Maryland · individual fact

Maryland education

Adult credentials, student learning, graduation, and public-school funding.

High school or higher91.1%2020–2024 · #28 of 50 · highest first
Associate degree or higher50.3%2020–2024 · #7 of 50 · highest first
Bachelor’s degree or higher43.4%2020–2024 · #5 of 50 · highest first

Maryland over time

Explore Maryland readings, major events and reviewed actions on the same date scale. Maryland officeholders appear in separate lanes. National event evidence describes national context; it does not measure a Maryland effect.

Major events & context · A curated selection, including uncertain effects. Milestone dates do not establish that an event caused a Maryland change.

Enacted / issuedDid not proceedPending / in progressStatus unclear

Colors show the latest recorded status. Passing one chamber is not enactment. A number groups actions with the same date, body and status.

Grade 4 reading Maryland · source units
MarylandPublished U.S. benchmark

Move across the chart to inspect the nearest observation. Click or tap to keep a reading selected, or focus the chart and use the arrow keys. Hover over or focus a marker to explore; click or tap to pin. Press Escape to clear.

Grade 4 reading2024: 215.6210.1222.3234.5Maryland, 2003: 218.7Maryland, 2005: 220Maryland, 2007: 224.8Maryland, 2009: 226Maryland, 2011: 230.8Maryland, 2013: 232.1Maryland, 2015: 222.9Maryland, 2017: 225Maryland, 2019: 219.8Maryland, 2022: 212.5Maryland, 2024: 215.6200320132024
✦ Major events & context · 23National context · Student-aid law ends new FFEL lending and expands Pell funding · 2010-03-30Student-aid reformNational context · Workforce Innovation and Opportunity Act signed · 2014-07-22Workforce and adult educationNational context · Every Student Succeeds Act signed · 2015-12-10ESSA signedNational context · Career and technical education law reauthorized · 2018-07-31Perkins V signedNational context · FUTURE Act continues support for minority-serving institutions · 2019-12-19FUTURE Act signedNational context · Pandemic education relief through the CARES Act · 2020-03-27COVID-19 education reliefNational context · Additional pandemic relief for colleges and students · 2020-12-27Second education relief lawNational context · American Rescue Plan expands education relief · 2021-03-11Education recovery fundingNational context · Supreme Court rejects Harvard and UNC race-conscious admissions programs · 2023-06-29College-admissions rulingNational context · Supreme Court rejects the 2022 student-loan cancellation plan · 2023-06-30Student-loan rulingNational context · Pell eligibility restored for qualifying prison education programs · 2023-07-01Prison education Pell accessNational context · Federal student-loan payments resume after pandemic pause · 2023-10-01Student-loan payments resumeNational context · Executive order directs steps toward closing the Education Department · 2025-03-20Federal education orderNational context · 2025 law changes federal student aid and creates Workforce Pell · 2025-07-04Student-aid law signedNational context · Education and Treasury announce student-aid partnership · 2026-03-19Student-aid partnershipNational context · Education announces final student-loan and repayment regulations · 2026-04-30Student-loan final ruleMaryland · Maryland establishes a workforce-training pilot for new businesses · 2026-05-12Maryland workforce pilotNational context · Education Department announces Workforce Pell final rule · 2026-05-18Workforce Pell ruleMaryland · Maryland approves child-care scholarship freeze exceptions and a waitlist · 2026-05-26Maryland child-care scholarshipsMaryland · Maryland requires school-day student device policies · 2026-05-26Maryland school device policiesNational context · Education announces earnings-accountability final rule · 2026-06-29College earnings accountabilityNational context · Main student-loan limits and new repayment plans take effect · 2026-07-01Student-loan changes beginNational context · First Workforce Pell program approved · 2026-08-04First Workforce Pell approval● Maryland Legislature · 87322222222233● U.S. Congress · Maryland delegation · 3◆ Governor · 18223322■ Maryland agencies · 112003-12-012026-08-31

119 of 119 reviewed Maryland actions match · 96 date markers shown. 23 major events shown separately.

Maryland · 2024: 215.6 · Rank #20 of 50, highest first · U.S. benchmark: 215

FactVote uses NAEP Data Service mean scale scores for all public-school students in Maryland. The series uses the total student group and the main reading and mathematics composite scales for Grade 4 and Grade 8. NAEP is generally administered every two years; the 2021 administration was postponed, so the timeline moves from 2019 to 2022. NAEP results are estimates from a sample. Statistical significance, not a visual gap alone, determines whether scores differ. Each grade and subject has its own scale. Follow one line over time rather than comparing the numeric distance between grades or subjects. Annual observations use December 31; monthly observations use the first of the month. Lines connect consecutive readings and do not supply values between them. Missing observations break the lines.

View observations and export data
Maryland Grade 4 reading · source units
PeriodMarylandRankU.S. benchmark
2024215.6#20 of 50215
2022212.5#40 of 50217.5
2019219.8#25 of 50220.5
2017225#12 of 50221.9
2015222.9#26 of 50222.5
2013232.1#2 of 50221.8
2011230.8#3 of 50221.2
2009226#7 of 50220.9
2007224.8#16 of 50221
2005220#26 of 50219
2003218.7#29 of 50Not available
How major events are selected

The timeline combines the corresponding national fact’s reviewed event catalog, labeled National context, with individually reviewed state milestones. State events use primary sources and distinguish signing, effective and filing dates. Each milestone keeps its source-check date, geographical limits and evidence limits. This curated selection is not a complete history.

Date ranges affect events and actions. Action type, status and official-name search affect government records only. Events remain separate from action counts. An event after the latest observation extends context without creating a new reading.

Maryland · state comparison

Adult educational attainment

Adults age 25 and older. Higher credentials overlap: these measures must not be added together.

Maryland · 2020–202491.1%
Maryland rank#28among all 50 states
U.S. benchmark89.6%Same measure and period when published

#1 is the highest value. Ties share a rank and leave gaps. D.C. and territories are excluded. Rank describes the measured value; it is not an overall score of the state.

High school or higher

Share of adults age 25+ with the stated credential or a higher credential.

Point-estimate ranks are not tests of statistical significance.

Compare states on the graph

Hover or focus a bar to inspect its value and rank. Use the up and down arrows, Home or End to explore states. Click, tap or press Enter to keep a state selected. Maryland stays highlighted. Values use the same measure and period.

Explore the map: hover or focus a state to inspect it, then click or tap to select it. Arrow keys move between states alphabetically. Maryland has a dark outline.

Lower value · 84.7%Higher value · 94.9%Striped: unavailable

Color shows this measure’s value, not an overall state score. Select a state on the map, graph or dropdown to read its value, rank and comparison limits below.

Maryland · 91.1%2020–2024 · Rank #28 of 50, highest firstSelected state

50 states shown · scroll to explore every state. Missing values have no bar and are excluded from ranks. Bars start at zero; #1 means the highest value.

