiscal implications of the CCR standards, noting that districts receive additional funding for each student who meets the CCR criteria. Currently, this funding amounts to approximately $567 per student, emphasizing the financial stakes involved in the policy decisions being made.

A significant point of discussion was the timing of interventions to prepare students for CCR standards. Dr. Johnson advocated for early intervention, suggesting that preparation should begin as early as pre-kindergarten to ensure all students are on track by the time they reach high school. This sentiment was supported by other board members, who stressed the importance of a comprehensive communication strategy to ensure that educators understand the need for early identification and support for students at risk of falling behind.

As the meeting progressed, board members raised questions about the practical implications of implementing the proposed math mastery requirements. Concerns were voiced about potential bottlenecks that could arise from these requirements, particularly for students who may struggle with math in their early high school years.

In conclusion, the Maryland State Board of Education's meeting highlighted the complexities surrounding the CCR standards and the need for a balanced approach that supports all students. The discussions underscored the importance of considering both academic readiness and the diverse needs of students as the board moves forward with its proposals. The board plans to continue reviewing stakeholder feedback and exploring legislative changes to ensure that the CCR standards serve as a pathway to success for all Maryland students.