Maryland Business Roundtable for Education
Strategic Plan 2015-2017 Introduction Founded in 1992, The Maryland Business Roundtable for Education (MBRT) is a nonprofit coalition of leading employers that have made a long-term commitment to improve education and student achievement in Maryland. MBRT works to achieve meaningful, measurable and systemic improvement in schools and student learning. We believe the keys to this improvement are high standards, rigorous assessments, and strong accountability. Working at both the policy and the grassroots levels, MBRT brings the voice and expertise of business/employers to decision makers, students, educators, parents, and others who influence students, to help shape Maryland’s future workforce. Between 2010 and 2014, responding to a national call for increased emphasis on STEM education and workforce quality, MBRT took a lead role in Maryland by creating the state’s STEM Innovation Network and, for the first time, providing direct services and resources to teachers in an effort to strengthen STEM teaching and learning. The overarching imperative for this strategic plan is to accelerate the organization’s momentum and impact, refine the scope of influence to reflect changing factors, and to achieve results that strengthen the organization’s impact and effectiveness. Covering 2015-2017, this plan builds on the foundation established over the past years and reflects a continuous and integrated approach with the following features:
Strategic assessment Core beliefs, overall direction, and key strategies Streamlined actions and deliverables A financial plan A strategy for sustaining/expanding STEMnet Measures of effectiveness, impact, success
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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Vision All Maryland students graduate from high school college- and career-ready and well prepared to work, lead, innovate and drive a world-class economy in Maryland.
Mission Mobilize business and employers to play an active role in supporting education excellence, high standards, rigorous assessments and strong accountability in K-12 education, and in demonstrating the connection between achievement in school and success in the workplace, in college and in life.
Goals
Academic standards and graduation requirements are aligned to college and workplace expectations. More students graduate from high school college- and career-ready. Teacher and student growth in STEM is accelerated.
Capabilities The Maryland Business Roundtable for Education is the only statewide business group exclusively dedicated to improving K-12 education. It is recognized from the State House to the school house, and nationally, as the business organization with the expertise and clout to influence the creation of a worldclass education system. Through the MBRT, member companies and organizations and 3,000 volunteers play an active role in pushing for achievement of high standards; challenging and motivating students to perform at high levels; demanding a system of education that prepares all students for the rigor of college and the workplace; and demonstrating the fundamental relationship between performance in school and success in the workplace. MBRT works closely with the Governor, the Maryland General Assembly, the State Superintendent of Schools, the Maryland State Board of Education, and local school districts on policy issues that affect the overall quality and delivery of education. And through its award-winning statewide Maryland Scholars program, MBRT works at the community and school level to generate among students, educators, and parents an increased awareness of the need for – and an active commitment to achieve – educational excellence and workforce preparedness. MBRT is a key link to Maryland’s workforce pipeline – middle and high school students. As such, MBRT believes that a robust education is critical to the long-term health of Maryland’s economy, and that Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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schools will continue on a path of significant improvement only through a broader base of support from the entire community. To bring together influential stakeholders and align efforts, MBRT continues to establish strong partnerships with higher education institutions, economic and workforce development officials, and business and community organizations. With partnerships in all 24 Maryland school districts, 3,000 volunteers reaching nearly 50,000 students in person each year, and a teen-focused career exploration website, MBRT has demonstrated a powerful impact across the state on student achievement and career choices and preparation, and has transformed the way educators and business interact. By building strong, effective partnerships with those who have a stake in educational excellence and a quality workforce, MBRT has been able to create and implement innovative, breakthrough strategies and tools that are resulting in: raised standards and accountability, improved teaching and learning; broad access to and effective use of technology in schools; unprecedented collection/analysis/use of data to guide educational strategies, policy, and funding; increased student motivation to achieve; and heightened awareness among students, teachers and parents of the connection between achievement in school and success in the world of work. As education and workforce development in the high-growth areas of science, technology, engineering and mathematics (STEM) emerged as a national and state priority in recent years, MBRT and University System of Maryland led the development of the Governor’s STEM Task Force and the Maryland STEM Strategic Plan. With funding from the U.S. Department of Education through Race To The Top and the State of Maryland, support – both financial and technical – from leading corporations, and input from 1,000 STEM teachers, MBRT created Maryland’s STEM Innovation Network – STEMnet – a recommendation from the Plan. STEMnet is a powerful platform that provides quality instructional resources and opportunities for interaction among educators, STEM industry professionals, parents and students.