Compare Maryland with every state · 50 ranked
High school or higher · 2020–2024 · highest value ranked #1
RankStateValueComparison notes
#1Vermont94.9%—
#2Maine94.8%—
#3Montana94.6%—
#4New Hampshire94.4%—
#5Wyoming94.2%—
#6North Dakota94%—
#7Minnesota93.9%—
#8Wisconsin93.6%—
#9Alaska93.6%—
#10Utah93.4%—
#11Iowa93.3%—
#12South Dakota93.2%—
#13Hawaii93.2%—
#14Colorado92.9%—
#15Washington92.3%—
#16Nebraska92.2%—
#17Pennsylvania92.1%—
#18Michigan92.1%—
#19Kansas92%—
#20Idaho91.9%—
#21Missouri91.9%—
#22Oregon91.8%—
#23Ohio91.8%—
#24Delaware91.7%—
#25Virginia91.6%—
#26Connecticut91.5%—
#27Massachusetts91.4%—
#28Maryland · your comparison91.1%—
#29New Jersey90.7%—
#30Illinois90.5%—
#31Indiana90.4%—
#32North Carolina90.1%—
#33South Carolina90.1%—
#34Tennessee90%—
#35Florida89.9%—
#36Rhode Island89.7%—
#37Oklahoma89.4%—
#38Arizona89.4%—
#39West Virginia89.3%—
#40Georgia89.2%—
#41Kentucky88.9%—
#42Arkansas88.7%—
#43Alabama88.6%—
#44New Mexico88%—
#45New York88%—
#46Nevada87.5%—
#47Louisiana87.3%—
#48Mississippi87.1%—
#49Texas86%—
#50California84.7%—

All 50 states are listed, including states without a comparable observation. Ranks use stored source precision; displayed values may round to the same number.

Adults with at least a high school diploma

91.1%2020–2024 estimate

Share of Maryland residents age 25 and older whose reported attainment is a regular high school diploma or equivalent (including GED or an alternative credential), some college, or an associate’s or higher degree.

This source snapshot keeps its own definition and period. A rank shown elsewhere applies only to that comparison’s measure and period.

Method and limitations

U.S. Census Bureau QuickFacts, sourced from the American Community Survey 2020–2024 five-year estimate.

  • This is an adult educational-attainment measure, not a current high-school graduation rate or a measure of school quality.
  • A statewide estimate can obscure differences across communities and demographic groups.
Maryland · state comparison

Are students learning?

NAEP state comparisons use public-school students in the same grade and subject. National benchmarks include public and private schools.

Maryland · 2024215.6
Maryland rank#20among all 50 states
U.S. benchmark215Same measure and period when published

#1 is the highest value. Ties share a rank and leave gaps. D.C. and territories are excluded. Rank describes the measured value; it is not an overall score of the state.

Grade 4 reading

FactVote uses NAEP Data Service mean scale scores for all public-school students in Maryland. The series uses the total student group and the main reading and mathematics composite scales for Grade 4 and Grade 8.

NAEP is generally administered every two years; the 2021 administration was postponed, so the timeline moves from 2019 to 2022. NAEP results are estimates from a sample. Statistical significance, not a visual gap alone, determines whether scores differ. Each grade and subject has its own scale. Follow one line over time rather than comparing the numeric distance between grades or subjects.

Hover to inspect. Click or tap to compare that period with every state. Focus the graph and use arrow keys, Home or End to select a period. Press Escape to return to the latest period.

Maryland
Grade 4 reading history in Maryland209.6222.323520032024
2024 · Maryland: 215.6 · Rank #20 of 50, highest first · U.S. benchmark: 215 · Selected for state comparison
View history and select a period
Maryland Grade 4 reading history
PeriodMarylandCompare
2003218.7
2005220
2007224.8
2009226
2011230.8
2013232.1
2015222.9
2017225
2019219.8
2022212.5
2024215.6

Compare states on the graph

Hover or focus a bar to inspect its value and rank. Use the up and down arrows, Home or End to explore states. Click, tap or press Enter to keep a state selected. Maryland stays highlighted. Values use the same measure and period.

Explore the map: hover or focus a state to inspect it, then click or tap to select it. Arrow keys move between states alphabetically. Maryland has a dark outline.

Lower value · 200.6Higher value · 224.8Striped: unavailable

Color shows this measure’s value, not an overall state score. Select a state on the map, graph or dropdown to read its value, rank and comparison limits below.

Maryland · 215.62024 · Rank #20 of 50, highest firstSelected state

50 states shown · scroll to explore every state. Missing values have no bar and are excluded from ranks. Bars start at zero; #1 means the highest value.

Compare Maryland with every state · 50 ranked
Grade 4 reading · 2024 · highest value ranked #1
RankStateValueComparison notes
#1Massachusetts224.8—
#2Wyoming221.9—
#3New Jersey221.6—
#4New Hampshire221.5—
#5Colorado220.9—
#6Indiana220.1—
#7Utah219.3—
#8Connecticut219.2—
#9Mississippi218.5—
#10Florida218.2—
#11Kentucky218—
#12Montana217.2—
#13Rhode Island216.3—
#14Louisiana216—
#14Ohio216—
#16Hawaii215.8—
#16Pennsylvania215.8—
#18Idaho215.7—
#18Washington215.7—
#20Maryland · your comparison215.6—
#21North Dakota215.5—
#22Wisconsin215.3—
#23Tennessee215.1—
#24South Carolina214.9—
#25Iowa214.6—
#25New York214.6—
#27Georgia214.4—
#27Minnesota214.4—
#29Illinois214.2—
#30South Dakota214.1—
#30Virginia214.1—
#32North Carolina213.4—
#33Alabama213.2—
#34Kansas213.1—
#34Nevada213.1—
#36Vermont212.7—
#37Missouri211.9—
#37Texas211.9—
#39California211.7—
#39Nebraska211.7—
#41Arkansas209.7—
#42Maine209.6—
#43Delaware209.5—
#44Michigan209.1—
#45Arizona208.1—
#46Oklahoma207.3—
#47Oregon207—
#48West Virginia205.9—
#49Alaska201.6—
#50New Mexico200.6—

All 50 states are listed, including states without a comparable observation. Ranks use stored source precision; displayed values may round to the same number.

Maryland · state comparison

Where does school funding go?

Compare spending per pupil and the composition of school revenue and current spending.

Maryland · FY2024$20,208
Maryland rank#15among all 50 states
U.S. benchmark$17,619Same measure and period when published

#1 is the highest value. Ties share a rank and leave gaps. D.C. and territories are excluded. Rank describes the measured value; it is not an overall score of the state.

Current spending per pupil

Public elementary-secondary current spending per enrolled pupil.

Current spending excludes capital spending. More spending is not itself a measure of student outcomes.

Compare states on the graph

Hover or focus a bar to inspect its value and rank. Use the up and down arrows, Home or End to explore states. Click, tap or press Enter to keep a state selected. Maryland stays highlighted. Values use the same measure and period.

Explore the map: hover or focus a state to inspect it, then click or tap to select it. Arrow keys move between states alphabetically. Maryland has a dark outline.

Lower value · $11.06KHigher value · $31.92KStriped: unavailable

Color shows this measure’s value, not an overall state score. Select a state on the map, graph or dropdown to read its value, rank and comparison limits below.

Maryland · $20,208FY2024 · Rank #15 of 50, highest firstSelected state

50 states shown · scroll to explore every state. Missing values have no bar and are excluded from ranks. Bars start at zero; #1 means the highest value.

Compare Maryland with every state · 50 ranked
Current spending per pupil · FY2024 · highest value ranked #1
RankStateValueComparison notes
#1New York$31,918—
#2Vermont$28,818—
#3New Jersey$27,234—
#4Connecticut$26,316—
#5Massachusetts$24,429—
#6Hawaii$23,878—
#7New Hampshire$22,978—
#8Delaware$22,201—
#9Rhode Island$22,110—
#10Illinois$21,776—
#11Pennsylvania$21,091—
#12Alaska$21,004—
#13California$20,791—
#14Wyoming$20,521—
#15Maryland · your comparison$20,208—
#16Maine$19,962—
#17Washington$18,564—
#18Michigan$18,314—
#19Oregon$18,083—
#20New Mexico$17,664—
#21Ohio$17,257—
#22Virginia$17,104—
#23North Dakota$17,102—
#24Minnesota$17,098—
#25Nebraska$16,147—
#26Wisconsin$15,952—
#27Colorado$15,908—
#28Georgia$15,833—
#29West Virginia$15,640—
#30Louisiana$15,581—
#31Kansas$15,558—
#32South Carolina$15,060—
#33Nevada$14,812—
#34Kentucky$14,596—
#35Iowa$14,369—
#36Missouri$14,241—
#37Arkansas$13,873—
#38Montana$13,656—
#39Alabama$13,627—
#40Indiana$13,622—
#41North Carolina$12,995—
#42Texas$12,895—
#43Tennessee$12,882—
#44South Dakota$12,828—
#45Florida$12,693—
#46Mississippi$12,324—
#47Oklahoma$12,162—
#48Arizona$12,003—
#49Utah$11,347—
#50Idaho$11,060—

All 50 states are listed, including states without a comparable observation. Ranks use stored source precision; displayed values may round to the same number.

