Frederick County’s Commitment to the Science of Learning Yields Results

Frederick County Public Schools have steadily improved academic performance and narrowed achievement gaps by adopting a district-wide approach rooted in the “science of learning.” Since 2015, the Maryland district, which serves 48,000 students, has systematically implemented evidence-based teaching practices informed by neuroscience, educational psychology, and cognitive science. The initiative focuses on enhancing teaching effectiveness, improving student outcomes, and reducing disparities across demographics.

The results of this effort are becoming evident. Test scores have risen despite the challenges posed by pandemic-related learning loss. Proficiency rates in third-grade English Language Arts increased from 49.5% in 2018 to 60% in 2023, while disadvantaged groups in math saw notable progress. For instance, proficiency among African-American third graders rose from 38% to 43.8% over five years, and similar trends were observed for low-income students. These gains outpace state averages, where proficiency in comparable groups has often declined.

Unlike isolated reforms targeting specific subjects, Frederick County’s approach seeks to transform teaching and learning comprehensively. The strategy emphasizes training educators in cognitive science principles, such as memory retention, retrieval practice, and structured, direct instruction. Educators are taught to create environments that reduce distractions and foster student engagement, ensuring teaching methods align with how the brain learns.

This initiative involves training for all school staff, from new teachers to seasoned principals. New teachers undergo a three-year coaching program designed to reduce trial and error in their early years, while leadership training emphasizes equity and instructional consistency. Middle school math instruction, for example, has been revamped to prioritize direct teaching, frequent student assessment, and interleaving strategies to reinforce learning over time. These changes have coincided with significant improvements, including 20% growth in math benchmark assessments in some schools.

To sustain momentum, Frederick County has partnered with Hood College to integrate the science of learning into teacher preparation. This collaboration provides aspiring educators with the tools to apply research-driven practices before entering classrooms. District leaders have also committed to resisting fleeting educational trends, ensuring that any new initiatives are grounded in proven effectiveness.

While the transition has not been uniform across all schools, district leaders remain focused on gradual, systemic improvement. As other districts nationwide observe Frederick County’s progress, the model is gaining attention as a promising pathway to enhance academic achievement at scale.

Article by multiple RFHC contributors.

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