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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“Maryland is leading the nation with its development of STEMnet. No other state is planning to develop an approach with similar depth and scale.” Research and Analysis to Support STEMnet, EducationFirst, June 10, 2011 “Maryland has taken comprehensive steps to proactively combat a STEM workforce deficit problem…to ensure they can populate the workers necessary for that industry with graduates from the Maryland secondary and post-secondary educational institutions. To accomplish this, Maryland has comprehensively revised their STEM education plan to align STEM curriculum across all levels, place highly qualified teachers who have access to the resources they need in schools, and provide real-world problem-solving experiences guided by STEM professionals.” Formative Evaluation of STEM Innovation High School Model Implementation, Mid-Atlantic Regional Educational Laboratory, ICF International, October 2014
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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Strategic Assessment Introduction To set and achieve its strategic objectives, MBRT has reviewed and considered the changing condition of education and business in the state of Maryland and the environments created by continued globalization, advances in technology, and fiscal pressures caused by economic stresses. Because these circumstances pose opportunities and challenges, the purpose of this section is to identify the influencing factors within Maryland over the next three years to shape the most appropriate course of action for MBRT.
Influencing Factors 1. Student Performance The High School Graduation Gap Far too many students drop out or graduate from high school without the knowledge and skills required for success, closing doors and limiting their post-high school options. Despite noteworthy increases in its graduation rate, Maryland has one of the highest percentages of high schools that graduate less than 60% of its students – otherwise known as drop-out factories.
84.9% of the class of 2013 graduated on time (up from 80.7% in 2010). 1
9,935 students who entered high school in 2009 did not graduate with their class in 2013 (down from 12,436 in 2010).2
26 Maryland high schools graduate 60% or less of their students (2012) (down from 29 in 2009). 3
Over a lifetime, each high school dropout will cost the economy $292,000 in unrealized wages, taxes and productivity, potentially representing a $2.9 billion loss for the Maryland’s class of 2013 dropouts alone].4 A highly skilled workforce can raise economic growth by about two-thirds of a percentage point each year.5 Many students have a limited vision of career options, limited information about academic steps needed to succeed beyond high school, and a limited understanding that their decisions and actions now affect their future options.
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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College Graduation Gap In Maryland, the demand for middle- and high-skilled workers is outpacing the state’s supply of workers educated and experienced at that level.
67% of Maryland’s jobs require a career certificate or college degree.
Only 45% of Maryland adults have an associate’s degree or higher. 6
Far too many students enter two-and four-year postsecondary institutions unprepared for college-level work.
61% of Maryland students in two year colleges require remediation – of those, only 10% graduate within 3 years.
25% of Maryland students in four-year colleges require remediation – of those, less than half graduate within 6 years.7
Only 21% of students entering high school complete college. 8 Approximately two-thirds of full-time freshmen at Maryland 4-year public colleges graduate in 6 years. 9 Between 2003 and 2008, Maryland colleges awarded 11% more bachelor’s degrees, but saw only a 6% increase in STEM degrees. During the same period, associate degrees increased by 30%, but STEM degrees dropped by 15%.10 Because of their quality, affordability and focus on career preparation, community colleges will continue to be a valuable Maryland asset and to play an ever-increasing role in preparing tomorrow’s workforce. Opportunities for high school students to take colleges courses should be expanded. High School Assessments Maryland’s high school graduation requirements, which went into effect for the class of 2009, were met by 99.9% of 2014 graduating seniors (89.9% by test performance, 9.9% by project-based competency assessments, and 0.1% by waiver).11 New, more rigorous math and English language arts assessments aligned to the Common Core Standards replaced the Maryland School Assessments (MSA) in 2014 and may replace the High School Assessments (HSA). New science assessments are expected to follow in 2017. SAT Scores As more students took the SAT in Maryland in 2013-14, average scores on the college readiness exam plummeted, falling below the national average for the first time in years. Statewide the average score
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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dropped 5 points in each section: 492 in critical reading, 495 in math, and 481 in writing. The drop could be attributed to the fact that two large school districts, Baltimore County and Prince George’s County, encouraged and paid for every high school junior to take the test – resulting, for instance, in a 58% increase in test takers and a 50-point drop in test scores in Baltimore County. 12 Advanced Placement (AP) Results Maryland maintained its No. 1 ranking on AP scores (9 th consecutive year), according to the College Board, with the highest rate (22%) of high school students who took and passed at least one AP exam, and had the 2nd highest percentage of AP exam takers (35%). 13 National Assessment of Educational Progress (NAEP) Maryland 4th grade reading scores are the highest in the nation (tied with Massachusetts and New Hampshire) – upping its ranking from 24 th in 2003 to 1st in 2013. Maryland 8th grade reading scores are 2nd highest – moving from 19th rank to 2nd. Math scores in both 4th and 8 grade rose as well, but not as significantly.14 Maryland was the only state that received the maximum number of points (100) that could be earned, meaning that its students performed better or improved faster than the national average across all four subject and grade areas. 15