Maryland · state comparison

Are students finishing school?

The federal comparison uses a common adjusted cohort and school year. A newer state graduation snapshot, where retained, uses its own source and period; adult attainment is a separate measure.

Maryland · 2021–2286%
Maryland rank#25among 48 states with data
U.S. benchmark87%Same measure and period when published

#1 is the highest value. Ties share a rank and leave gaps. D.C. and territories are excluded. Rank describes the measured value; it is not an overall score of the state.

Federal public-school cohort graduation rate

Share of the adjusted ninth-grade public-school cohort graduating in four years. From 2017–18, the federal measure counts regular diplomas and eligible state-defined alternate diplomas for students with the most significant cognitive disabilities; earlier years count regular diplomas only.

Published NCES state comparison through 2021–22. Rounded whole percentages produce tied ranks. Missing or suppressed values are excluded. Any newer state graduation snapshot uses its own period and cannot inherit this rank.

Hover to inspect. Click or tap to compare that period with every state. Focus the graph and use arrow keys, Home or End to select a period. Press Escape to return to the latest period.

Maryland
Federal public-school cohort graduation rate history in Maryland78.8%84%89.2%2011–122021–22
2021–22 · Maryland: 86% · Rank #25 of 48, highest first · U.S. benchmark: 87% · Selected for state comparison
View history and select a period
Maryland Federal public-school cohort graduation rate history
PeriodMarylandCompare
2011–1284%
2012–1385%
2013–1486%
2014–1587%
2015–1688%
2016–1788%
2017–1887%
2018–1987%
2019–2087%
2020–2187%
2021–2286%

Compare states on the graph

Hover or focus a bar to inspect its value and rank. Use the up and down arrows, Home or End to explore states. Click, tap or press Enter to keep a state selected. Maryland stays highlighted. Values use the same measure and period.

Explore the map: hover or focus a state to inspect it, then click or tap to select it. Arrow keys move between states alphabetically. Maryland has a dark outline.

Lower value · 77%Higher value · 91%Striped: unavailable

Color shows this measure’s value, not an overall state score. Select a state on the map, graph or dropdown to read its value, rank and comparison limits below.

Maryland · 86%2021–22 · Rank #25 of 48, highest firstSelected state

50 states shown · scroll to explore every state. Missing values have no bar and are excluded from ranks. Bars start at zero; #1 means the highest value.

Compare Maryland with every state · 48 ranked, 2 unavailable
Federal public-school cohort graduation rate · 2021–22 · highest value ranked #1
RankStateValueComparison notes
#1West Virginia91%—
#2Iowa90%—
#2Kentucky90%—
#2Massachusetts90%—
#2Missouri90%—
#2Tennessee90%—
#2Texas90%—
#2Wisconsin90%—
#9Connecticut89%—
#9Kansas89%—
#9Mississippi89%—
#9Virginia89%—
#13Alabama88%—
#13Arkansas88%—
#13Delaware88%—
#13Indiana88%—
#13New Hampshire88%—
#13Utah88%—
#19California87%—
#19Florida87%—
#19Illinois87%—
#19Nebraska87%—
#19New York87%—
#19Pennsylvania87%—
#25Hawaii86%—
#25Maine86%—
#25Maryland · your comparison86%—
#25Montana86%—
#25North Carolina86%—
#25Ohio86%—
#31New Jersey85%—
#31North Dakota85%—
#33Georgia84%—
#33Minnesota84%—
#33South Carolina84%—
#33Washington84%—
#37Louisiana83%—
#37Rhode Island83%—
#37Vermont83%—
#40Colorado82%—
#40Nevada82%—
#40South Dakota82%—
#40Wyoming82%—
#44Michigan81%—
#44Oregon81%—
#46Idaho80%—
#47Alaska78%—
#48Arizona77%—
—New MexicoNot availableNo comparable published observation for this period; excluded from rank.
—OklahomaNot availableNo comparable published observation for this period; excluded from rank.

All 50 states are listed, including states without a comparable observation. Ranks use stored source precision; displayed values may round to the same number.

Maryland · state comparison

College costs, attendance, and earnings

Published charges describe prices before aid. Costs and outcomes require their own definitions and populations.

Maryland · 2022–23$10,041
Maryland rank#23among all 50 states
U.S. benchmark$9,750Same measure and period when published

#1 is the highest value. Ties share a rank and leave gaps. D.C. and territories are excluded. Rank describes the measured value; it is not an overall score of the state.

Public four-year in-state tuition and fees

Average published annual charges at degree-granting postsecondary institutions in the state.

2022–23 academic year, current dollars. Tuition averages are weighted by undergraduate enrollment; room and board use the NCES reporting universe. Charges exclude aid and do not equal a typical student’s net cost.

Compare states on the graph

Hover or focus a bar to inspect its value and rank. Use the up and down arrows, Home or End to explore states. Click, tap or press Enter to keep a state selected. Maryland stays highlighted. Values use the same measure and period.

Explore the map: hover or focus a state to inspect it, then click or tap to select it. Arrow keys move between states alphabetically. Maryland has a dark outline.

Lower value · $4.54KHigher value · $17.6KStriped: unavailable

Color shows this measure’s value, not an overall state score. Select a state on the map, graph or dropdown to read its value, rank and comparison limits below.

Maryland · $10,0412022–23 · Rank #23 of 50, highest firstSelected state

50 states shown · scroll to explore every state. Missing values have no bar and are excluded from ranks. Bars start at zero; #1 means the highest value.

Compare Maryland with every state · 50 ranked
Public four-year in-state tuition and fees · 2022–23 · highest value ranked #1
RankStateValueComparison notes
#1Vermont$17,600—
#2New Hampshire$17,019—
#3Pennsylvania$16,217—
#4Connecticut$15,763—
#5New Jersey$15,265—
#6Illinois$14,921—
#7Virginia$14,825—
#8Rhode Island$14,744—
#9Michigan$14,718—
#10Massachusetts$14,345—
#11Minnesota$12,873—
#12South Carolina$12,604—
#13Oregon$12,424—
#14Delaware$11,922—
#15Arizona$11,768—
#16Kentucky$11,299—
#17Alabama$11,081—
#18Ohio$10,922—
#19Maine$10,813—
#20Hawaii$10,484—
#21Tennessee$10,437—
#22Iowa$10,121—
#23Maryland · your comparison$10,041—
#24Missouri$9,926—
#25Indiana$9,886—
#26Louisiana$9,843—
#27Colorado$9,798—
#28North Dakota$9,728—
#29Kansas$9,274—
#30Mississippi$9,120—
#31South Dakota$9,079—
#32Wisconsin$8,974—
#33Arkansas$8,879—
#34Nebraska$8,862—
#35West Virginia$8,715—
#36California$8,637—
#37New York$8,575—
#38Oklahoma$8,519—
#39Alaska$8,291—
#40Texas$8,195—
#41Washington$8,006—
#42Idaho$7,640—
#43New Mexico$7,526—
#44North Carolina$7,327—
#45Montana$7,299—
#46Utah$7,215—
#47Georgia$7,075—
#48Nevada$6,723—
#49Wyoming$5,100—
#50Florida$4,540—

All 50 states are listed, including states without a comparable observation. Ranks use stored source precision; displayed values may round to the same number.

