[{"_1":2,"_87":-5,"_88":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,75],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":68,"_72":73,"_74":73},"mediaId",6164317,"mediaKeyId","5428825-1cf2f212eba2fbf2bbec396a9d48d4e4","parentId",5428825,"title","MCPS revises secondary grading rules: percent-based final grades, clarified 50% rule, two reassessments required","audioSeconds",775,"startMs",4755000,"endMs",3980000,"viewUrl","/Search/View?dp=1&key=5428825-1cf2f212eba2fbf2bbec396a9d48d4e4&start=4755&end=3980","thumbnailUrl","https://assets.pipeline.soar.com/5428825-1cf2f212eba2fbf2bbec396a9d48d4e4/thumbnail_4755000.jpg","articleUrl","/articles/6164317/Montgomery-County/Maryland/MCPS-revises-secondary-grading-rules-percent-based-final-grades-clarified-50-rule-two-reassessments-required","mediaUrl","https://secure.pipeline.soar.com/6164317-b3daa908d3c0d1352b63e5504cbcf8af/orig.mp4?Expires=1770509264&Signature=Ppk6BekQ1mvr~gJ42Cmn1xBi10DrK2dX43nYFCUvud5Rs66kOUZtTdr5N2QOExv5rUrJETu1--kyBFghGvsoXmaOQ-cvY6Xi44CeLY95SzgxlFyoVlhnFdJGkbWIzC8NDoBvFIe4Q3Dx9OgVG7uwGZD2EJfXMA1jASj~x7ZSa4OZNMo3zulcb-b7ZqAFfNOzP4SnavGKs1gent9U8fZCyMuMIgKyKNQtmaPG2ehdKwl~6LIt0ERhBRrTI~tcAEEEoU7ClnR-FaaAjCXN~VubEX2MJot87rqjwnJ8DTX0hE8ic3OjcCyNkfumt8Us0tsPXvWjFSYK2Mz0TeXXwIi7Cw__&Key-Pair-Id=KUT5TJCACFTXG","author","Montgomery County, MD","date","2025-07-19T12:00:07.13Z","article","Montgomery County Public Schools presented proposed revisions to its secondary grading and reporting regulation (IK-AR) during the Education and Culture Committee meeting on July 17, saying the changes aim to make grades more consistent, timely and representative of student learning.

The presentation was given by Dr. Wilkerson, who described the policy updates as focused on three priorities: clearer communication of student performance, increased student accountability, and reduced variance in grading practice across schools and classrooms. “Grades must be timely, clear, and consistent,” Wilkerson said.

Major changes outlined
- Final grades: MCPS will calculate final course grades for grades 6–12 by averaging percentage grades from each marking period rather than by the prior chart-based rule. Staff said this aligns MCPS with nearby Maryland districts and reduces unintended grade inflation.
- 50% rule clarified: The policy retains a minimum grade of 50% for assignments when a student makes a genuine attempt that demonstrates progress on standards; blank submissions or off-topic work do not qualify.
- Reassessments: Teachers must provide at least two reassessment opportunities in every secondary course.
- Timelines and late work: Graded work must be returned within 10 school days; no deadline extension may exceed 10 school days after the original due date; late work will not be accepted in the five school days before the end of each marking period.
- Summative assessments: MCPS will pilot districtwide summative assessments in marking periods 2 and 4 (counting 10% of the marking period grade) to capture learning across the semester; those assessments will be phased in across content areas.

Rationale and concerns: MCPS staff said the previous chart-based final-grade calculation could create perverse incentives (students skipping classes or not submitting work in later marking periods) and contribute to inconsistent teacher practices. Dr. Wilkerson referenced attendance analyses showing some students reduced attendance after a strong first-quarter grade under the old system. The district intends professional learning, principal coaching and a multi-stakeholder workgroup to reduce variance.

Equity and implementation questions: Council members pressed staff on subjectivity concerns (how educators determine a ‘‘genuine attempt’’), training for teachers, support for multilingual and limited-English families, and exceptions for students with trauma, health issues or displacement. Wilkerson said the district will translate materials, use parent community coordinators and rely on counselors/principals to handle extenuating circumstances; staff also committed to ongoing monitoring and to collecting implementation data each marking period.

College applications and transcripts: MCPS staff told the committee they will add a transcript notation explaining the district’s change to how final grades are calculated so colleges reviewing applications will have context. The district cautioned some GPA impacts are possible as the percent-based calculations replace the prior chart-based method.

Next steps: The district said it will continue summer professional development with teacher leaders and principals, finalize FAQs and publish a centralized website translated into MCPS languages. Staff asked the committee for flexibility in the first year of implementation and promised periodic updates and data to the council as the policy is rolled out.