Grade/Subject 4th grade reading 8th grade reading 4th grade math 8th grade math
States Performing Higher Than Maryland on NAEP 2003 2013 23 0 29 1 31 15 26 18
2. State and National Efforts to Increase Academic Rigor Common Core Standards in Math and English Language Arts While there is broad national consensus and considerable movement to define and deliver universal, rigorous standards for all students across the nation, some states have backed away from the effort. Common Core Standards in Math and English language arts were developed, and in June 2011 the standards were adopted by the Maryland State Board of Education. Maryland educators conducted a gap analysis, comparing the new standards to the existing State Curriculum Standards. With this information, education experts including teachers from across the
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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State translated the standards into instructional frameworks that local school systems and educators used to develop their own standards-aligned curriculum. 16 The Maryland College and Career-Ready Standards, based on the Common Core State Standards, were fully implemented in school year 2013-14. These new, more rigorous academic standards define what students should know and be able to do in order to graduate from high school fully prepared to enter post-secondary education and the workforce. 17 Maryland is a Governing State and the Fiscal Agent for the Partnership for Assessment of Readiness for College and Careers (PARCC), a multi-state consortium working to develop high-quality, computer-based assessments that measure the critical content and skills of the new standards. The new assessments were field tested by 40,000 students in nearly every Maryland public school in spring 2014. When all students take the PARCC assessments in the 2014-15 school year, it will establish a new baseline for measuring growth in student achievement. For freshmen entering high school in the 2016-17 school year, passing the PARCC assessments will be a graduation requirement. 18 Next Generation Science Standards Maryland, along with 25 other states, helped lead a broad-based effort to strengthen science for all students, and participated in the development of Next Generation Science Standards (NGSS), which are designed to clearly define the content and practices that students will need to learn from kindergarten through high school. MBRT served on the statewide committee to inform Maryland’s NGSS efforts. 19 NGSS were adopted by the Maryland State Board of Education in 2013, and are slated to be implemented in 2017. Educator Evaluation Linked to Student Performance Effective principals and teachers are key to our success in ensuring that students meet the new standards. Educators deserve an evaluation system that is robust, valid, reliable and defensible‌a system that will identify and reward strengths, remedy weaknesses, and guide instructional and professional development decisions. Since 2010, the state has worked diligently in partnership with local school districts and other stakeholders, with broad-based input from teachers and administrators, to develop a framework for evaluation that meets federal requirements and allows for local flexibility; that is fair, meaningful, and comprehensive; and that contains strong supports that lead to improved student progress.
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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The Maryland Council for Educator Effectiveness (on which MBRT played a key role) presented recommendations to the governor, the state legislature, and the State Board of Education for a statewide educator evaluation system – which includes linking teacher evaluation to student outcomes. All 24 districts piloted the new evaluation system in 2012-13, and implemented the system in the 201314 school year. While Maryland has made better progress in implementing the new evaluation system than other states20, educators, in general, feel that including student test scores in the teacher evaluation equation is premature and should be delayed until a year or two after the new standards and assessments are fully implemented. As part of a plan to seek a two-year extension of the ESEA Flexibility Waiver from the U.S. Department of Education, MSDE requested and was granted a one-year delay in the use of PARCC data to count as part of educators’ evaluations in 2016-17. University Admission Requirements In 2009, the University System of Maryland (USM) Board of Regents raised the admissions requirements for USM institutions, requiring a fourth year of math – including Algebra 2 – for students entering college in 2014. These admissions requirements are currently higher than the state’s requirements for graduating high school. Maryland raised its graduation requirements (beginning with the class of 2015) to include math in all four years of high school, but stopped short of requiring Algebra 2. In order to ensure that high school students graduate college/career-ready, ACHIEVE recommends, and MBRT agrees, that Maryland bring high school graduation requirements in alignment with admissions requirements for the University System of Maryland. Maryland Scholars Criteria To promote consistent expectations for college/career-readiness, MBRT raised the Maryland Scholars criteria in 2012 to better align with USM requirements by adding a 4 th math credit (Algebra 2 was already required). In science, Maryland Scholars criteria (completion of 3 lab sciences) already exceed USM requirements. To inspire and incent students to complete rigorous STEM coursework, MBRT will – in partnership with the State, establish a “Maryland STEM Scholars” designation. 3. The Need for STEM Workers Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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In order for Maryland and America to continue to compete successfully in the global economy, many more students will need to acquire strong knowledge and skills in science, technology, engineering and math and the ability to apply them. Growth in STEM occupations is expected to far outpace job growth in other areas, including those that require less than a bachelor’s degree. According to data from the Department of Education, jobs for biomedical engineers will increase 62 percent by 2020, while jobs in software development and medical science are expected to increase by 32 percent and 36 percent, respectively. 