What candidates are saying

Explore statements about schools, learning, college costs and educational attainment from FactVote’s Maryland candidate profiles. Compare candidates within each recorded race, with each person’s matching statements kept together. These are candidate and campaign statements, not verified outcomes.

29 statements from 12 candidates

2026 Maryland Comptroller — General Election

1 candidate with matching statements · 3 statements

Democratic · Comptroller · MD

Schools & education

Passed legislation to invest in and improve Maryland public transit and public schools.

Read exact statement & source

Source topic or question: Public Transit and Schools

Candidate campaign source

Passed legislation to invest in and improve Maryland public transit and public schools.

Statement date not recorded · Profile reviewed Sep 16, 2026

Brooke Elizabeth Lierman — candidate-owned primary source 2 ↗
View 2 more statements from Brooke Elizabeth Lierman
Schools & education

Through our revenue collection operations, we ensure we are engaging in proactive outreach to all those who need support and closing the tax gap that exists so we can fund our state priorities, including public education and the transition to clean energy.

Read exact statement & source

Source topic or question: Education, child care, and workforce training

Candidate campaign source

Through our revenue collection operations, we ensure we are engaging in proactive outreach to all those who need support and closing the tax gap that exists so we can fund our state priorities, including public education and the transition to clean energy.

Statement date not recorded · Profile reviewed Sep 16, 2026

Brooke Elizabeth Lierman — candidate-owned primary source 1 ↗
Schools & education

Passed legislation ending suspension and expulsion for young students.

Read exact statement & source

Source topic or question: School Discipline

Candidate campaign source

Passed legislation ending suspension and expulsion for young students.

Statement date not recorded · Profile reviewed Sep 16, 2026

Brooke Elizabeth Lierman — candidate-owned primary source 2 ↗

2026 Maryland Governor / Lt. Governor — General Election

3 candidates with matching statements · 9 statements

Andy Ellis

2 statements

Green · Governor / Lt. Governor · MD

Schools & education

Build out and fully fund our public education system so it truly works for all. - Learn More

Read exact statement & source

Source topic or question: Education, child care, and workforce training

Candidate campaign source

Build out and fully fund our public education system so it truly works for all. - Learn More

Statement date not recorded · Profile reviewed Sep 15, 2026

Andy Ellis — candidate-owned primary source 3 ↗
View 1 more statement from Andy Ellis
Schools & education

At the same time, we will be putting forward bold policy proposals that get at the heart of the issues facing Maryland: the need for a solidarity economy, the climate and environmental crises, high-quality public education, healthcare and housing as human rights, reliable public transit, divestment …

Read exact statement & source

Source topic or question: Health care

Candidate campaign source

At the same time, we will be putting forward bold policy proposals that get at the heart of the issues facing Maryland: the need for a solidarity economy, the climate and environmental crises, high-quality public education, healthcare and housing as human rights, reliable public transit, divestment from war and genocide, and more.

Statement date not recorded · Profile reviewed Sep 15, 2026

Andy Ellis — candidate-owned primary source 4 ↗

Dan Cox

4 statements

Republican · Governor / Lt. Governor · MD

Schools & education

A Dan Cox administration will prioritize ensuring that our schools are fully funded, that our teachers have the resources they need, and that every dollar is going straight to the classrooms and our children's education. Maryland children will be given an equal opportunity to excel and be named amon…

Read exact statement & source

Source topic or question: Education, child care, and workforce training

Candidate campaign source

A Dan Cox administration will prioritize ensuring that our schools are fully funded, that our teachers have the resources they need, and that every dollar is going straight to the classrooms and our children's education. Maryland children will be given an equal opportunity to excel and be named among the best students in the nation.

Statement date not recorded · Profile reviewed Sep 15, 2026

Dan Cox — candidate-owned primary source 2 ↗
View 3 more statements from Dan Cox
Schools & education

Dan Cox is a lifelong Marylander, husband, father, grandfather, and small-business owner who has dedicated his career to serving the people of our state. Raised with a deep respect for faith, family, and hard work, Dan understands the challenges Maryland families face — from rising costs to concerns…

Read exact statement & source

Source topic or question: Education, child care, and workforce training

Candidate campaign source

Dan Cox is a lifelong Marylander, husband, father, grandfather, and small-business owner who has dedicated his career to serving the people of our state. Raised with a deep respect for faith, family, and hard work, Dan understands the challenges Maryland families face — from rising costs to concerns about safety, education, and opportunity. His commitment to public service is rooted in a simple belief: government should be accountable, communities should be empowered, and every Marylander deserves the freedom to build a better future.

Statement date not recorded · Profile reviewed Sep 15, 2026

Dan Cox — candidate-owned primary source 4 ↗
Schools & education

We are dedicated to practicing lean, responsible spending, and maintaining full transparency. There will be no more “pet projects” and no more endless bridge studies. Urgent needs such as infrastructure and roads will be expedited and not delayed. Wes Moore is passing to the counties' outrageous cos…

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Source topic or question: Education, child care, and workforce training

Candidate campaign source

We are dedicated to practicing lean, responsible spending, and maintaining full transparency. There will be no more “pet projects” and no more endless bridge studies. Urgent needs such as infrastructure and roads will be expedited and not delayed. Wes Moore is passing to the counties' outrageous cost increases and mandates that are necessitating increased fiscal burdens and tax considerations just to meet the needs of the growing costs of education and infrastructure. This will change under a Dan Cox administration: counties will immediately receive a reprieve from increased state mandates and costs, and our State budget will once again prioritize funding for County needs.

Statement date not recorded · Profile reviewed Sep 15, 2026

Dan Cox — candidate-owned primary source 1 ↗
Schools & education

Dan Cox is a lifelong Marylander, husband, father, grandfather, and small‑business owner who has dedicated his career to serving the people of our state. Raised with a deep respect for faith, family, and hard work, Dan understands the challenges Maryland families face — from rising costs to concerns…

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Source topic or question: Education, child care, and workforce training

Candidate campaign source

Dan Cox is a lifelong Marylander, husband, father, grandfather, and small‑business owner who has dedicated his career to serving the people of our state. Raised with a deep respect for faith, family, and hard work, Dan understands the challenges Maryland families face — from rising costs to concerns about safety, education, and opportunity. His commitment to public service is rooted in a simple belief: government should be accountable, communities should be empowered, and every Marylander deserves the freedom to build a better future.

Statement date not recorded · Profile reviewed Sep 15, 2026

Dan Cox — candidate-owned primary source 6 ↗

Wes Moore

3 statements

Democratic · Governor / Lt. Governor · MD

Schools & education

As federal leaders prioritize billionaires and large corporations, Moore continues to stand with and fight for the middle class. Moore is driven by the same purpose that brought him into office in the first place: to make Maryland’s public schools the best in America, to end childhood poverty once a…

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Source topic or question: Education, child care, and workforce training

Candidate campaign source

As federal leaders prioritize billionaires and large corporations, Moore continues to stand with and fight for the middle class. Moore is driven by the same purpose that brought him into office in the first place: to make Maryland’s public schools the best in America, to end childhood poverty once and for all, and to ensure more Marylanders can afford to live, work, and thrive in the state they love.

