Summary Report on Grading Integrity Issues and Other Staff Misconduct Allegations at

Augusta Fells Savage Institute of Visual Arts

Baltimore City Public Schools, Department of Fair Practices

In August of 2019, Baltimore City Public Schools (“City Schools”) identified potential
irregularities in the manner that Augusta Fells Savage Institute of Visual Arts (“AFS”) was
enrolling and graduating students. The concerns arose from a review of seniors’ records as part of
City Schools’ protocols for monitoring compliance with graduation requirements. In response,
City Schools initiated a data review that raised serious concerns about grading integrity, as well as
the validity of student enrollment, attendance, and credit recovery programming. Based on this
information, a formal investigation was launched in September 2019, by City Schools’ Staff
Investigations Unit (“SIU”) in the Department of Fair Practices.

While the investigation was pending, City Schools took several steps to address potential root
causes of the allegations:

• August 2019 – City Schools staff noted grading concerns at AFS during summer graduation,
and a small number of students were not allowed to graduate. Those students received
individual action plans to provide a pathway to complete graduation requirements.

• September 2019 – AFS’s principal and assistant principal were placed on administrative leave
pending the results of the investigation. A managing assistant principal was identified for the
remainder of the 2019-2020 school year.

• Spring 2020 – With central office support, AFS conducted a review of individual student
transcripts, starting with seniors. Families received personalized communication – mailed
letters and phone calls – with updates on student progress toward graduation. The letters were
sent before summer school so that students could enroll in summer school if necessary. If City
Schools identified concerns, staff offered parent conferences to discuss a timeline and plan for
graduation.

• Summer 2020 – City Schools appointed an experienced and transformational principal at AFS.
Under this new leadership, AFS continues to review student transcripts and directly contact
students’ parents with concerns.  

The SIU investigation necessitated careful examination of a series of serious allegations, which
required review of numerous documents, emails, and material from hundreds of student records
from the 2016-2017 school year through the 2019-2020 school year, as well as analysis of
information from City Schools’ student information systems. More than 30 staff were interviewed.
Many of the interviews were conducted on multiple days over the course of multiple months. As
required by law, City Schools ensured that the investigation was conducted fairly, with due process
afforded to all staff involved and proper handling of several personnel matters that arose from the
SIU investigation. While City Schools cannot publicly disclose the specific disciplinary
consequences due to state personnel laws, the SIU investigation substantiated findings of

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inappropriate conduct by four staff members. Three are no longer employed by City Schools,
and administrative proceedings are pending with respect to the fourth.

During the past year, City Schools coordinated its ongoing investigation of AFS with the Maryland
Office of the Inspector General for Education (“OIGE”) as part of City Schools’ response to
OIGE’s October 2020 request for information regarding student grading review procedures from
2015 to the present, including but not limited to AFS. City Schools also consulted with OIGE to
ensure that the public release of this investigative summary does not impact the efficacy of OIGE’s
review, which remains ongoing. City Schools looks forward to any recommendations of additional
opportunities for improvement that OIGE may offer after its review, in addition to the specific key
findings, recommendations, and programmatic enhancements resulting from the SIU investigation
and subsequent follow-up, as set forth in more detail below:

Key Finding #1: School administrators at AFS improperly changed student grades and
pressured teachers to provide students with grades they did not earn.

Under state law and Baltimore City Board of School Commissioners (“Board”) Policy IKA, which
governs grading and reporting, there are valid and legitimate reasons that grades may be changed
after a teacher first records them. For example, a student may have completed make-up work that
should be included; an assignment or assessment may have been omitted by accident; a student on
long-term medical absence may complete work through an alternative program; or a mathematical
error might need to be corrected. After they have first recorded a student’s grade and the grading
window has closed, a teacher may only adjust a student’s grade when there are extenuating
educational circumstances, with approval from the school principal and supporting documentation.
Principals may adjust a student’s grade after conferring with the teacher that assigned the grade.