21 That increase, combined with the number of current workers who will retire in the next few years, will result in 2.4 million STEM job vacancies by 2018, according to a 2011 report from Georgetown University’s Center on Education and the Workforce. At the same time, just 28 percent of college graduates receive a bachelor’s degree in a STEM field. 22 Despite our historical record of achievement, the United States now lags behind other nations in STEM education, and consistently ranks in the middle of the pack or lower in student performance in science and mathematics. Less than one-third of U.S. eighth graders show proficiency In mathematics and science on the National Assessment of Educational Progress (NAEP). 23 According to the U.S. Department of Education, by the time most students reach their final two years of high school, fewer than 15 percent have enough knowledge in math and science to pursue science and engineering degrees in college. Roughly 40 percent of U.S. students who start as engineering and science majors end up switching to other subjects. 24 Far too many U.S. students find STEM learning uninspiring. In fact, more than 80 percent are either uninterested or non-proficient in STEM subjects. 25 More than half of high school graduates are not prepared for college-level math, and 69 percent are not prepared for college-level science. 26 Student aptitude and interest in pursuing STEM has not kept pace with demand for STEM workers. In spite of the intense drive to encourage students to study science, technology, engineering and mathematics, high school student interest levels in STEM fell between 2009 and 2013 and are now just slightly below where they were in 2000. Furthermore, gender and ethnic gaps among students interested in STEM remain wide.27
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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According to the Prepare and Inspire Report to the President, “We must prepare students so they have a strong foundation in STEM subjects and are able to use this knowledge in their personal and professional lives. And we must inspire students so that all are motivated to study STEM subject in school and many are excited about the prospect of having careers in STEM fields.” 28 Recommendations include: 1. Improve Federal coordination and leadership on STEM education. 2. Support the state-led movement to ensure that the nation adopts a common baseline for what students learn. 3. Cultivate, recruit, and reward STEM teachers that prepare and inspire students. 4. Create STEM-related experiences that excite and interest students of all backgrounds. 5. Support states and school districts in their efforts to transform schools into vibrant learning environments.
The Critical Role of Business It has been widely recognized for more than two decades that business has an important role to play in driving/supporting education reform, improving student achievement, shining a light on critical data points, raising awareness about workplace expectations and opportunities, and demonstrating the relevance of coursework and academic achievement to success in the workplace. With the creation of STEMnet – Maryland’s STEM Innovation Network, employers are uniquely positioned to help accelerate teacher and student growth in science, technology, engineering, and mathematics. New research shows that a student’s earning power is directly related to the number of interactions he/she has during high school with workplace professionals. According to a recent study, high school graduates who could recall at least four interactions with workplace professionals during high school earned 18% more than students who could not recall such interactions. 29
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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References 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
17 18 19
20 21 22 23
24 25
26 27 28
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Maryland State Department of Education 2014 (www.mdreportcard.org) Maryland State Department of Education 2014 (www.mdreportcard.org) Building a Grad Nation, America’s Promise Alliance, 2011 (www.americaspromise.org) Frontline, By the Numbers: Dropping Out of High School, PBS.org, September 12, 2012 Alliance for Excellent Education, Washington, DC, 2008 Complete College America, 2011 Complete College America, 2011 Achieve, Washington, DC, 2011 Complete College America, 2011 Complete College America, 2011 Maryland State Department of Education 2011 (www.mdreportcard.org) The Baltimore Sun, October 7, 2014 Maryland State Department of Education, 2014 U.S. Department of Education, National Center for Education Statistics, www.nces.ed.gov, 2014 The Education Trust, Uneven at the State, July 2013 Maryland State Department of Education, Reaching World Class, Maryland’s Race To The Top Accomplishments, September 2014 Ibid. Ibid. National Academy of Sciences, Framework for K-12 Science Education, July 2011 (http://www.nap.edu/catalog.php?record_id=13165) William Slotnik, Community Training and Assistance Center, 2014 U.S. News & World Report, February 5, 2014 Ibid. Report to the President of the United States, Prepare and Inspire: K-12 Education in STEM for America’s Future, 2010 Change the Equation, Point of View, Ellen Kullman, DuPont CEO, April 2013 Business-Higher Education Forum, Creating the Workforce of the Future: STEM Interest and Proficiency Challenge, August 2011 ACT, College Readiness Benchmarks, April 2013 U.S. News & World Report/Raytheon, STEM Index, April 2014 Report to the President of the United States, Prepare and Inspire: K-12 Education in STEM for America’s Future, 2010 Mann and Percy, Journal of Education and Work, 2013
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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Strategic Roles Introduction In order to achieve the highest return on investment amid the influencing factors highlighted in the Strategic Assessment, MBRT will recommend three key roles for MBRT to play and actions to take that will balance resource demands with value creation.