Statement date not recorded · Profile reviewed Sep 16, 2026

Wes Moore — candidate-owned primary source 2 ↗
View 2 more statements from Wes Moore
Schools & education

Strengthen Maryland public schools.

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Source topic or question: Public Education

Candidate campaign source

Strengthen Maryland public schools.

Statement date not recorded · Profile reviewed Sep 16, 2026

Wes Moore — Part 89 verified source ↗
Schools & education

Provided record public-school funding, including a $10.2 billion K-12 investment in the current budget year.

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Source topic or question: K-12 Funding

Candidate campaign source

Provided record public-school funding, including a $10.2 billion K-12 investment in the current budget year.

Statement date not recorded · Profile reviewed Sep 16, 2026

Wes Moore — Part 89 verified source ↗

2026 Maryland U.S. House — District 1 — General Election

1 candidate with matching statements · 5 statements

Dan Schwartz

5 statements

Democratic · U.S. House District 1 · MD

Schools & education

Improve health care access and affordability in MD-1. Reverse changes to professional classifications that target prospective nurses and force them to utilize shady private student lenders. Incentivize health care providers to work and live in MD-1 through tax credits and student debt relief. Fund o…

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Source topic or question: Health care

Candidate campaign source

Improve health care access and affordability in MD-1. Reverse changes to professional classifications that target prospective nurses and force them to utilize shady private student lenders. Incentivize health care providers to work and live in MD-1 through tax credits and student debt relief. Fund our rural hospitals and community clinics.

Statement date not recorded · Profile reviewed Sep 15, 2026

Dan Schwartz — candidate-owned primary source 2 ↗
View 4 more statements from Dan Schwartz
Schools & education

Support our workforce by investing in community colleges and trade schools.

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Source topic or question: Education, child care, and workforce training

Candidate campaign source

Support our workforce by investing in community colleges and trade schools.

Statement date not recorded · Profile reviewed Sep 15, 2026

Dan Schwartz — candidate-owned primary source 2 ↗
Schools & education

Eight-term Rep. Andy Harris works to take away our individual freedoms on a daily basis. He advocates for troops on the streets of American cities, withholds money from our county schools, and seeks to police women’s bodies. I will protect your rights, the rights of our neighbors, and families.

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Source topic or question: Civil rights and individual freedom

Candidate campaign source

Eight-term Rep. Andy Harris works to take away our individual freedoms on a daily basis. He advocates for troops on the streets of American cities, withholds money from our county schools, and seeks to police women’s bodies. I will protect your rights, the rights of our neighbors, and families.

Statement date not recorded · Profile reviewed Sep 15, 2026

Dan Schwartz — candidate-owned primary source 2 ↗
Schools & education

Protect local control over education

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Source topic or question: Education, child care, and workforce training

Candidate campaign source

Protect local control over education

Statement date not recorded · Profile reviewed Sep 15, 2026

Dan Schwartz — candidate-owned primary source 2 ↗
Schools & education

Support enforcement of buy-local programs for schools/prisons/hospitals etc.,

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Source topic or question: Economy, jobs, taxes, and affordability

Candidate campaign source

Support enforcement of buy-local programs for schools/prisons/hospitals etc.,

Statement date not recorded · Profile reviewed Sep 15, 2026

Dan Schwartz — candidate-owned primary source 2 ↗
Race groups · Page 1 of 3
How statements are selected

This section matches specific schools, learning, college costs and educational attainment terms in retained, attributed source text from published Maryland candidate profiles. A profile heading or biography alone does not qualify. The Florida geography is fixed; saved state preferences cannot change these results. A mention can concern a community or group rather than Florida’s statewide measure.

Matching is automatic and does not establish a candidate’s stance, the accuracy of a claim, or an effect on the measured result. Results are grouped by recorded race, then by candidate name. Within each candidate, the matching issue mentions appear first. Only candidates with matching retained statements are shown; this is not a complete race roster. Repeated identical text for the same candidate is shown once. Coverage follows the existing state profiles and is not a complete record of all candidates or everything they have said. Review dates are not statement dates.

Maryland incumbents

What incumbents are proposing

Explore reviewed bills sponsored by current Maryland legislators and Maryland’s congressional delegation, plus retained proposals from Maryland’s governor and agencies. Each record keeps its latest recorded status and official evidence.

90 matching sponsorships or proposals · 53 Maryland incumbents. These filters apply only to this section.

Comptroller Brooke Lierman

Comptroller of Maryland · D–MD

1 proposal
View proposals from Comptroller Brooke Lierman
Maryland Legislature · HB 822

Maryland Violence Intervention and Prevention Program Fund and Advisory Council - Alterations

Feb 7, 2020 · Did not pass

Comptroller Brooke Lierman · Sponsored

FactVote reviewed summary

Requiring the Governor to include $10,000,000 in the annual State budget to the Maryland Violence Intervention and Prevention Program Fund; requiring that the appropriation be composed of at least $5,000,000 in general funds; authorizing the Fund to be used for oversight of the Fund, public outreach and education and technical assistance and best practice education for grantees; requiring the Executive Director of the Maryland Violence Intervention and Prevention Advisory Council to oversee certain evaluations; etc.

The measure did not pass in its completed 2020RS session. Final recorded action: 2020-02-07, Hearing 2/25 at 1:00 p.m. (Appropriations).

Why this record is included

The fact counts deaths whose underlying cause is homicide. The provision addresses a defined prevention or measurement mechanism; a general criminal penalty or post-offense benefit alone does not demonstrate homicide prevention. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.

Retained Maryland evidence context: Homicide deaths. This record’s connection to the topic does not establish an effect on the measured result.

Requiring the Governor to include $10,000,000 in the annual State budget to the Maryland Violence Intervention and Prevention Program Fund; requiring that the appropriation be composed of at least $5,000,000 in general funds; authorizing the Fund to be used for oversight of the Fund, public outreach and education and technical assistance and best practice education for grantees; requiring the Executive Director of the Maryland Violence Intervention and Prevention Advisory Council to oversee certain evaluations; etc.
Review official supporting evidence ↗

Del. April Miller

Maryland House of Delegates, District 4 · R–MD

1 proposal
View proposals from Del. April Miller
Maryland Legislature · HB 1077

Education - Career and Technical Education - Workgroup to Study Tiered Stackable Credentials Framework

Feb 16, 2026 · Did not pass

Del. April Miller · Sponsored

FactVote reviewed summary

Requiring the State Department of Education and the Career and Technical Education Committee jointly to convene a workgroup to review certain high school graduation-related requirements to study and make recommendations on developing a tiered system of stackable credential pathways for a certain purpose; and requiring the submission of a joint report on the findings and recommendations of the workgroup, by December 31, 2026, including the need for any statutory or regulatory changes.

The measure did not pass in its completed 2026RS session. Final recorded action: 2026-02-16, Hearing 3/10 at 1:00 p.m..

Why this record is included

The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.

Retained Maryland evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.

Requiring the State Department of Education and the Career and Technical Education Committee jointly to convene a workgroup to review certain high school graduation-related requirements to study and make recommendations on developing a tiered system of stackable credential pathways for a certain purpose; and requiring the submission of a joint report on the findings and recommendations of the workgroup, by December 31, 2026, including the need for any statutory or regulatory changes.
Review official supporting evidence ↗

Del. April Rose

Maryland House of Delegates, District 5 · R–MD

6 proposals
View proposals from Del. April Rose
Maryland Legislature · HB 1264

Public Schools - Mathematics Credit - College Preparatory Computer Science or Computer Programming Course

Mar 5, 2025 · Did not pass

Del. April Rose · Sponsored

FactVote reviewed summary

Authorizing a student who is enrolled at a public high school to satisfy part of a graduation requirement to earn mathematics credits by completing a credit in a certain college preparatory computer science or computer programming course if enrolled in the course concurrently with or after completing Algebra II; and requiring a county board of education to certify to the State Department of Education that a certain college preparatory course may count toward the mathematics graduation requirement.

