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Maryland State Board adopts PK–12 math policy and revised CCR standard; grants publishing permission for reading regulation
Summary
The Maryland State Board of Education at its March meeting unanimously approved a new pre‑K–12 mathematics policy (version 2.5), adopted a revised college‑and‑career‑readiness standard that expands alternate measures of readiness, and authorized publication of updated regulations on screening and support for students at risk for reading difficulties.
The Maryland State Board of Education at its March meeting adopted a new pre‑K through grade 12 comprehensive mathematics policy and a revised college- and career-readiness (CCR) standard, and approved publication of updated regulations on early screening and supports for students at risk of reading difficulties.
The board voted unanimously to approve the math policy version 2.5 and the revised CCR standard after staff presentations, public comment and committee review. Members also voted to grant permission to publish proposed amendments to COMAR 13A.03.08 (students at risk for reading difficulties), took a separate vote to send amended licensure regulations back to the Professional Standards Board for review, and denied a petition to expand a separate licensing reimbursement regulation related to background checks.
Why it matters: The math and CCR votes set statewide expectations for instruction, course pathways and how students can demonstrate readiness for college and career opportunities. The math policy establishes timelines and classroom expectations for numeracy and acceleration; the CCR revision expands multiple routes for students to show readiness beyond state assessments. The COMAR decision changes how local systems must screen and support early readers, standardizing tools and timelines that local districts will use when identifying students who need intervention.
Most urgent decisions
- Math policy (version 2.5): The board adopted the PK–12 comprehensive mathematics policy to guide instruction, scheduling, MTSS supports and an updated secondary course progression. The policy directs MSDE and local education agencies to align on implementation supports, coaching, and a phased timeline through the coming school years. As MSDE staff told the board, the policy emphasizes a balance of conceptual understanding and fluency, use of CPA (concrete‑pictorial‑abstract) approaches, and daily numeracy foundations.
- CCR standard: The board approved the revised CCR standard that keeps the interim assessment‑based option but also preserves and expands alternative pathways (for example: GPA/college course success, dual‑enrollment, AP/IB performance, SAT/ACT benchmarks, industry credentials, registered apprenticeships, WorkKeys, ASVAB and MAPS alternative assessment targets). MSDE explained the change is intended to increase equitable access to post‑CCR pathways and college credit options beginning in 10th grade and to provide clearer supports for students who have not yet met the standard.
Supporting details and implementation schedule
- Math policy implementation: MSDE and the board described the policy as a multi‑year implementation effort. Revised pre‑K–8 standards are scheduled to be implemented first; integrated high‑school algebra pathways will be phased in later. MSDE said it will publish guidance, professional learning, and resources for districts and teachers, and will emphasize math coaches and interventionists to support classroom change.
- CCR timing and student supports: MSDE told the board the expanded CCR options take effect for the 2025–26 school year (available as ways students can demonstrate readiness) with a fuller set of math‑mastery definitions aligned to the new high‑school course progression starting for students in grade 9 in school year 2027‑28 (graduating class 2030‑31). Students who have not met CCR by tenth grade will retain initial access to post‑CCR pathways during the transition, and MSDE described progress monitoring, retake and reattempt rights, student reading improvement plans, and responsive supports for 11th/12th graders.
Votes at a glance
- PK–12 comprehensive mathematics policy, version 2.5 — Motion to adopt passed by roll call; unanimous among members present. The board record shows the Education Policy Committee had recommended adoption.
- Revised College & Career Readiness (CCR) standard (board policy) — Motion to adopt passed by roll call; unanimous among members present.
- Permission to publish: COMAR 13A.03.08 (students at risk for reading difficulties) — Board granted permission to publish proposed amendments (committee recommended permission to publish); motion passed.
- Licensure regulations (specialists/administrators): The board voted to publish a narrower amendment (carving out a temporary professional license pathway for school social workers to obtain a required three‑credit special education course) and sent that narrower text back to the Professional Standards Board for their formal permission to publish.
- Petition to amend COMAR 13A.05.0213 (local public agency administration, reimbursement for licensure fees including background checks) — The superintendent recommended denying the petition and the board voted to deny the request, citing cost and current practice among LEAs.
What the public said at the meeting
Speakers who addressed the board in public comment highlighted several cross‑cutting themes: requests for reliable virtual school options for medically fragile students and those who have thrived in public virtual programs during the pandemic; concerns about equity in charter school funding and facilities; calls to protect and expand arts education and youth arts pathways; and special‑education advocates urging oversight to ensure appropriate services.
Board members' comments and process notes
Board leaders emphasized that these policies are living documents. Members repeatedly noted that the board will revisit policies during implementation, that MSDE must publish practical guidance to help districts implement changes, and that timeline alignment is critical so staffing and bargaining considerations can be addressed before classroom changes take effect. Several members urged MSDE to publish implementation guidance and to track equity impacts by subgroup.
Looking ahead
MSDE signaled it will publish guidance, tools and additional timelines for districts and educators; it will convene district math supervisors, advisory councils and teacher leaders for implementation planning and will monitor impact data. Board members asked for continued updates so the board can revisit policy details as implementation proceeds.
For a summary of specific actions, policy text and next steps, MSDE said it will post the approved documents and implementation guidance to its website and will work with LEAs to coordinate professional learning and scheduling guidance.
