Students may meet the CCR Standard at different points in their high school career depending on the option used.
To be eligible for CCR through Grade 10 Academic Success and Math Mastery, students must have earned enough high school credits to be considered a 10th-grade student as determined by PGCPS. The CCR status of a student may be determined at the end of the student's 10th-grade year or at the end of any semester after that point. Please note that an interim course grade that only reflects a segment of the full course may not be used to calculate GPA (e.g., A student’s grade for one quarter or one semester of a full-year course may not be used to calculate GPA.) To be eligible for CCR through Grade 11 or Grade 12 Academic Success and Math Mastery, the GPA must be calculated at the end of the student’s 11th or 12th grade year, based on the full school year.
No
No. To be eligible for CCR through the use of GPA, students must have earned enough high school credits to be considered a 10th-grade student, as determined by PGCPS. The CCR status of a student may be determined at the end of the student's 10th-grade year or at the end of any semester after that point.
To be eligible to meet the CCR Standard through Grade 10 Academic Success and Math Mastery, students must have enough high school credits earned to be considered a 10th-grade student as determined by the PGCPS. For students who transfer into the school, the grades for courses that are used towards meeting graduation requirements may be included when calculating their GPA (based on local definitions) for determining their eligibility for CCR.
Yes, the A, B, or C in a high school math course can be achieved in a previous grade level, including middle school. However, the one-year GPA is only calculated from the yearly courses taken in Grade 11 or 12.
The student’s grade level should align with the grade level as reported on end-of-year files submitted to MSDE (HSDC/ End of Year Attendance).
No. The one-year GPA means an academic year.
A high school math course is a math course where students earn high school math credit. This determination is currently decided at the LEA level but will be streamlined with the adoption and implementation of statewide standards for Secondary Mathematics Pathway courses in SY 27-28.
No. The “one-year GPA” means an academic year.
The following definitions will apply:
Yes.
No, one of these courses must be a Math course, and one of these courses must be an ELA, Science, or Social Studies course.
Locally defined grading policies and agreements with colleges should be used to determine a student’s course grade.
No.
No, it cannot be two math courses. The student must have at least one Math course and one ELA/Science/Social Studies course.
Yes, assessments taken in middle school can apply.
No, the standard only specifies the assessment. The student does not necessarily need to be enrolled in the associated course.
Please see the list available starting on Page 7.
Meeting the CCR Standard through Assessment Proficiency benchmarks may be utilized by students at the end of their 9th, 10th, 11th, and 12th grade years.
Scores on the PSAT/NMSQT or PSAT 10 may count towards meeting the CCR Standard regardless of when the student takes the assessment. LEAs should follow local procedures and College Board guidance for which test to assign to specific grade levels.
Yes, students meet each marker subject area benchmark independently. For example, a student could combine a SAT score for English and a math score for ACT to meet the overall CCR status.
Yes
Based on existing policies and procedures, students are assessed for the Dynamic Learning Maps Alternate Assessments in grade 11.
The student must complete Grade 10 to be recognized as meeting the CCR Standard through Blueprint Post-CCR Pathway Participation or Career Aptitude. A student may use accomplishments from before Grade 10, but these will not be recognized until the student completes Grade 10 and has not met the CCR Standard through the initial determination options.
A: The list of Industry-Recognized Credentials was finalized on July 1, 2025. The governing policy and approved credential list are available at: https://marylandpublicschools.org/about/Pages/DCCR/industry-credentials.aspx
The student must complete Grade 10 to be recognized as meeting the CCR Standard through Blueprint Post-CCR Pathway Participation or Career Aptitude. A student may use accomplishments from before Grade 10, but these will not be recognized until the student completes Grade 10.
The high school level of a Registered Apprenticeship that meets the requirements of the Governor’s Workforce Development Board and Career and Technical Education Committee’s policy will satisfy the requirement. This policy is available at: https://www.gwdb.maryland.gov/policy/gwdbcte2024commapprenticeshippolicy.pdf
The student must complete Grade 10 to be recognized as meeting the CCR Standard through Blueprint Post-CCR Pathway Participation or Career Aptitude. A student may use accomplishments from before Grade 10, but these will not be recognized until the student completes Grade 10.
The student must complete Grade 10 to be recognized as meeting the CCR Standard through Blueprint Post-CCR Pathway Participation or Career Aptitude. A student may use accomplishments from before Grade 10, but these will not be recognized until the student completes Grade 10.
Students who score greater than or equal to 50 on the ASVAB AFQT score will meet the CCR Standard. AFQT scores are computed using the Standard Scores from four ASVAB subtests: Arithmetic Reasoning (AR), Mathematics Knowledge (MK), Paragraph Comprehension (PC), and Word Knowledge (WK).
The new CCR standard went into effect beginning with the school year 2023-2024. Student funding for FY 2026 included all school year 2023-2024 9th–12th grade students who met the CCR Standard.
Yes, each community college and other open-enrollment public institution of higher education shall accept for enrollment in credit-bearing courses any individual who has achieved college and career readiness.
Yes, community colleges may set additional criteria beyond the CCR Standard that allow additional students to enroll in credit-bearing courses.
CCR (College and Career Readiness) standards outline the knowledge and skills students need to be prepared for success after high school. These standards impact all students, including those with IEPs, by ensuring they receive the necessary instruction and support to work toward grade-level expectations and post-secondary goals.
CCR assessments and other formative and summative assessments provide data on your child’s academic achievement. This information is included in the present performance levels in the IEP and helps the IEP team develop specific goals and instructional supports to close learning gaps.
An IEP includes specially designed instruction, accommodations, assistive technology, and other supports to help your child access grade-level content. The IEP team sets individualized goals that align with the CCR standards while considering your child’s unique needs.
The IEP team uses various assessments (benchmark, formative, summative, and standardized assessments) to monitor your child’s progress continuously. This data helps the team adjust goals and instructional strategies to ensure meaningful academic growth.
Accommodations, such as extra time on tests or assistive technology, help your child access grade-level content without changing learning expectations. Modifications, on the other hand, may involve adjusting the curriculum to meet your child’s needs better while still working toward essential learning outcomes.
EL students with IEPs receive English Language Development (ELD) instruction to improve their English proficiency while working toward grade-level academic standards. Educators use assessment data to tailor instruction based on students' English proficiency and learning needs.
As a parent, you are a key member of the IEP team. Stay involved by attending IEP meetings, reviewing progress reports, asking questions about your child’s assessments and goals, and working collaboratively with educators to ensure your child is receiving the necessary support to succeed.