The measure did not pass in its completed 2025RS session. Final recorded action: 2025-03-05, Hearing 3/05 at 1:15 p.m..

Why this record is included

The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.

Retained Maryland evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.

Authorizing a student who is enrolled at a public high school to satisfy part of a graduation requirement to earn mathematics credits by completing a credit in a certain college preparatory computer science or computer programming course if enrolled in the course concurrently with or after completing Algebra II; and requiring a county board of education to certify to the State Department of Education that a certain college preparatory course may count toward the mathematics graduation requirement.
Review official supporting evidence ↗
Maryland Legislature · HB 1189

Public Schools - Mathematics Credit - College Preparatory Computer Science or Computer Programming Course

Mar 19, 2024 · Did not pass

Del. April Rose · Sponsored

FactVote reviewed summary

Authorizing a student who is enrolled at a public high school to satisfy part of a graduation requirement to earn credits in mathematics by completing a credit in an advanced placement computer science or computer programming course or an equally rigorous college preparatory computer science or programming course if enrolled in the course concurrently with or after completing Algebra II; and requiring a county board of education to make a certain certification that certain selected courses may count toward graduation.

The measure did not pass in its completed 2024RS session. Final recorded action: 2024-03-19, Hearing 4/02 at 1:00 p.m..

Why this record is included

The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.

Retained Maryland evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.

Authorizing a student who is enrolled at a public high school to satisfy part of a graduation requirement to earn credits in mathematics by completing a credit in an advanced placement computer science or computer programming course or an equally rigorous college preparatory computer science or programming course if enrolled in the course concurrently with or after completing Algebra II; and requiring a county board of education to make a certain certification that certain selected courses may count toward graduation.
Review official supporting evidence ↗
Maryland Legislature · HB 935

Public Schools - Mathematics Credit - College Preparatory Computer Science or Computer Programming Course

Feb 10, 2023 · Did not pass

Del. April Rose · Sponsored

FactVote reviewed summary

Authorizing a student who is enrolled at a public high school to satisfy a graduation requirement to earn credits in mathematics by completing a credit in a certain college preparatory computer science or computer programming course if enrolled in the course concurrently with or after completing Algebra II; and requiring a county board of education to make a certification that a college preparatory computer science or computer programming course may count toward the mathematics graduation requirement.

The measure did not pass in its completed 2023RS session. Final recorded action: 2023-02-10, Hearing 3/01 at 1:00 p.m..

Why this record is included

The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.

Retained Maryland evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.

Authorizing a student who is enrolled at a public high school to satisfy a graduation requirement to earn credits in mathematics by completing a credit in a certain college preparatory computer science or computer programming course if enrolled in the course concurrently with or after completing Algebra II; and requiring a county board of education to make a certification that a college preparatory computer science or computer programming course may count toward the mathematics graduation requirement.
Review official supporting evidence ↗
Maryland Legislature · HB 1280

Public Schools - Mathematics Credit - College Preparatory Computer Science or Computer Programming Course

Apr 5, 2022 · Did not pass

Del. April Rose · Sponsored

FactVote reviewed summary

Authorizing a student who is enrolled at a public high school to satisfy a graduation requirement to earn credits in mathematics by completing a credit in a certain college preparatory computer science or computer programming course if enrolled in the course concurrently with or after completing Algebra II; and requiring a county board of education to make a certification that a college preparatory computer science or computer programming course may count toward the mathematics graduation requirement.

The measure did not pass in its completed 2022RS session. Final recorded action: 2022-04-05, Hearing 4/05 at 1:00 p.m..

Why this record is included

The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.

Retained Maryland evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.

Authorizing a student who is enrolled at a public high school to satisfy a graduation requirement to earn credits in mathematics by completing a credit in a certain college preparatory computer science or computer programming course if enrolled in the course concurrently with or after completing Algebra II; and requiring a county board of education to make a certification that a college preparatory computer science or computer programming course may count toward the mathematics graduation requirement.
Review official supporting evidence ↗
Maryland Legislature · HB 823

Public Schools - Mathematics Credit - College Preparatory Computer Science or Computer Programming Course

Jan 29, 2021 · Did not pass

Del. April Rose · Sponsored

FactVote reviewed summary

Authorizing a student who is enrolled at a public high school to satisfy a certain graduation requirement to earn credits in mathematics by completing a credit in a certain college preparatory computer science or computer programming course under certain circumstances; and requiring a county board to certify to the State Department of Education that the computer science or computer programming course may count toward the mathematics graduation requirement.

The measure did not pass in its completed 2021RS session. Final recorded action: 2021-01-29, Hearing 2/12 at 1:30 p.m..

Why this record is included

The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.

Retained Maryland evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.

Authorizing a student who is enrolled at a public high school to satisfy a certain graduation requirement to earn credits in mathematics by completing a credit in a certain college preparatory computer science or computer programming course under certain circumstances; and requiring a county board to certify to the State Department of Education that the computer science or computer programming course may count toward the mathematics graduation requirement.
Review official supporting evidence ↗
Maryland Legislature · HB 1153

Public Schools – Mathematics Credit – College Preparatory Computer Science or Computer Programming Course

Mar 17, 2020 · Did not pass

Del. April Rose · Sponsored

FactVote reviewed summary

Authorizing a student who is enrolled at a public high school to satisfy a certain requirement to earn credits in mathematics by completing a credit in a certain college preparatory computer science or computer programming course selected by the county board; and requiring the county board to certify to the State Department of Education that the computer science or computer programming course may count toward the mathematics graduation requirement.

The measure did not pass in its completed 2020RS session. Final recorded action: 2020-03-17, Referred Education, Health, and Environmental Affairs.

Why this record is included

The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.

Retained Maryland evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.

Authorizing a student who is enrolled at a public high school to satisfy a certain requirement to earn credits in mathematics by completing a credit in a certain college preparatory computer science or computer programming course selected by the county board; and requiring the county board to certify to the State Department of Education that the computer science or computer programming course may count toward the mathematics graduation requirement.
Review official supporting evidence ↗

Del. Bernice Mireku-North

Maryland House of Delegates, District 14 · D–MD

2 proposals
View proposals from Del. Bernice Mireku-North
Maryland Legislature · HB 387

Comprehensive Community Safety Funding Act

Jan 31, 2025 · Did not pass

Del. Bernice Mireku-North · Sponsored

FactVote reviewed summary

Would impose an 11% excise tax on specified firearm dealers’ firearm-sale receipts and distribute revenue to designated funds, including the Violence Intervention and Prevention Fund.

The measure did not pass in its completed 2025RS session. Final recorded action: 2025-01-31, Hearing 2/13 at 1:00 p.m..

Why this record is included

The relationship concerns proposed violence-prevention funding. The tax proposal did not become law and does not establish fewer firearm deaths. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.

Retained Maryland evidence context: Firearm deaths. This record’s connection to the topic does not establish an effect on the measured result.

