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MARYLAND BUSINESS ROUNDTABLE FOR EDUCATION 2011 MBRT Board of Directors

YEAR IN REVIEW 2011 Moving Maryland from national leader to world class in education, innovation, and workforce quality As MBRT begins a third decade and launches a new three-year plan, a stronger focus on STEM education and careers will be a high priority. While our mission remains the same:

To bring the voice of business and employers to support high standards, rigorous assessments, and strong accountability in K-12 education and to demonstrate the connection between achievement in school and success in college, the workplace, and in life. Our focus and impact are taking new shape. High credibility/visibility, strong partnerships and corporate support, new technologies, strategic solutions, impressive results, and broader funding have propelled our efforts to a higher level. 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 significant funding from the U.S. Department of Education through Race To The Top, and considerable support from leading corporations, MBRT is creating Maryland’s STEM Innovation Network – STEMnet – a recommendation from the Plan. It will provide quality instructional resources and a powerful platform for interaction among educators, STEM industry professionals, parents and students. According to research conducted by Education First Consulting, a national firm, “Maryland is leading the nation with its development of STEMnet. No other state is planning to develop an approach with similar depth and scale.” The Strategic Steering Committee developed MBRT’s 2012-2014 Strategic Plan, which includes the goal to double the number of STEM-advanced high school graduates, and to increase to 2/3 the number of Maryland Scholars (STEM capable) graduates. In 2011… Significant progress has occurred in in meeting objectives of MBRT’s 2009-2011 Strategic Plan. With a specific outcome goal of doubling the number of Maryland Scholars in three years, our efforts were focused on: Advocating  pushing for policies that o encourage rigorous course completion o strengthen course content o align high school graduation requirements with college/workplace entrance requirements o improve P-20 longitudinal data system  collecting and analyzing districts course completion data Convening  building our base of effective partners, advocates, funders, and volunteers Providing Service  extending our reach to more students, earlier and more often  targeting our messages where they produce the most impact/results  creating STEMnet and begin providing services to teachers A 2012-14 Strategic Plan has been crafted and can be found at www.mbrt.org/plan .

As a result of MBRT efforts over three years: 

92,013 Maryland high school graduates met the Maryland Scholars criteria – 10,000 more than the previous 3 years.

In 2011, 54% of Maryland graduates met the Maryland Scholars criteria, up from to 38% in 2007 – a 42% increase.

Thousands of low-income middle school students aspire -- and begin preparing -- to attend and graduate from college.  Science, technology, engineering and math education is being transformed by launch of STEMnet Teacher Hub and Student Hub, and the exposure, information and resources it brings to teachers and students. Support MBRT efforts by becoming a member. www.mbrt.org


Maryland Business Roundtable for Education STRATEGIC PLAN 2012-2014 EXECUTIVE SUMMARY

Current Reality: Approximately half of Maryland high school graduates are prepared to succeed in college and the workplace. The other half graduate without the knowledge and skills they need to succeed. Nearly 1-in-5 students drops out or does not complete high school in four years (each cohort potentially costing the state’s economy $3.2 billion). Only 1-in-10 high school graduates are STEM-advanced. Given the rising need for STEM workers, MBRT will focus its efforts on strengthening STEM teaching, learning, and career awareness and doubling the number of students who graduate STEM-advanced.

Goal by 2014 Double the high school graduates who are STEM-advanced (Maryland STEM Scholars) Increase to 67% high school graduates who are STEM-capable (Maryland Scholars)

2011

2014

Currently, 1-in-10 graduates are STEM-advanced

Goal of 1-in-5 graduates are STEM-advanced

advanced

advanced

10% capable

20%

capable

54%

67%

Strategic Roles of MBRT

Advocate: Influence policies and practices affecting education   

Align standards/assessments to skills/knowledge needed in college/workforce Require all graduates to complete rigorous coursework Ensure data systems to track student progress, compare school performance, and capture/share effective practices

Convener: Align and leverage public/private expertise and resources   

Concentrate broad business and employer support in greatest need/impact areas Build partnerships to advance aligned goals and produce large-scale outcomes Develop technology systems that communicate, disseminate and share knowledge and tools

Advocate MBRT board & staff

Informed & energized community of advocates

Convener Emerging partnerships

Aligned, collaborative partnerships & networks

Service Provider: Impact educational outcomes and workforce readiness

Service Provider   

Ensure students understand workplace expectations and are motivated to achieve, particularly in STEM courses/fields Provide teachers and others with resources to guide/prepare students for STEM careers Maximize technology to provide exposure, information, connection to help students prepare for their future

In person, in print, & online for students

Multi-dimensional outreach & services to students and teachers

STEMnet: Transformational technology Work on building the state’s STEM Innovation Network infrastructure (STEMnet) is well underway, with initial components launched in the fall of 2011.

