By the Numbers 2012-13
(updated: April 22, 2013)Download this document in a version to print or email
City Schools at a Glance
2012-13 Student Enrollment: 84,748 total (+536 over prior year)
- 44,380 students in grades pre-k–5
- 16,996 students in grades 6–8
- 23,372 students in grades 9–12
2012-13 Student Demographics
- 84.7 percent African American; 8.0 percent White; 5.4 percent Hispanic/Latino; 1.0 percent Asian; 0.4 percent American Indian or Alaska Native
- 84.1 percent low income (based on eligibility for Free or Reduced-Price Meals)
- 4.0 percent English language learner, pre-k to grade 12
2012-13 Schools and Programs: 204 total
- 56 elementary schools
- 72 elementary/middle schools
- 12 middle schools
- 17 middle/high schools
- 31 high schools
- 6 special education schools
- 10 programs (not schools)
These include 33 charter schools and 15 transformation schools.
2011-12 Employees: 10,800 total
- 9,827 school based, 973 non-school based
FY2013 Budget: $1.31 billion
Kindergarteners Come Ready to Learn
- According to the 2013 Maryland Model for School Readiness report, the number of kindergarteners arriving at school “fully ready” to learn has risen for the ninth straight year; in 2012-13, 77.6 percent of children were fully ready, a one-year increase of 6.2 percent. (Read more.)
- City Schools attributes this progress in part to aggressive pre-k expansion: In 2012-13, 4,800 pre-k seats were offered, up from 3,400 in 2006-07.
- Analysis of the 2013 results shows that school attendance matters, even in the earliest grades: Students who were chronically absent in pre-k were less likely to be "fully ready" in kindergarten.
- Analysis that considered results from prior years indicates that students who are "fully ready" to learn in kindergarten perform consistently better on statewide standardized tests in subsequent grades.
3rd- to 8th-Grade Students Show Growth over Time
- From 2007 and 2012, City Schools students have made solid gains in performance as shown on the Maryland School Assessments (MSAs). (Read more.)
- Over the past five years, the number of students performing at proficient or advanced levels in mathematics has climbed steadily. In 2012, 63.4 percent of students were advanced or proficient, compared with 60.5 percent in 2011 and 47.9 percent in 2007.
- Growth in reading, while not as steady as in math, is also strong. In 2012, 67.3 percent of students were advanced or proficient, down slightly from 69.0 percent in 2011 but up significantly from 56.7 percent in 2007.
Diplomas Up, Dropouts Down
- For students who entered 9th grade in the 2008-09 school year (the "2009 cohort"), 85.9 percent had either graduated ore remained in school working toward graduation after four years—up from 82.5 percent for the 2008 cohort and 76.1 percent for the 2007 cohort. (Read more.)
- For the 2009 cohort, 66.5 percent graduated after four years—up from 65.8 percent for the 2008 cohort and 61.5 percent for the 2007 cohort.
- In terms of numbers of students, 4,181 members of the 2009 cohort received diplomas after four years, an increase of 149 students over the 2008 cohort and 228 over the 2007 cohort.
- From 2007 to 2009, dropouts decreased by more than 40 percent; among the 2009 cohort, 884 students dropped out of high school over four years, compared to 1,065 for the 2008 cohort and 1,530 for the 2007 cohort.
Trial Urban District Assessment (TUDA)
Results from the 2011 Trial Urban District Assessment (TUDA) of the National Assessment of Educational Progress show continued progress for City Schools students, with particularly encouraging gains in mathematics and among African American males.
Results from TUDA allow comparison among students from 21 large urban school districts. Highlights from the 2011 assessment include the following.
- City Schools’ two-year math gains are among largest of all 21 TUDA districts.
- When comparing only low-income, African American students, City Schools’ performance relative to other TUDA districts in Grade 4 math improves markedly and surpasses performance of students in large cities and public schools nationwide.
- When comparing only low-income, African American students, City Schools’ performance surpasses large city and national public performance in Grade 8 reading.
Budget and Finance
FY 2013 Operating Budget: $1.31 billion
- Sources: State, 66 percent; Baltimore City, 18 percent; federal government, 13 percent
- 75 percent goes to salaries, wages and employee fringe benefits; 10 percent to contracted services; the balance covers utilities, equipment, materials, debt service and other expenses and charges.
Fair Student Funding
- Since FY 2009, principals have controlled the majority of school budgets. In exchange for this flexibility and autonomy, schools are held responsible for student achievement.
A Responsive District Office
- Since FY 2008, City Schools has reduced its district office staff by one-third. This reduction emphasizes the role of the district office —namely, to support schools.
- In 2011-12, a district office reorganization solidified this role by creating 16 School Support Networks, each with a team of 10 staff members to work with school leaders and teachers in support of academic and operational activities and community engagement. A newly appointed School Support Networks Officer reports directly to the CEO. Executive Directors have also been appointed to work with principals in each of the 16 networks.
Expanding School Options
- Beginning in 2010, school choice has been available to both middle and high school students and their families.
- In 2011-12, City Schools opened a new transformation school (combined middle-high school) and two new charter schools.
Strengthening School Communities
- 2,600 people had registered to volunteer as of the 2011-12 school year.
- In 2011-12, parents and other members of 53 school communities participated in forums to provide input to the Board of Commissioners to inform the budget-making process.
Building Human Capital
- Innovative teacher and administrator contracts, new for the 2011-12 school year,confirm the central role of school-based staff in influencing student achievement, and they map out movement along career pathways through professional growth.