Roles MBRT as an Advocate -- influencing policies and practices affecting education Work with state and local policymakers and employers to ensure that: 1. New academic standards, assessments and accountability measures are implemented with no further delays. 2. All graduates are required to complete rigorous courses – aligned to these standards – that prepare them for life after high school. 3. Longitudinal data systems are refined and have the capacity to track student progress from high school through postsecondary education and to inform instructional decisions. MBRT as a Convener – aligning and leveraging public and private expertise and resources Work with employers, K-12 educators, higher education, federal, state and local agencies, business and economic development organizations, community groups, and others who have a stake in an educated populace to: 1. Mobilize a broad base of employer support to areas of greatest need/impact, particularly in STEM. 2. Build partnerships and align efforts with organizations that will best advance the work and goals MBRT wants to accomplish and increase the likelihood of large scale outcomes. 3. Develop and apply technology to capture, communicate, disseminate and share knowledge and tools, creating broad based ownership of solutions and making it easier for our partners to succeed. MBRT as a Service Provider – impacting educational outcomes and workforce readiness Work with students, educators, and parents to: 1. Ensure that students understand workplace realities and expectations and are motivated to strive for high academic achievement, with strong emphasis on STEM courses and fields, by providing four interactions with workplace professionals. 2. Provide resources and services to teachers and other adults that will help to prepare students for careers, particularly in STEM fields. 3. Maximize use of technology to provide exposure, information, connection and a variety of ways for students to think about – and prepare for – their futures. The cornerstone of each role is communication with specific audiences and the development and use of cutting-edge technology to effectively and efficiently accelerate the current rate of progress.
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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Action Action Plan Plan 2015-17 2015-17 2015 2016 Advocate: Influencing policies and practices affecting education
2017
Establish relationships with key Maryland decision makers. Advocate for high standards, rigorous assessments, and strong accountability.
Reinforce state and local level partnerships. Identify areas where more support is needed.
Monitor and support effective implementation of new academic standards, assessments and teacher evaluation linked to student outcomes. Develop messages and tools that enable MBRT Board members, volunteers and others to guide and support student action and achievement.
Foster relationships with state and local superintendents and school boards. Champion policies and practices that continually improve the MD education system, particularly in STEM Build awareness of and support for new academic standards, assessments and teacher evaluation implementation. Leverage methods of engagement to help inform, train and mobilize stakeholders and partners to support high academic achievement.
Assess progress and determine next steps.
Deploy most effective methods of engagement to help inform, train and mobilize stakeholders and partners to support high academic achievement.
Convener: Aligning & Leveraging public/private expertise and resources Mobilize broad business and employer support in areas of greatest need/impact. Develop communications plan to include audiences, delivery vehicles, messaging and engagement strategies. Establish partnerships with key organizations to advance aligned goals and produce large-scale outcomes.
Continue to identify needs and solicit support. Implement communications plan. Nurture existing partnerships. Continue to seek and establish appropriate partnerships.
Assess impact and recognize business and employer support. Measure effectiveness of communication plan, modify, and continue to implement. Nurture existing partnerships. Continue to seek and establish appropriate partnerships.
Service Provider: Impacting educational outcomes and workforce readiness Provide STEMnet programs/resources to teachers/students in 54 STEM Innovation Schools. Seek support to expand to more schools. Determine best methods of expansion. Refine training plan. Recruit and train sufficient volunteers. Train educators at STEM Innovation Schools. Conduct pilot with select middle schools as STEM Innovation Schools. Establish baseline and track results. Assess use and impact of STEMnet programs/resources. Determine value, feasibility and capacity of continuing and/or expanding each. Develop/refine online systems to deliver STEMnet programs/resources to a high level of quality.