HB 387 Department of Legislative Services Maryland General Assembly 2025 Session FISCAL AND POLICY NOTE First Reader House Bill 387 (Delegate Mireku - North, et al. ) Ways and Means Comprehensive Community Safety Funding Act This bill establishes an 11% firearm excise tax on the gross receipts of a federally licensed firearms dealer derived from (1) the retail sale of firearms in the State and (2) the retail sale of firearms to State residents from a federally licensed firearms dealer that is located outside the State. The bill requires specified distributions of the revenue from the excise tax. The bill also provides for the filing of specified tax returns and for the administration of the tax by the Comptroller. The bill takes effect July 1, 2027. Fiscal Summary State Effect: Special fund revenues increase by $15.0 million in FY 2028 and by $16.2 million in FY 2030. Special fund expenditures for administrative costs increase by $2.2 million in FY 2028 and by $0.6 million in FY 2030. Future year expenditures reflect annualization and inflation. ($ in millions) FY 2026 FY 2027 FY 2028 FY 2029 FY 2030 SF Revenue $0 $0 $15.0 $15.6 $16.2 SF Expenditure $0 $0 $2.2 $0.6 $0.6 Net Effect $0.0 $0.0 $12.8 $14.9 $15.5 Note: () = decrease; GF = general funds; FF = federal funds; SF = special funds; - = indeterminate increase; (-) = indeterminate decrease Local Effect: None. Small Business Effect: Potential meaningful. Small businesses that sell firearms will be subject to the new excise tax. However, some portion of the cost of the new tax may be passed on to the consumers through increased prices. HB 387/ Page 2 Analysis Bill Summary: The bill establishes an 11% firearm excise tax on the gross receipts of the sale of firearms in the State by a federally licensed firearms dealer located both within the State and outside the State. The bill specifies the distribution of revenue from the excise tax, administration of the excise tax by the Comptroller, filing of excise tax returns by licensed dealers, and the paying of excise taxes by licensed dealers. The excise tax does not apply to the sale of a firearm to (1) a law enforcement agency; (2) the armed forces of the United States; (3) the National Guard; (4) a law enforcement officer; (5) a retired law enforcement officer; or (6) an individual for the exclusive purpose of competition shooting or match shooting. The excise tax applies to (1) a retail sale made on or after July 1, 2027, by a federally licensed firearms dealer that is a large retailer and (2) a retail sale made by any other federally licensed firearms dealer on or after July 1, 2028. For a federally licensed firearms dealer that is located outside the State, the excise tax only applies if the federally licensed firearms dealer, during the previous calendar year or the current calendar year (1) derives gross revenue from the sale of firearms to residents of the State that exceeds $100,000 or (2) sells firearms to residents of the State for delivery into the State in 200 or more separate transactions. Distribution of the Firearm Excise Tax Revenue Revenue from the firearm excise tax must be distributed equally to the following:  the Coordinated Community Supports Partnership Fund;  the Maryland Trauma Physician Services Fund;  the R Adams Cowley Shock Trauma Center at the University of Maryland Medical System;  the Maryland Violence Intervention and Prevention Program Fund;  the Survivors of Homicide Victims Grant Program within the G overnor’s Office of Crime Prevention and Policy; and  the Center for Firearm Violence Prevention and Intervention within the Maryland Department of Health. The bill specifies that it is the intent of the General Assembly that the excise tax revenue supplement, and not supplant, any other funding for these funds required by law. HB 387/ Page 3 Firearm Excise Tax Returns A federally licensed firearms dealer must complete, under oath, and file an excise tax return with the Comptroller (1) on or before the 25th day of the month that follows the month in which the person sells any firearms within the boundaries of the State or to residents of the State and (2) if specified by the Comptroller, by regulation, on other dates for each month in which the licensee does not sell any firearms in the State or to residents of the State. A person required to file an excise tax return must file with the return an attachment that states any information required by the Comptroller to determine the gross receipts derived from the sales of firearms in the State or to residents of the State. A person required to file an excise tax return must maintain records of the firearms sold in the State or to residents of the State and the basis for the calculation of the excise tax owed. Payment of Firearm Excise Taxes Each person required to file an excise tax return must pay the firearm excise tax in the manner required by the Comptroller, with the return that covers the period in which the person sold firearms in the State or to residents of the State. If a corporation, other than a nonstock, nonprofit corporation, is required to pay the excise tax, personal liability for the tax and interest and penalties on the tax extends to any officer of the corporation who exercises direct control over its fiscal management. If a limited liability company, or limited liability partnership, including a limited partnership registered as a limited liability limited partnership, is required to pay the excise tax, personal liability for the tax and interest and penalties on the tax extends to any person who exercises direct control over the fiscal management of the limited liability company or limited liability partnership. The Comptroller may require a person subject to the firearms excise tax to post security for the excise tax in the amount that the Comptroller determines. A person who willfully fails to file a required firearm excise tax return is guilty of a misdemeanor and, on conviction, is subject to a fine of up to $5,000 or imprisonment of up to five years or both. Definitions A federally licensed firearms dealer is a person licensed by the federal Bureau of Alcohol, Tobacco, Firearms and Explosives to deal in firearms. Gross receipts are defined as the total amount of the sale or lease or rental price of the retail sale by a person, valued in money, whether received in money or otherwise, without any deduction for (1) the cost of the property sold; (2) the cost of the materials used, labor or
Review official supporting evidence ↗
Maryland Legislature · HB 935

Comprehensive Community Safety Funding Act

Feb 2, 2024 · Did not pass

Del. Bernice Mireku-North · Sponsored

FactVote reviewed summary

Would impose an 11% excise tax on specified firearm, accessory and ammunition sales and distribute revenue to designated funds, including the Violence Intervention and Prevention Fund.

The measure did not pass in its completed 2024RS session. Final recorded action: 2024-02-02, Hearing 2/22 at 1:00 p.m..

Why this record is included

The relationship concerns proposed violence-prevention funding. The tax proposal did not become law and does not establish fewer firearm deaths. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.

Retained Maryland evidence context: Firearm deaths. This record’s connection to the topic does not establish an effect on the measured result.

