The Maryland Comprehensive Assessment Program (MCAP) provides information to educators, parents and the public on student progress towards proficiency on the Maryland state content standards. Through a strong assessment system, stakeholders gain an understanding of how schools are performing and where assistance can be directed to support student growth and achievement.
The Every Student Succeeds Act (ESSA) requires that states administer annual statewide assessments to all students in English Languages Arts/Literacy and Mathematics in grades 3-8 and once in high school, as well as in science once in each grade span (3-5, 6-8 and high school), and annual English language proficiency assessments in grades K-12 for all English learners. Maryland also provides Alternate Assessments written to the Alternate Standards for those students who require this accommodation. Additionally, all Maryland kindergarteners are administered the KRA to determine their readiness for kindergarten. Most assessments are a combination of Selected Response (multiple choice), Constructed Response (written response) and Technology Enhanced (drag and drop) test items.
Assessment Administration Times – 2022 - 2023
Assessment Title |
Elementary |
Middle |
High |
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General Education (Spring administration unless otherwise noted)
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English Language Arts/Literacy |
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Mathematics |
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MISA* |
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Social Studies |
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Early Childhood (administered within the first month of school) |
Kindergarten Readiness Assessment (KRA) |
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English Learners (administered January-mid February) |
ACCESS for ELLs |
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Alternate Assessments (administered March – May) |
Alt-English Language Arts/Literacy |
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Alt-Mathematics |
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Alt-MISA* |
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Alt-ACCESS for ELLs |
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*Maryland Integrated Science Assessment. March administration for grades 5 & 8.
In 2017, the Maryland General Assembly amended Md. Ed. Art §7-203 Education Accountability Program. The amendment called for the creation of a middle school grade band assessment in social studies. The law states that the assessment shall be developed in collaboration with county boards, curriculum specialists, teachers, and academics with expertise in social studies education. It further defined the assessment by stating that it should, "Consist to the greatest extent possible, of criterion-referenced, performance-based tasks that require students to utilize critical and historical thinking skills and analyze primary sources."