Maryland Business Roundtable for Education
Expand the network of STEM Innovation Schools. Monitor use and impact of STEMnet resources. Make comparisons to non-STEM Innovation Schools.
Evaluate effectiveness. Expand as appropriate.
Ensure effectiveness of training. Continue to train volunteers and educators. Follow cohort to high school and monitor impact.
Evaluate effectiveness. Expand as appropriate.
Make necessary adjustments and continue to assess.
Continue to seek teacher and student feedback on effectiveness of programs/resources, suggestions for improvement, and unmet needs. Continue to monitor user satisfaction and make needed modifications.
Continue to monitor user satisfaction and make needed modifications.
Evaluate effectiveness. Expand as appropriate.
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Measures of Impact and Success The Maryland Business Roundtable for Education values – and its Board of Directors demands – comprehensive evaluation of the effectiveness and impact of all programs. The MBRT staff sets metrics for each program and designed tools to collect and analyze data to assess progress in meeting process, perception, and outcome goals. In addition to the data collection processes conducted by staff and detailed below, MBRT also tracks and monitors outcome data collected by the Maryland State Department of Education on attendance, graduation and drop-out rates, and middle/high school assessment results, as well as data collected by the Maryland Higher Education Commission and others on college matriculation and remedial coursework. Over the next three years, MBRT will work with external evaluators to measure impact of MBRT effectiveness and impact, particularly at STEM Innovation Schools.
Measurable Goals/Outcomes: Influence high school course-taking patterns and college/career-readiness Outcome More students complete Algebra 1 by end of 9th grade More students pass Biology HSA by end of 10th grade More students score proficient on NAEP assessments: 8th grade math 8th grade reading 8th grade science (2011) More students pass PARCC assessments in Math English language arts More students graduate From high school (on time) College- and career-ready (as Maryland Scholars) The State and local districts upgrade and align their graduation requirements with University of Maryland admission requirements More students enter college (in MD) enter college (anywhere) complete college (within 6 years) Fewer students are required to take remedial/developmental courses in college
Now 2014 74% 85% (2013) 37% 45% 32% Baseline TBD
Goal 2017 80% 90% 45% 50% 45% Goal TBDA
84.9% 54% 20%?
90% 65% 100%
(2012) 51% 69% 62.9% 25% (4 yr) 61% (2 yr)
60% 75% 75% 18% 45%
Data Source MSDE/LDS MSDE/LDS NAEP
MSDE/LDS MSDE/LDS
MSDE/Districts ACHIEVE, MHEC
Complete College America
Influence stakeholder perceptions and actions
More believe that rigorous course-taking in high school is important to success in college/workplace More businesses/employers support MBRT efforts Outcome More employers provide funding/resources to MBRT New partnerships are established Speakers Bureau volunteer base is sustained STEM Specialists in the Classroom volunteers are recruited/sustained Annual budget levels are met
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
Goal 33% 4/yr 1,000 300 100%
Data Source MBRT MBRT MBRT VMS MBRT
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MBRT Program Evaluation Process Data What is collected # of districts, schools, presentations, students reached # of educators utilizing STEMnet Resources (human, challenges and lessons) # of volunteer speakers recruited/trained/ presented Value/effectiveness of training to volunteers and educators
Perception Data What is collected Teacher feedback on appropriateness and importance of message Teacher assessment of effectiveness of presenter and impact on students Teacher suggestions for improvement Attitudes and beliefs about STEM Perceived competencies in delivering STEM Instruction Student reaction to presentation What they learned What they plan to do differently as result Attitudes and beliefs about STEM (math/science interest, career awareness) # of students intending to become a Maryland Scholar Speaker feedback on student reaction, local coordination, best practices and suggestions for other speakers Student awareness/intention regarding college requirements/preparation
Outcome Data What is collected Yearly high school enrollment and graduation (and/or GED) completion rates Skill development (work habits, math and science efficacy): # of freshmen each year who completed algebra 1 and a foreign language credit by end of 9th grade (also collecting data on 8th grade course completion) # of students each year who complete algebra 2, chemistry, physics and world language # of students each year who complete pre-calculus, calculus, trigonometry, 4th science credit, 3rd credit of same world language # and % of graduating seniors who meet the Maryland Scholars criteria
Website Use Data What is collected User information – first name, year of graduation, school, school district, email How they found the website (i.e. speaker, teacher, parent, friend, Google) Activity on the website – pages visited, activities completed, points earned, time spent on site, point of departure Aspirations/intentions/actions – career goal, intention to be a Maryland Scholar, actions planned/taken, expectations/obstacles, requests for help/advice
How it’s collected
Why it’s collected
MBRT’s www.thestemnet.com
Determine reach of program
Training evaluations Online veteran training quiz Volunteer / educator feedback form