HB 935 Department of Legislative Services Maryland General Assembly 2024 Session FISCAL AND POLICY NOTE First Reader House Bill 935 (Delegate Mireku - North, et al. ) Ways and Means Comprehensive Community Safety Funding Act This bill establishes an 11% firearm, firearm accessory, and ammunition (FFAA) excise tax on the gross receipts of a federally licensed firearms dealer derived from the sales of firearms, firearm accessories, and ammunition in the State. The bill requires specified distributions of the revenue from the excise tax. The bill provides for the filing of specified tax returns and for the administration of the tax by the Comptroller. The bill takes effect July 1, 2025. Fiscal Summary State Effect: Special fund revenues increase by approximately $22.4 million in FY 2026 and by $25.0 million in FY 2029. Special fund expenditures for administrative costs increase by $3.7 million in FY 2026 and by $716,500 in FY 2029. Future year expenditures reflect annualization and inflation. ($ in millions) FY 2025 FY 2026 FY 2027 FY 2028 FY 2029 SF Revenue $0 $22.4 $23.2 $24.1 $25.0 SF Expenditure $0 $3.7 $0.7 $0.7 $0.7 Net Effect $0.0 $18.7 $22.6 $23.4 $24.3 Note:() = decrease; GF = general funds; FF = federal funds; SF = special funds; - = indeterminate increase; (-) = indeterminate decrease Local Effect: None. Small Business Effect: Potential meaningful. Small businesses that sell firearms, firearm accessories, and ammunition will be subject to the new excise tax. However, some portion of the cost of the new tax may be passed on to the consumers through increased prices. HB 935/ Page 2 Analysis Bill Summary: The bill establishes an 11% FFAA excise tax on the gross receipts of the sale of firearms, firearm accessories, and ammunition in the State by a federally licensed firearms dealer. The bill specifies the distribution of revenue from the excise tax, administration of the excise tax by the Comptroller, filing of excise tax returns by licensed dealers, and the paying of excise taxes by licensed dealers. Distribution of the Firearm, Firearm Accessory, and Ammunition Excise Tax Revenue Revenue from the FFAA excise tax must be distributed as follows:  44% to the Maryland Trauma Physician Services Fund;  29% to the R Adams Cowley Shock Trauma Center at the University of Maryland Medical System;  23% to the Violence Intervention and Prevention Program Fund;  2% to the Survivors of Homicide Victims Grant Program within the G overnor’s Office of Crime Prevention and Policy; and  2% to the Center for Firearm Violence Prevention and Intervention within the Maryland Department of Health. The bill specifies that it is the intent of the General Assembly that the excise tax revenue supplement, and not supplant, any other funding for these funds required by law. Firearm, Firearm Accessory, and Ammunition Excise Tax Returns A federally licensed firearms dealer must complete, under oath, and file an FFAA excise tax return with the Comptroller: (1) on or before the 25th day of the month that follows the month in which the person sells any firearms, firearm accessories, or ammunition within the boundaries of the State; and (2) if specified by the Comptroller, by regulation, on other dates for each month in which the licensee does not sell any firearms, firearm accessories, or ammunition in the State. A person required to file an excise tax return must file with the return an attachment that states any information required by the Comptroller to determine the gross receipts derived from the sales of firearms, firearm accessories, and ammunition in the State. A person required to file an excise tax return must maintain records of the firearms, firearms accessories, and ammunition sold in the State and the basis for the calculation of the FFAA excise tax owed. HB 935/ Page 3 Payment of Firearm, Firearm Accessory, and Ammunition Excise Taxes Each person required to file an excise tax return must pay the FFAA excise tax in the manner required by the Comptroller, with the return that covers the period in which the person sold firearms, firearm accessories, or ammunition in the State. If a corporation, other than a nonstock, nonprofit corporation, is required to pay the FFAA excise tax, personal liability for the tax and interest and penalties on the tax extends to any officer of the corporation who exercises direct control over its fiscal management. If a limited liability company, or limited liability partnership, including a limited partnership registered as a limited liability limited partnership, is required to pay the FFAA excise tax, personal liability for the tax and interest and penalties on the tax extends to any person who exercises direct control over the fiscal management of the limited liability company or limited liability partnership. The Comptroller may require a person subject to the FFAA excise tax to post security for the excise tax in the amount that the Comptroller determines. A person who willfully fails to file a required FFAA excise tax return is guilty of a misdemeanor and, on conviction, is subject to a fine up to $5,000 or imprisonment up of to five years or both. Definitions A federally licensed firearms dealer is a person licensed by the federal Bureau of Alcohol, Tobacco, Firearms and Explosives to deal in firearms. A firearm accessory is: (1) a magazine or magazine loader; (2) a firearm scope or optic; (3) a stock; (4) a grip; (5) a handguard; or (6) body armor. Gross receipts are defined as the total amount of the sale or lease or rental price of the retail sale by a person, valued in money, whether received in money or otherwise, without any deduction for: (1) the cost of the property sold; (2) the cost of the materials used, labor or service cost, interest paid, losses, or any other expense; or (3) the cost of transportation of the property. Gross receipts do not include: (1) cash discounts allowed and taken on sales; (2) the sale price of property returned by customers when that amount is refunded in cash or credit unless the customer, in order to obtain the refund, is required to purchase other property at a price greater than the amount charged for the property that is returned; (3) the price received for labor or services used in installing or applying the property sold; and (4) the amount of any tax imposed by the United States, the State, a county, or a municipality on or with respect to retail sales whether imposed on the person or the consumer.
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Del. Catherine M. Forbes

Maryland House of Delegates, District 43B · D–MD

2 proposals
View proposals from Del. Catherine M. Forbes
Maryland Legislature · HB 943

State Board of Education - Financial Literacy - Graduation Requirement

Feb 11, 2026 · Did not pass

Del. Catherine M. Forbes · Sponsored

FactVote reviewed summary

Requiring the State Board of Education to establish a certain graduation requirement in financial literacy; requiring students, beginning with the 2030 graduating class, to successfully complete a certain personal financial literacy course; and requiring county boards, upon successful completion of the course, to award certain credit to students and to allow students to fulfill certain remaining credit requirements through certain existing courses.

The measure did not pass in its completed 2026RS session. Final recorded action: 2026-02-11, Hearing 2/25 at 1:00 p.m..

Why this record is included

The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.

Retained Maryland evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.

Requiring the State Board of Education to establish a certain graduation requirement in financial literacy; requiring students, beginning with the 2030 graduating class, to successfully complete a certain personal financial literacy course; and requiring county boards, upon successful completion of the course, to award certain credit to students and to allow students to fulfill certain remaining credit requirements through certain existing courses.
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Maryland Legislature · HB 326

Student Service Hours - Financial Literacy Course

Jan 15, 2025 · Did not pass

Del. Catherine M. Forbes · Sponsored

FactVote reviewed summary

Requiring each county board of education, beginning in the 2026-2027 school year, to allow successful completion of eligible financial literacy courses to be applied toward fulfillment of the student service hours high school graduation requirement for the number of hours determined by the county board.

The measure did not pass in its completed 2025RS session. Final recorded action: 2025-01-15, Hearing 1/29 at 1:00 p.m..

Why this record is included

The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.

Retained Maryland evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.

Requiring each county board of education, beginning in the 2026-2027 school year, to allow successful completion of eligible financial literacy courses to be applied toward fulfillment of the student service hours high school graduation requirement for the number of hours determined by the county board.
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Del. Christopher T. Adams

Maryland House of Delegates, District 37B · R–MD

1 proposal
View proposals from Del. Christopher T. Adams
Maryland Legislature · HB 769

Education - High School Students - Graduation and Attendance Credit for Vocational Training

Feb 21, 2020 · Did not pass

Del. Christopher T. Adams · Sponsored

FactVote reviewed summary

Authorizing a county board of education to award credit to a high school student toward a high school diploma or a postsecondary credential, or both, for one vocational course per semester in a career and technical education program approved by the county board; and authorizing a county board to count toward high school attendance the time a high school student spends during vocational training in a career and technical education program approved by the county board.

The measure did not pass in its completed 2020RS session. Final recorded action: 2020-02-21, Withdrawn by Sponsor.

Why this record is included

The fact measures diploma-or-higher attainment among adults age 25 and older. Completion and equivalency programs address a component of attainment; rules for current students concern a potential future component of the adult population. This relationship does not establish causation. Actions after the fact’s measurement period cannot explain its earlier value.

Retained Maryland evidence context: Adults with at least a high school diploma. This record’s connection to the topic does not establish an effect on the measured result.

Authorizing a county board of education to award credit to a high school student toward a high school diploma or a postsecondary credential, or both, for one vocational course per semester in a career and technical education program approved by the county board; and authorizing a county board to count toward high school attendance the time a high school student spends during vocational training in a career and technical education program approved by the county board.
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What sponsorship and proposal counts tell us

Only current Maryland officeholders retained in the reviewed collection qualify. Bills require a recorded primary sponsorship; cosponsors and signing officials are excluded from sponsorship counts. An official introducer recorded as acting by request is labeled “Introduced by request”; that procedural role does not establish personal policy endorsement. Governor and agency records qualify when recorded as proposed. A separately verified governor transmittal can also establish an original proposal whose latest status reflects its later outcome. Signing an enacted law alone does not establish a proposal. A record appearing under several facts is counted once per officeholder. A bill with multiple primary sponsors appears under each recorded sponsor.

Enacted bills, adopted resolutions and unsuccessful measures remain visible as proposal history. Passing one chamber is not enactment. These counts do not measure effectiveness or prove that an action changed a Maryland statistic. Collection reviewed Oct 5, 2026.