Technology Transformational Immersive, 3D Worlds

Over the next three years, MBRT will continue to add components to and expand the uses and benefits of the system to make Maryland’s vast STEM resources accessible to all. Measures Metrics have been established – and can be accessed through the state’s Longitudinal Data System – to measure and monitor MBRT’s impact on influencing high school course-taking patterns. MBRT also collects data on Maryland Scholars completion, student use of the website, and stakeholder perceptions and actions.

A Call to Action

In addition, MBRT tracks and analyzes outcome data collected by the Maryland State Department of Education (MSDE) and the Maryland Higher Education Commission (MHEC) on attendance, graduation and drop-out rates, middle/high school assessment results, and college matriculation, remediation rates and coursework.

An aggressive 3-year financial requirement must be met by growing corporate investment, pursuing public and private grants, and increasing in-kind contributions in technology infrastructure, services and expertise.

The detailed MBRT Strategic Plan can be found at www.mbrt.org/plan. The STEM Innovation Network can be found at www.theSTEMnet.com.

To double our impact will require doubling our efforts.


Maryland Scholars:

Ensuring students are academically prepared for college and careers

What it is: Conducted by MBRT in partnership with the Governor, State Superintendent of Schools, and local superintendents, Maryland Scholars is designed to increase the number/percentage of students who complete rigorous high school coursework and who are STEM-capable and well prepared to succeed in college and the workplace. Why it matters: Current graduation requirements are not rigorous enough to prepare students academically for success in college and work. Students who do not complete math through Algebra 2 are destined for remedial college courses or low-wage jobs. Summary: Maryland Scholars continues to impact rigorous course completion and college/career readiness both in terms of inspiring student action and influencing policy changes. Since 2008, 10,000 more students graduated as Maryland Scholars. Data received to date show that 54% of 2011 graduates met the Maryland Scholars criteria (up from 38% in 2007). Increases in Algebra 2 completers have outpaced completion of rigorous lab sciences. Funding for Academic Competitiveness Grants ended in 2011. 2011 Results/Learnings More students graduating college/career ready 10,000 more high school seniors graduated as Maryland Scholars over four years. According to data received to date, it is estimated that 54% of the class of 2011 qualified as Maryland Scholars – up from 50% in 2010 and 38% in 2007. Federal tuition assistance ends for low-income Maryland Scholars Funding allocated by the federal government to reward lowincome students who complete the Maryland Scholars course of study – Academic Competitiveness Grants –expired in 2011. These grants served as a key motivator for students, and efforts to seek new incentives and rewards for students who challenge themselves will be a priority in the coming years.

54% of 2011 grads are Maryland Scholars – Goal: 67% Raising Maryland Scholars Criteria To promote consistent expectations for college/career-readiness, MBRT is raising the Maryland Scholars criteria to better align with USM requirements: adding a 4th math credit. Maryland Scholars criteria in science already exceed USM requirements. To inspire and incent students to complete rigorous STEM coursework, MBRT intends establish a “Maryland STEM Scholars” designation. Actionable data becomes high state priority Maryland Scholars data is now included and monitored in the Governor’s EdStat as a key indicator of success in post high school transition. MSDE included a “portlet” in its Longitudinal Data System for MBRT to report and analyze Maryland Scholars course completion data. 2012 Key Focus Areas 

Advocate for Maryland Scholars priorities – rigorous course completion, student recognition/incentives, statewide system to ensure reliable, actionable data -- with state and local agencies, commissions and organizations

Work to ensure alignment of policies, criteria and programs to support student success and college/career readiness

Initiate Maryland STEM Scholars.


