Disparities in education achievement led district leadership to focus on equality in outcomes for students instead of equal inputs. MCPS allocated more district funds and other resources for students who faced significant obstacles to learning, including poverty and high rates of relocation from school to school. And while MCPS raised the bar for academic achievement, teachers and schools were expected to adopt varied instructional approaches to best educate their students. MCPS set common, district-wide standards more rigorous than the State of Maryland’s, it assumed that every child can meet rigorous standards, and it acknowledged that different levels of resources and different teaching strategies are needed because children start from different points along the learning spectrum.
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