State Board outlines new educational goals for early childhood through college readiness

The Maryland Department of Education convened the Education Transformation & Finance Committee on May 13, 2025, to discuss critical goals and outcomes aimed at enhancing the state's educational framework. The meeting focused on five key pillars designed to improve early childhood education, teacher quality, college and career readiness, resource allocation, and governance accountability.

The first pillar emphasizes access to high-quality early childhood programs for every child. The committee outlined specific outcomes, including increasing kindergarten readiness as measured by the Kindergarten Readiness Assessment (KRA) and reducing gaps in readiness among various student groups, such as students with disabilities and multilingual learners. Additionally, the committee aims to boost enrollment in full-day pre-kindergarten programs for low-income households.

The second pillar addresses the need for high-quality and diverse teachers and leaders. The goal is to ensure that every student is taught by fully licensed educators. Outcomes include increasing the percentage of licensed teachers and school leaders of color, which is crucial for fostering an inclusive educational environment.

The third pillar focuses on college and career readiness, with the objective that all students graduate high school prepared for post-secondary education or careers. The committee discussed outcomes related to improving proficiency in reading and math, as well as increasing participation in advanced courses like dual enrollment and Advanced Placement (AP) programs.

The fourth pillar aims to provide every student with the necessary resources for success. Key outcomes include decreasing proficiency gaps among student groups, reducing chronic absenteeism, and ensuring accurate identification of students with disabilities and those who are gifted and talented.

Lastly, the fifth pillar centers on governance and accountability, with a goal of establishing a robust rating system for schools and districts. The committee acknowledged that the specifics of this system are still under development, but the aim is to ensure that all schools receive high ratings to reflect their performance and effectiveness.

The discussions from this meeting highlight the Maryland Department of Education's commitment to transforming the educational landscape, ensuring equitable access to quality education, and fostering an environment where all students can thrive. The committee plans to continue refining these goals and outcomes in future meetings.