The Education Policy Committee of the Maryland State Department of Education convened on October 10, 2024, to address pressing issues regarding student literacy and educational equity. The meeting highlighted significant declines in Maryland's educational performance, particularly among vulnerable student populations.

The session began with a stark report indicating that Maryland's ranking in the fourth-grade national assessment had dropped from third to forty-first in the nation. This decline was echoed in recent comprehensive assessment data, which revealed a troubling decrease in literacy performance, especially among students living in poverty, multilingual learners, and students of color. The committee emphasized the urgent need for action to ensure equitable access to educational resources and support for all students.

Dr. Smith presented data on the implementation of the Ready to Read Act, which mandates screenings for kindergarten and early elementary students. However, discrepancies in how local education agencies (LEAs) interpret and apply these requirements have led to gaps in identifying students who need support. For instance, some districts only screen students who are flagged as needing help, potentially leaving at-risk students unassessed. The committee discussed the importance of a standardized approach to screening and data collection to ensure all students receive the necessary interventions.

The meeting also reviewed data from various LEAs, showcasing the effectiveness of early intervention. For example, Caroline County reported a significant reduction in the number of students identified as at risk by the end of the year, demonstrating the potential benefits of proactive screening. In contrast, other districts, such as Dorchester and Baltimore City, struggled to close the literacy gap, particularly in kindergarten.

Further analysis revealed concerning trends among subgroups of students. Data indicated that African American and Hispanic students consistently scored lower on the Maryland Comprehensive Assessment Program (MCAP) tests, with proficiency rates remaining alarmingly low across grade levels. The committee noted that the percentage of students scoring at the lowest performance level increased as they progressed through grades, highlighting the widening educational gap.

In response to these findings, the committee called for the adoption of a revised policy aimed at enhancing screening processes, improving data reporting, and providing additional instructional support for at-risk students. The revisions aim to create a more equitable educational landscape, ensuring that all students, regardless of their background, have the opportunity to succeed.

The meeting concluded with a commitment to continue refining the policy and addressing the challenges identified, underscoring the importance of targeted interventions to support Maryland's most vulnerable learners. The committee plans to monitor progress and make further adjustments as necessary to improve educational outcomes statewide.