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MCPS shows modest MCAP gains, flags persistent racial and gender gaps
Summary
MCPS reported year‑over‑year increases in MCAP proficiency (ELA 57.7%, math 35.7%) and said 53.5% of schools now have 4‑ or 5‑star Maryland School Report Card ratings, while noting persistent gaps by race and gender and identifying targeted strategies to accelerate progress.
MCPS presented academic performance metrics showing gradual increases in student proficiency but persistent disparities across racial and gender groups.
"Currently 53.5% of our schools have reached that goal," Doctor Addison said when discussing the district’s target that every school reach a 4‑ or 5‑star rating by 2035. MCPS reported that combined English Language Arts proficiency across tested grades rose to 57.7% in 2025 (up 2.6 percentage points year‑over‑year) and math proficiency rose to 35.7% (up 2.9 points). Presenters said gains are uneven: female students outperformed males in ELA across most racial groups, while male students outperformed females in mathematics in several groups; Hispanic and Black students showed lower proficiency rates overall.
MCPS leaders explained how the Maryland School Report Card allocates 100 possible points across indicators and flagged chronic absenteeism and English language proficiency as recurring areas of challenge. The district described several efforts to accelerate progress: tighter alignment of school improvement plans to accountability indicators, cross‑functional teams to deliver targeted support, classroom observation campaigns (TNTP) to monitor curriculum fidelity, and new or renewed curriculum selections (CKLA for elementary and middle literacy, a forthcoming math curriculum procurement).
Councilmembers asked for clearer links between these investments and measurable outcomes; MCPS said it will bring baseline instructional observation data by the end of the school year and noted ongoing program evaluation work (including a CKLA year‑1 study and other evaluations) to track which interventions produce measurable gains.
