Improving student learning on all levels in Maryland - High School/College Connections

Liberal Education, Spring, 2003 by Katharine M. Oliver

Recognized nationally, Maryland's Partnership has made significant contributions to the advancement of student learning and improved connectivity between the learning levels. Representatives of elementary and secondary education as well as faculty from community colleges, four-year colleges and universities, and other stakeholder groups collaborated in the development of Maryland's Core Learning Goals (CLG) and Content Standards. The latter describes what students should know and be able to do by specific grade levels. The former (CLGs) represent the content that is being tested in the Maryland High School Assessments. One example is that after the development of the original Core Learning Goals in mathematics, the K-16 mathematics community determined that there needed to be a more substantive link between algebra II at the high school level and intermediate algebra at the collegiate level. The resulting Bridge Goals Project aimed to establish that link and help make determinations about the probability of s uccess of students in their first credit-bearing college mathematics course. Currently, assessments are being developed and piloted to go along with the Bridge Goals. Next fall, a statewide mathematics conference will bring together mathematics teachers from K-12 schools, community colleges, and four-year colleges and universities to hear about the progress of the Bridge Goals Project, to dialogue with one another about issues in the teaching of mathematics that are important to the community, and to help formulate further steps in addressing improved transition and alignment in mathematics.

The Maryland Community College Council of Instructional Deans has been working toward adopting uniform standards for assessment and placement in college-level courses at the community colleges. The number of placement rests has been narrowed from twenty to three, and all sixteen colleges have agreed to use the common placement examinations and to accept common cut-off scores. The University System's Admission Policy Review Committee, in developing recommendations for change in admission policies of USM institutions, mentions performance on the Maryland High School Assessments as a criterion to be considered in admissions decisions. In Maryland the K-12 policy initiatives of the State Board of Education, the fiscal support from the Governor and State Legislature, and the important partnerships with the business community and higher education make it appear that the pieces critical to meaningful, sustainable school reform are falling into place. The new, sweeping federal legislation, No Child Left Behind, provi des further support to accomplish the stare's ambitious but essential goals for improving student achievement.

KATHARINE M. OLIVER is assistant state superintendent for career technology and adult learning.