STEMnet:

Maryland’s Science, Technology, Engineering, Math Innovation Network

What it is: A critical recommendation in the Governor’s STEM Task Force Report, STEMnet is being created by MBRT to provide universal access to STEM information, resources, and opportunities in Maryland, and to establish a virtual environment in which “communities of practice” emerge to promote new and innovative programs and share critical information. Why it matters: Maryland is a national leader in STEM resources, employers and economic growth potential. No forum or platform exists that allows partners/stakeholders to communicate and collaborate or that houses a vast repository of information and resources to support teacher and student awareness, learning, and achievement in STEM fields. Creation of STEMnet will lead to extraordinary results in student preparation for 21st century jobs and a bright economic future for Maryland. Summary: With funding from AT&T, Citi Foundation, Northrop Grumman and MSDE’s Race To The Top Grant, and significant in-kind support from IBM and Northrop Grumman, MBRT developed the first component of STEMnet Teacher Hub – STEM Specialists in the Classroom – which was piloted in the fall of 2011 and will be expanded dramatically over the next three years. As a result of STEM Teacher focus groups and surveys, plans to support teachers also include creating – in partnership with MSDE – a STEM Resource Clearinghouse and STEM Connections. A Student Hub is also underway that will provide to students online access to Career Exploration, STEM Challenges, and Workplace Exposure Opportunities. 2011 Results/Learnings STEMnet Teacher Hub The STEMnet Teacher Hub will be a single online destination where STEM teachers can find and access the resources, support, and professional connections they need to strengthen STEM teaching and learning statewide. This is critical because teachers are central to the STEM knowledge of Maryland’s P-12 students and future workers. Strengthening Maryland’s STEM advantage means providing teachers with all the support they need for engendering strong STEM skills and career aspirations in future graduates. Biology Specialists in the Classroom MBRT conducted a focus group and online survey with biology teachers from across the state to determine: 1) appropriate topics for the specialist to present in the classroom; 2) strategies related to selection and training of specialists; 3) logistical arrangements; 4) appropriate assessment tools for program validation and improvement; and 5) aspects of technical design of the database and how the resulting tool would fit into the teacher’s daily life. Four biology teachers worked with MBRT staff over the summer to design the program and test the online system. Fifty bioscience specialists were recruited and trained, and presentations were scheduled in three Baltimore County high schools. STEM Career Exploration for Students After seeking input from students, teachers, and MSDE and conducting research on bioscience careers, MBRT developed an online section of BeWhatIWantToBe.com where students can explore STEM careers, understand what it takes to qualify for them, and chart a course of action to reach their STEM career goals. 2012 Key Focus Areas   

Teacher Hub: Expand STEM Specialists in the Classroom to include Biology and Algebra in 6 school districts, and develop the STEM Resource Clearinghouse. Student Hub: Expand Career Exploration, and develop the STEM Challenge program. Convene new governance of the STEMnet enterprise under the leadership of MBRT Board member, Bob Marshall, President/CEO of Earth Networks, and develop business plan for STEMnet, including long-range funding strategies.


Speakers Bureau: Marketing Maryland Scholars to Students – In Person What it is: Business volunteers motivate 7th, 8th and 9th grade students in classroom to take Maryland Scholars courses, take learning seriously, and start planning their futures. Speakers provide students with real-world reasons why taking rigorous courses in high school will enable them to succeed in college, careers, and life. Why it matters: Research shows that middle and high school students need motivation and more information about what it takes to succeed in life after high school. At a time when many teens are tuning out teachers and parents, they respond well to an objective, credible outside voice. Summary: Stronger quality control measures and overall processes resulted in more robust volunteer base and committed school leaders. Having already scheduled or reached 18,518 students since October 1, we anticipate reaching approximately 30,000 students this school year. With 98% of students indicating they were well guided to become a Maryland Scholar, the personal messages our volunteers deliver continue to be effective. 2011 Results/Learnings Anticipate reaching 30,000 students this year Three months into the school year, 765 presentations in 76 schools in 15 school districts have been completed or scheduled -- reaching 18,518 students . Goal by May 2012: 30,000 Students realize the importance of becoming Maryland Scholars 98% of students indicated an awareness of the need to complete the rigorous Maryland Scholars course of study. Quality control measures implemented to improve program Volunteers: 1,624 volunteers were recruited this year. 85.5% of volunteers surveyed mid-year indicated that they planned to return the following year. To respond to a potential reduction in volunteer support, strategies were launched to ensure participation and support volunteers on the fence (i.e. volunteer shadowing and mentoring). Schools: 100% of School Coordinators surveyed mid-year revealed that they find the Achievement Counts program valuable. More communications and improved processes were developed to assist schools to better coordinate program (i.e. evaluation forms online). New strategies to reach all students needed Issues persist in several school districts -- precluding our ability to reach all 9th grade students. A climate assessment will be conducted and recommendations sought to determine reach of high school program.

