The Montgomery County Public Schools
Rockville, Maryland
M-Stat

The Montgomery County Public Schools (MCPS) and eight other large school districts from around the country participated in the Harvard University Public Education Leadership Project (PELP) over the past three years. The major theme of PELP was the development and implementation of a coherent strategy to close the achievement gap in public education. MCPS was inspired by a case study on the New York City Police Department's Computerized Crime Comparison Statistics (ComStat). Based on ComStat, MCPS developed M-Stat, a process designed to—

  • thoroughly analyze individual school and student data;
  • consistently and continuously monitor the data;
  • identify best practices; and
  • create lasting systemic change.

Key Data Points

In order to institutionalize data-driven decision making, the school system made strategic choices as to which points would really allow MCPS to leverage up achievement. In other words, which data points offered the greatest potential for positive growth. Dr. Jerry D. Weast, superintendent of schools, distilled the myriad of performance indicators the school system generates down to the following key leverage points:

  • Grades K-2, reading skills
  • Grade 3, reading on-grade level
  • Grade 5, advanced mathematics
  • Grade 8, Algebra 1
  • Secondary level, High School Assessments (HSA)—passing all subjects
  • Grades 9-12, Advanced Placement course participation and performance
  • Grades 12, SAT score of 1650 or higher

M-Stat Process

The M-Stat process is used for each key leverage point and provides a structure for in-depth analysis, monitoring, problem-solving, identification, recognition of best practices, and ultimately systemic change. The data points are linked to important events on the instructional calendar. For example, SAT scores are presented for discussion and analysis in late spring and early fall to allow time for schools to plan and implement practices designed to positively impact SAT scores prior to the last test administration for seniors.

M-Stat serves as an ongoing, consistent forum for courageous conversations about race, ethnicity, and their implications for student performance and closing the achievement gap. This process is intended to serve as a model and permeate every level of the school district, from—

  • frank discourse among the executive leadership team and the superintendent; to
  • open discussion among principals and their supervising community superintendents; to
  • honest examination of the school data between principals and their communities; to
  • authentic conversations among teachers and the principal; to
  • the nexus of true school reform—the interactions between the students and the teacher.

When school district leadership consistently monitors, evaluates, and ensures fidelity of program implementation, student achievement increases.