Evaluate/improve effectiveness of volunteer training – quality control Identify/correct logistical problems or areas of concern Identify need for reinforcement Identify opportunities for improvement in both structure and process
How it’s collected
Why it’s collected
Teacher evaluation form Teacher focus group(s)
Determine perceived value/effectiveness of speaker/ presentation/program Identify excellent/poor presenters/volunteers Make improvements to program
Student evaluation form
post- survey
Obtain from students an indication of current attitude and future intention Determine successful activities and advantages for student career awareness and development Make improvements to program Identify/address logistical problems or areas of concern Identify need for reinforcement Identify student intention to prepare for and attend college
How it’s collected
Why it’s collected
Maryland’s Longitudinal Data System
Determine the number of students completing specific courses each year Determine the number and percentage of graduates meeting the Scholars criteria each year Calculate changes in enrollment and socio-economic status Tabulate increases/decreases in course completion from year to year Identify trends in course completion Inform conversations with local superintendents/teams
How it’s collected
Why it’s collected
Data collected through Google Analytics
Track student activity and identify areas of greatest interest/value Understand student desires and plans for their future Reward students for their efforts/actions Identify areas of student need and suggestions for additions/improvements to website Determine effectiveness of marketing efforts
Volunteer feedback form
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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Governance/Committee Structure To ensure that MBRT’s Strategic Plan is implemented effectively, committees will be charged to provide: oversight on specific elements of the plan, needed expertise and resources, expanded reach, and quality control. With the exception of the Strategic Steering Committee, which is primarily comprised of Board member designees, committees are/will be populated with members of the business community and representatives of partners and stakeholder groups who are in a position to advance MBRT’s mission and support its efforts. The Strategic Steering Committee and the STEMnet Strategic Advisory Committee report directly to the Board of Directors. Other committees report to Strategic Steering. Committee
Responsibility
Strategic Steering Committee
Provide overall strategic direction and coordination of MBRT and its committees, and serve as liaison with MBRT Board of Directors and CEO members of MBRT
Development and Partnership Committee
Volunteer Advisory Committee
Communications Committee
STEMnet Strategic Advisory Committee
Work to increase the level of committed leadership, partnership and participation in MBRT’s efforts; broaden the base of membership/sponsorship; assist with grant/proposal research and writing; increase resources to build MBRT’s capacity to achieve its goals
Develop specific strategies to expand and improve MBRT program process and messages and to assure effectiveness and impact for teachers and students
Develop plan/strategies to reach external audience; craft clear and unified messages for various MBRT audiences; refine policy positions, program content, and communications with partners; solidify MBRT branding issues
Assists with overall strategic direction and coordination of STEMnet and provides counsel in the following areas: * Programs and services * Technology and security * Marketing and communications strategies * Funding sources * Legal, risk avoidance and insurance
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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Risk Analysis In light of current conditions and an assessment of future circumstances, potential risks in five categories have been identified that could affect MBRT’s – and the state’s – capability to achieve the goals of this plan.
Education Reform Leadership Changes – and potential changes – in leadership at many levels could impact MBRT’s forward progress. Maryland will have a new Governor and Cabinet in 2015, as well as a considerable number of new legislators. The level of awareness of and commitment to new standards, assessments, and educator evaluation is uncertain. Presidential and Congressional elections in 2014 and 2016 could result in significant ramifications in federal funding and policies as well as subsequent changes in leadership at the U.S. Department of Education. State Superintendent Lowery’s contract will be up for renewal by the State Board of Education in July 2016. Many new State Board members will be appointed by the new Governor in the next three years – five could be replaced by June 2015. A significant number of local superintendents have recently been or will be appointed. University System of Maryland Chancellor Brit Kirwin will retire as soon as a successor is named. He has been a staunch advocate for high standards, alignment between preK-12 and higher education, and STEM education. MBRT, the state’s most involved and vocal advocate for education reform, will have a new Executive Director in 2015. Developing relationships with decision makers will be important in order to maintain trust and influence.
MBRT Board Members and staff must take steps to ensure that elected officials keep Maryland’s reform efforts moving forward. Building relationships and trust with decision makers will be very important to MBRT’s success.