2012 Key Focus Areas 

Conduct climate assessment of high school outreach program and develop recommendations while tightening current program outreach into fewer districts

Strengthen and expand communications efforts among key stakeholders

Develop marketing plan


Speakers Bureau: Engaging High-Need Middle School Students – In Person What it is: MBRT, in partnership with the Maryland Higher Education Commission, is working to increase the number of high-need middle school students who are aware of the interconnectedness of academic preparation, college coursework and career goals, and who take action to become college-/career-ready. Why it matters: Research shows that low income students are at a much higher risk of not earning a high school diploma, a college degree and a living wage. It is important to our economic future that all students receive the support needed to succeed. MBRT targets middle school students in Maryland’s highest need school districts and schools. Summary: In our first year (2010-11) of the College Access Middle School Outreach efforts, we spoke to 8 th grade students in Baltimore City, Baltimore County and Prince George’s County in 15 schools. Student perception and intention data was captured before and after each presentation and was used to help strengthen the classroom message and communication. 2011 Results/Learnings On target to reach 6,000 students this year September – December 2011, 126 presentations in 19 schools in 4 school districts have been completed or scheduled -- reaching 3,200 students. Goal by May 2012: 6,000 Students understand the important role college plays in success later in life 94% of students indicated that they will attend college after high school, while 75% of those students (a 13.6% increase) plan to take more challenging coursework to help them prepare.

To prepare myself for college, I need to: 100% 80% 60% 40% 20% 0%

91% 91% 66%

75%

82%

87% 54% 42% Before Presentation After Presentation

Take Improve My Stay Out of Challenging Grades Trouble Classes

Be Smart About Online Profiles

New training strategies help deploy our current base of volunteers 130 volunteers have been recruited for the 2011-12 school year. Five conference call training sessions have been held to prepare volunteers to enter targeted 8th grade classrooms. To date, volunteers have already signed up for 84% of all scheduled classrooms. Students are unsure of the best ways to prepare for college Nine out of ten students we have delivered the College Access message to are aware of the benefits of college and have a desire to attend college once they graduate from high school. Unfortunately, one quarter of the students did not see “taking more challenging classes” as the best way to prepare for college. Because of this knowledge gap, speakers are spending more time on the importance of the Maryland Scholars course of study.

2012 Key Focus Areas 

Modify and expand 8th grade model to 8,000 students in 52 high-need schools in 6 districts

Create and widely distribute online and print toolkit for adults supporting students in college preparation


BeWhatIWantToBe: Marketing Maryland Scholars to Students – Online and In Print What it is: An interactive website that allows students to explore exciting career possibilities and take real next-step actions… engaging students in an ongoing quest to create their future – supplemented by a complementary magazine Why it matters: The teen audience is online. A key way to imbed and drive the Maryland Scholars message is to give web-based activities that motivate students, informs their career awareness, and clearly appeals to what teens want out of life.

Summary: Students continue to be drawn to the BeWhatIWantToBe website, and more students are creating personal accounts and taking actions toward becoming a Maryland Scholar. New sections include: a STEM focus, particularly in biology and the life sciences. With a shift in the kinds of technology students are using, MBRT is exploring mobile web strategies, social networks, and online simulation to keep students engaged.

2011 Results/Learnings More students benefitting from BeWhatIWantToBe 244,000 students are using the website, and 12,400 students have created accounts

Be What I Want To Be magazine continues to motivate students The Daily Record collaborated with MBRT to produce the 7th edition of Be What I Want To Be magazine and printed 80,000 copies for distribution to students across the state.

