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Maryland reports multi‑year MCAP gains as state prepares for new assessment
Summary
MSDE presented five years of MCAP data showing modest but steady gains in ELA, math and science and described next steps — including cohort and percentile analyses and supports (MTSS, coaching) — as the state transitions to a new assessment system.
MSDE staff told the State Board of Education at its July 2026 meeting that Maryland students have made measurable gains on the five‑year MCAP series even as the state prepares to transition to a new assessment.
Jeff Sanderson, MSDE’s accountability lead, said Maryland recorded increases across grade bands over the course of MCAP administrations and emphasized the gains for economically disadvantaged students. "Maryland students continue to make progress in ELA, mathematics, and science," Sanderson said during a joint presentation with MSDE’s instructional support team.
The agency highlighted a 4.2 percentage‑point increase in elementary ELA proficiency over the MCAP period and an 8.4‑point gain in middle‑school ELA, while high‑school ELA (ELA‑10) rose to about 59.7% proficiency. Sanderson cautioned that some course‑connected tests (for example geometry) had sharply smaller participation this year, which skews comparisons for those subjects.
Dr. Smith, MSDE’s instructional strategy lead, described statewide supports the department is scaling in response to the results: multi‑tiered systems of support (MTSS), expansion of literacy and math coaching, leadership development through the Maryland School Leadership Academy, and targeted school improvement networks. "Our work begins with ensuring districts and schools are supported in creating a well rounded multi‑tiered system of support," she said.
Board members pressed staff for deeper analyses, including percentile (NAEP‑style) breakdowns, cohort tracking, and overlays with chronic absenteeism. MSDE committed to returning to the board in August with more granular percentile and cohort analyses and to run targeted follow‑ups on student groups and transition points between grades.
The presentation was informational; board members did not take a formal vote on policy during the MCAP briefing but directed staff to provide the requested analyses in upcoming meetings.
