Each member of the ADP Network has committed to a common policy agenda, but there is no one-size-fits-all approach. Highlights of this state's action plan are below. Click here to download a PDF of the complete plan.

Policies and Action Steps
Maryland will begin implementation of the ADP plan with voluntary participation by the 2008–09 school year, moving toward full-scale, statewide implementation in 2011.

1. Align high school standards and assessments with the knowledge and skills required for success after high school. (August 2005–January 2007)
   • Launch the process with the K-12, postsecondary and business communities to define the knowledge and skills students need to succeed in credit-bearing courses in Maryland colleges and universities and in high-growth industries.
   • Use Maryland's Bridge Goals, High School Core Learning Goals and national ADP benchmarks for college and work to identify gaps in existing high school standards and to revise those standards as necessary.
   • Solicit public input on academic standards drafts.
   • Commission external review of standards by Achieve.
   • Work with representatives of postsecondary education and business communities to validate that students who meet the state's academic standards will be ready for success in college and careers.
   • Bring final recommendations to the State Board of Education, the K–16 Council, the Higher Education Commission and other governing bodies, as appropriate, for adoption.
2. Require all high school graduates to take challenging courses that actually prepare them for life after high school. (August 2005–January 2007)
   • Determine core required (default) college- and work-ready curriculum (courses/credits and clearly articulated academic standards for courses) that districts can volunteer to implement. Agree on an appropriate provision for parents and students to opt out of the program and process. Solicit input and support from policymakers, stakeholders and the general public.
   • Begin a dialogue with local school systems, higher education and employers about the most viable option for expanding graduation requirements to school systems statewide.
   • Identify state policies and programs needed to support implementation of the new requirements, including professional development and curriculum resources.
   • Engage in discussion of ways to make Maryland's core college- and work-ready curriculum (or documented equivalent) the minimum academic requirement for admission to Maryland's colleges and universities.
   • Obtain commitment from major regional state employers to recognize completion of college- and work-ready curriculum when making hiring decisions.
   • Communicate policy changes widely and consistently.
3. Streamline the assessment system so that the tests students take in high school also can serve as readiness tests for college and work. (August 2005–August 2008)
   • Determine supports and accountability efforts that will help local school districts ensure that high school graduates are well prepared for college and the workplace.
   • Determine if improvements should be made to existing state high school assessments and if new assessments are to be given at the state level, including the type of test (end-of-course, end-of-grade or cumulative survey test) and the subjects to be tested.
   • Ensure alignment of assessments with Maryland academic standards for college and work.
   • Identify changes necessary to streamline student assessments across K-12 and postsecondary systems. Review current college admissions and placement processes. Develop plan for using new high school exams for college placement purposes where possible.
4. Hold high schools accountable for graduating students who are ready for college or careers, and hold postsecondary institutions accountable for students' success once enrolled. (August 2005–August 2008)
   • Establish longitudinal data system to track student progress from elementary through middle and high school and into postsecondary education. Share college persistence and success data with high schools to inform instructional practice and curriculum alignment.
   • Identify possible college success strategies to improve the experiences students have after they arrive at college. Consider changes in state and institutional policy and practice that might be necessary to support positive student outcomes.
   • Consider identification of performance indicators and publication of these indicators in high school and college report cards to highlight progress and challenges.
   • Communicate policy changes widely and consistently.

ADP Network Team