New technologies needed for higher, broader impact Even as growth of the student audience continues, it is slowing – a direct result of the changes in communication trends with teens. Three key strategies will be pursued to reach the changing youth online market: mobile, social and virtual. Funding availability in 2012 will allow implementation of pilots in each of these areas.

2012 Key Focus Areas 

Deploy new BeWhatIWantToBe.com elements in video, mobile, social and game apps with partners (i.e. MSDE/RTTT, MHEC, TIME Center).

Extend student outreach of BeWhatIWantToBe platform to STEMnet Student Hub tools, for other groups working at-elbow with students on career and college planning.


Board of Directors 2011 James F. Pitts, Chair

Ellen Lord

Members

Northrop Grumman

Textron Defense Systems

Karen I Campbell

Kevin J. Manning

Verizon

Stevenson University

James Connaughton

Robert Marshall

Constellation Energy Group

Earth Networks, Inc.

Randall Griffin

Ronald R. Peterson

Corporate Office Properties Trust

Johns Hopkins Health System

Kevin Hall

Walter D. Pinkard, Jr.

KPMG

Cassidy Turley

Stephanie Hill

Henry A. Rosenberg, Jr.

Lockheed Martin

Rosemore Inc.

Freeman A. Hrabowski, III

James B. Sellinger

UMBC

IBM Corporation

John C. “Chris” Inglis

Janet Smith

National Security Agency

OneMain Financial

William E. “Brit” Kirwan

David M. Velazquez

University System of Maryland

Pepco Holdings

Sandra Kurtinitis

Alan Wilson

Community College of Baltimore County

McCormick & Company

AAI Corporation Adventist HealthCare American Trading & Production Corp. Anne Arundel Economic Dev. Comm. Apple Bank of America Cassidy Turley Cisco Systems, Inc. Clark Construction Group College Summit Community College of Baltimore Co. Constellation Energy Group Corporate Office Properties Trust Data Networks DLA Piper Earth Networks, Inc. Eastern Savings Bank Franklin Square Hospital Frostburg State University Gov. Workforce Investment Board Greater Baltimore Committee Hewlett Packard IBM Corporation Johns Hopkins Health System Johns Hopkins University KPMG Laureate Education, Inc. Legg Mason, Inc Lockheed Martin Corporation Lord Baltimore Capital Corporation Loyola University MD

Special Thanks to our Key Funders in 2011 AAI Corporation, AT&T, Bank of America, Cisco, OneMain Financial, Community College of Baltimore County, Constellation Energy Group, France-Merrick Foundation, Governor’s Workforce Investment Board, IBM, Legg Mason, Lockheed Martin, M&T Bank, Maryland Higher Education Commission, Maryland State Department of Education, Microsoft Online Services, McCormick & Co., NASA, Northrop Grumman Corporation, Pepco, Space Telescope Science Institute, Stevenson University, T. Rowe Price, TIME Center, Verizon

M&T Bank Martin’s Inc. Maryland Chamber of Commerce MD Higher Education Commission MD Independent College & Univ. Assn. Maryland Public Television McCormick & Co., Inc. McDaniel College Middle River Aircraft Systems National Security Agency Northrop Grumman Corporation Notre Dame of Maryland University OneMain Financial Pepco Holdings, Inc. PNC Bank PriceWaterhouseCoopers Regional Management, Inc. Rosemore, Inc. Salisbury University Space Telescope Science Institute Stevenson University SunTrust Bank T. Rowe Price Associates, Inc. Towson University University of Baltimore University of MD, Baltimore University of MD, Baltimore County University of MD, College Park University of MD Medical Systems University System of Maryland Verizon Whiting-Turner Contracting Company

Maryland Business Roundtable for Education 5520 Research Park Drive, Suite 150 Baltimore, MD 21228 410-788-0333 www.mbrt.org June Streckfus Kathleen Seay Will Anderson LaTara Harris Nona Carroll Walt Jones Karl Foertschbeck Julie Saffran Joyce Smith

Executive Director Deputy Director Chief Technology Officer Director of Partnership & Outreach Speakers Bureau Coordinator Project Manager Technology Coordinator Executive Assistant – Administration Executive Assistant – Programs

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2011: Our Year in Review at MBRT