CASE STUDIES / CITY SCHOOLS CASE STUDY

From strategy to success: a multiyear literacy solution in Baltimore

How a districtwide partnership helped 15,000 students improve reading proficiency — making Baltimore one of the few urban districts in the country with higher post-pandemic reading scores.

From strategy to success: a multiyear literacy solution in Baltimore

State overview

Location

Baltimore, Maryland

District Enrollment:

76,841 pre-K–12 students

Springboard Program Enrollment

15,000 students served since 2018 across 64 schools in the district

District Demographics:

69.6% African American · 0.1% Hispanic/Latino · 7% White · ≤5% Asian · ≤5% multiracial · ≤5% American Indian · ≤5% Pacific Islander · 5.9% low income · 14.6% multilingual learners · 14.5% students with disabilities

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Challenges

Persistent achievement gaps

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By 2018, persistent systemic barriers had created a literacy crisis across City Schools. Nearly all third-grade students were not reading proficiently — a clarion call for comprehensive and sustained solutions.

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Fragmented community support

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By 2018, persistent systemic barriers had created a literacy crisis across City Schools. Nearly all third-grade students were not reading proficiently — a clarion call for comprehensive and sustained solutions.

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Need for evidence-based, scalable programs

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By 2018, persistent systemic barriers had created a literacy crisis across City Schools. Nearly all third-grade students were not reading proficiently — a clarion call for comprehensive and sustained solutions.

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Solution

Long-Term Partnership and Sustainability

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By 2018, persistent systemic barriers had created a literacy crisis across City Schools. Nearly all third-grade students were not reading proficiently — a clarion call for comprehensive and sustained solutions.

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Building District Capacity: Teachers and Leaders

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By 2018, persistent systemic barriers had created a literacy crisis across City Schools. Nearly all third-grade students were not reading proficiently — a clarion call for comprehensive and sustained solutions.

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Programming During Critical Hours

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By 2018, persistent systemic barriers had created a literacy crisis across City Schools. Nearly all third-grade students were not reading proficiently — a clarion call for comprehensive and sustained solutions.

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This leadership transition marks an exciting new phase in our growth,” said Sanjeev Midha, outgoing president and board member. “Shelly has established an impressive track record of not only developing new products and features, but also continuously improving our already best-in-class service delivery and NPS.”

Maria Chen
Third grade teacher

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