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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Academic Rigor While internationally benchmarked Common Core Standards and new assessments are being implemented, it is expected that fewer students – at least initially – will meet the new standards. This may cause pushback among teachers, parents and the public. Teachers are particularly concerned since a new evaluation system linking teacher effectiveness to student performance is being implemented in 2016-17. As controversy over new standards and assessments swirled nationwide, Maryland fared better than most states, some of which have abandoned the new standards. Support for Common Core Standards has grown among Maryland educators, but controversy will continue regarding 1) the setting of passing cut scores, 2) requiring passage of the PARCC tests for graduation, and 3) linking student test performance to teacher evaluation. Next Generation Science Standards, adopted by the State Board of Education last year, are scheduled to be implemented in 2017. Deliberate implementation steps were taken to mitigate potential controversy, but controversy could arise. Changes in University System of Maryland admission requirements – making completion of 4 math courses, including Algebra 2, mandatory – are impacting current high school students’ ability to be admitted to state colleges and universities. The State changed its graduation requirements to include math in all four years of high school, but is not requiring Algebra 2. Some local districts have added Algebra 2 as a graduation requirement; but, obviously, many Maryland students will not qualify for admission to state institutions of higher learning because they were not required to take Algebra 2.
In order to align expectations and increase college- and career-ready standards and ensure that all students meet them, MBRT Board and staff must continue to play a major role in defining, supporting and communicating the need for increasingly high standards and strong accountability, particularly in science and math. To ensure economic growth, reforms must continue to move forward with no delays.
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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Corporate Leadership Maryland’s corporate landscape has changed over recent years. Large companies headquartered locally are becoming rare, and competition for their limited attention/resources is strong. Many of Maryland’s largest employers are higher education institutions, healthcare institutions, and government agencies. Some MBRT Board members are requesting that their companies/institutions be represented on the Board by mid-level executives. Three board vacancies currently exist.
STEMnet provides an opportunity to broaden funding support and participation from companies specializing in IT, cyber and bioscience, growing industry sectors which have to date been largely untapped. MBRT will seek ways to spread among Board members opportunities to provide leadership and resources.
Partnerships Changes in leadership/administration at the school system, school, government, or employer level cause delays and redundancy of effort. MBRT is increasingly being approached by organizations and agencies who want to become partners. It is challenging and time-consuming to: 1) find the best matches that align to our objectives, 2) develop memoranda of agreement, and 3) manage partnerships. Some partners demonstrate parochial behaviors which limit the effectiveness and potential impact of the partnership.
MBRT’s ability to create a sense of ownership and to leverage assets/resources among partners is a critical success factor. There must be frank discussions at the early stages of partnership about goals, readiness, capacity, and predictions of achievable progress and potential risks.
Technology Financial The ability to secure unrestricted and/or dedicated funding to solely support the infrastructure, maintenance, and enhancement of STEMnet is an overarching risk with the potential to impact other items noted below. As we plan our growth strategies, we are keenly aware that the financial position will directly impact the amount of resources available, including staff and/or Third Party Consultant (TPC), to support the expansion plans outlined in the Strategic Plan.
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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MBRT, supported by the STEMnet Advisory Committee, will continue to evaluate a diverse set of income streams, funding models, and in-kind help to support the continued operations and expansion of STEMnet platform.
Security The securing of the system and user data in STEMnet are paramount priorities for MBRT. Above all else, mitigating these risks are essential to maintaining stakeholder confidence in the platform and the reputation of MBRT throughout the business and education communities in Maryland.
MBRT will collect only essential information to operate our programs from the users of the platform. MBRT will encrypt data collected by STEMnet whenever possible. In 2015, MBRT will work with a Third Party Contractor to perform penetration testing to evaluate the security posture of the host system and software platform.
Liability The obligation and exposure of MBRT to the user community will continue to expand proportionally as the platform grows in scale and popularity.
MBRT will evaluate and update as needed the STEMnet Terms of Service and Privacy Policy with assistance from legal counsel.
Support Product support has the potential to negatively impact the perception of the platform and the limited time of MBRT staff. Several key strategies were selected in 2011 to minimize this risk (e.g. open-source, cloud hosting, agile development). However, pressure to customize STEMnet tools and provide handson support for a growing user base will be ongoing realities to account for in future planning cycles.
MBRT will support existing commitments and users first. Additional programs will be carefully vetted for support implications. A STEMnet User Group will be established to surface priority issues and identify possible solutions, saving MBRT the time of handling repetitive issues individually.
Maryland Business Roundtable for Education is a 501(c)(3) organization. Contributions are tax-exempt. www.mbrt.org ||| 410.788.0333 ||| 5520 Research Park Drive, Suite 150 Baltimore, MD 21228
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