Ending: Council members welcomed the direction but requested clear written guidance by content area, an exceptions protocol for acute student needs, and early-cycle monitoring for unintended disparities during the first year of implementation.","mediaType","Video","parentTitle","July 17, 2025 - EC Committee Worksession","oneSentenceSummary","Montgomery County Public Schools presented proposed revisions to its secondary grading and reporting regulation (IK-AR) during the Education and Culture Committee meeting on July 17, saying the changes aim to make grades more consistent, timely and representative of student learning.","taxTitle","Montgomery County, Maryland","taxId",3351,"location","headline","","shortSummary",{"_33":76,"_35":36,"_37":38,"_39":77,"_41":78,"_43":79,"_45":80,"_47":81,"_49":82,"_51":83,"_53":84,"_55":56,"_57":58,"_59":85,"_61":62,"_63":64,"_65":86,"_67":68,"_69":70,"_71":68,"_72":73,"_74":73},6164321,"MCPS reports modest gains in literacy and math but large gaps remain, will use state report card as strategic baseline",3272,485000,3757000,"/Search/View?dp=1&key=5428825-1cf2f212eba2fbf2bbec396a9d48d4e4&start=485&end=3757","https://assets.pipeline.soar.com/5428825-1cf2f212eba2fbf2bbec396a9d48d4e4/thumbnail_485000.jpg","/articles/6164321/Montgomery-County/Maryland/MCPS-reports-modest-gains-in-literacy-and-math-but-large-gaps-remain-will-use-state-report-card-as-strategic-baseline","https://secure.pipeline.soar.com/6164321-6acd07f4d9615103ba8490b1b5eb44ac/orig.mp4?Expires=1770509264&Signature=XSes5ArlXhxbtB0IFmmkuFkn5Wg1ZRVeVVbkV5UXerWqX~tbzy2v1wILvnEQvcWavHfe09ULDR~RnvGf0APSznkN-xCgLPr3If5BzG9CXTacIA-6eFx6DxTpV-ka-sysBD1VgbvjOk8SUnh~za7ni~wgFgl2WENFfUJcHHGsCB4JXsDwPxc1R2Qr7CLkrO13tiVBT4FxK4~hrO-GTIvX7T8AOK8-zg6oblAQzDBa7T75afNwPAdc04rGrXAMpHWndohXCTzZi0A5nmNXmlbNv5jjfW-2B5FJ4xAGxsG1NCgKhq0bDmv2LvxcngnCJmHS4kAhI00pSrStCL57P7NDKA__&Key-Pair-Id=KUT5TJCACFTXG","Montgomery County Public Schools officials briefed the County Council’s Education and Culture Committee on July 17 about the district’s academic performance trends and the rationale for switching the district’s public reporting to the Maryland School Report Card.

The presentation, led by Dr. Keshia Addison, Director of Shared Accountability for MCPS, summarized Maryland Comprehensive Assessment Program (MCAP) trends through 2022–2024 and previewed how the Maryland School Report Card will serve as a strategic baseline for the district’s new plan. “Our vision is clear and student centered. All students will graduate future ready, ready to thrive in a changing world,” Addison said.

Why it matters: The committee emphasized that the state report card provides a standardized way to compare Montgomery County with other Maryland local education agencies and will be used as the district baseline for its recently adopted strategic plan. Committee members pressed staff for more disaggregated and longitudinal analyses to identify which interventions work for which student groups and to guide budget and program decisions.

Key data presented: MCPS staff reported that districtwide mathematics proficiency (students earning a level 3 or higher on MCAP) rose from 30.2% in 2022 to 33.4% in 2024, with some grade-level gains: Grade 4 (37.6% → 43.1%), Grade 5 (36.6% → 40.8%), and Algebra I (about 20.4% → 25.1%). English language arts proficiency was described as “relatively stable,” with Grade 10 increasing from 59.9% in 2022 to about 61.0% in 2024. Staff noted a small decrease in Grade 3 ELA and linked that cohort’s earlier years to pandemic disruptions.

Disparities highlighted: Addison and curriculum staff said proficiency gaps remain large. In math, students identified as Asian, multiracial and white had proficiency rates at or above about 50%, while Black/African American and Hispanic/Latino students were shown near 20.5% and 13.7% respectively for 2024. Multilingual learners were at 8.8% proficiency, students receiving free and reduced-price meals at 13.5%, and students with disabilities at 12.8% in mathematics; most of those groups showed only slight year-to-year change.

Comparative context: Addison reported that the highest-performing Maryland district in 2024 posted a 41% math proficiency rate (Howard County was named in the briefing), placing MCPS below the top districts but not at the bottom. Committee members asked staff to provide fuller comparisons to other Maryland districts and to national benchmarks when the full 2024–25 state data are available.

Interventions and evaluation: Curriculum director Keisha Logan described professional learning for teachers (deep curriculum study, conceptual math approaches), supplemental tools (IXL in middle schools), and MTSS (multi-tiered systems of supports). Addison described an updated program-evaluation process that uses a “stoplight” (red/yellow/green) to surface what to discontinue, adjust, or continue and said the district will connect program evaluation with budget decisions. Staff said the 2024–25 state results, expected to arrive in late summer and published after the State Board of Education review, will serve as the baseline for incremental targets toward the district’s 2030 goals.

What the committee asked for: Council members requested additional disaggregation (gender by race/ethnicity, geographic visualization at school/cluster level, absenteeism links to achievement, program-by-program evaluation data such as immersion program results, and analyses of students new to the district). Staff committed to providing those cross-tabs and geographic visuals when the next dataset is published and to returning in the fall with updated baselines and proposed incremental targets.

Staff cautions: Addison emphasized that the MCAP/MAP relationship and internal formative assessments (MAP, DIBELS) give earlier indication of trends but the Maryland School Report Card is the state’s official accountability vehicle, created under the Every Student Succeeds Act. The district will present full 2024–25 state results to the Board of Education in the fall and return to the council for further discussion.

Ending: Committee members and MCPS staff agreed to continue this as a fall briefing with deeper disaggregation, program-evaluation results, and geographic visualizations to inform budget and policy choices.","Montgomery County Public Schools officials briefed the County Council’s Education and Culture Committee on July 17 about the district’s academic performance trends and the rationale for switching the district’s public reporting to the Maryland School Report Card.","actionData","errors"]

Article not found

MCPS revises secondary grading rules: percent-based final grades, clarified 50% rule, two reassessments required

MCPS reports modest gains in literacy and math but large gaps remain, will use state report card as strategic baseline