The SIU investigation determined that AFS administrators pressured teachers and staff to change
students’ grades, especially for seniors. School administrators also pressured teachers to ask their
fellow teachers to change grades. Teachers were instructed by school administrators to violate City
Schools grading protocols by entering grades after the grading window had closed without proper
authorization or documentation, and they were pressured to provide make-up work to students and
create extra assignments, even if students did not attend class. Furthermore, school administrators
asked teachers to recalculate student grades using make-up work that the students turned in late,
curve students’ exam grades to make sure they passed, and allow students to take final exams after
the exam period was over.

Overall, City Schools’ investigation documented at least 15 students who improperly received
passing grades during the period from the 2016-2017 school year through the 2018-2019 school
year, including some who may have earned credits necessary for graduation based on those
improperly earned grades in violation of State of Maryland requirements. Since initially
identifying grading concerns at AFS in the summer of 2019, City Schools and AFS staff addressed
many concerns involving these and other students through engagement with students and families
to create individualized pathways to graduation.

Key Finding #2: AFS students were scheduled into classes that did not exist and/or that they
did not attend, when they should have been withdrawn due to lack of attendance.

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The SIU investigation revealed that AFS students were scheduled into classes that did not exist
(known at the school as “filler classes”), when they should have been withdrawn due to lack of
attendance. For example, the investigation identified students who were enrolled in a yearbook
class with a school administrator as the teacher of record, during the 2017-2018 school year
through the 2019-2020 school year. While enrolled students were recorded as attending this class,
there were no records of any class meeting, and no witness could verify the existence of the class.
For approximately 10 students, this yearbook course was the only class in which they were enrolled
at AFS in a particular year; others were enrolled in several other elective classes, such as
journalism, and creative writing, under similarly questionable circumstances.

This investigation also revealed instances where grading protocols were not followed. For
example, the investigation identified a few cases in which a student was placed on a teacher’s class
roster, but the teacher never saw the student; nevertheless, the student received a passing grade.

To the extent that students remained on the rolls at AFS when they should have been withdrawn
due to lack of attendance, the enrollment verification forms that school administrators signed were
either false or misleading. A preliminary review conducted by City Schools staff identified
approximately 28 students who were not actively attending AFS but remained on the rolls. Based
on further review during the 2019-2020 school year, that number increased to approximately 100
students with questionable status during the period from the 2016-2017 school year through the
2019-2020 school year. Staff from City Schools’ central office and AFS addressed a number of
potential funding issues during the 2019-2020 school year through corrections and adjustments to
student enrollment status and scheduling that year. City Schools’ further review of student
attendance, scheduling, and funding status, conducted using records obtained through the SIU
investigation, indicates that there remain at least 69 instances involving 52 students, during the
period from the 2016-2017 school year through the 2019-2020 school year, where suspicious
actions by AFS staff resulted in questionable per-pupil funding for AFS that could not be
documented or validated.

In addition to City Schools’ enrollment verification processes that include school scheduling
reviews, roster validation by schools, and technical assistance for schools, City Schools’
enrollment is also verified by the Maryland State Department of Education (“MSDE”). Like other
Maryland school systems, City Schools enrollment is verified through biannual enrollment audits
conducted by MSDE, which serve as the state authority on funding status. MSDE completed its
most recent biannual audits of City Schools in fall 2017 and fall 2019. In these audits, MSDE
found that all AFS students whose files were reviewed met state funding requirements. City
Schools welcomes further collaboration with MSDE to undertake appropriate funding
reconciliation, as necessary, based on the results of this investigation.

Key Finding #3: AFS operated credit recovery programs, including evening/twilight and
summer school programs, that did not comply with City Schools requirements.

Under state law and Board policies, students who fail a course are permitted to make up the credit
through various credit recovery programs, such as evening/twilight and summer school programs,
or they may repeat the course. At AFS, these credit recovery programs were not appropriately

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managed. For example, contrary to City Schools protocols, unqualified and untrained teachers
were allowed to provide instruction for credit recovery; teachers were listed as teachers of record,
but when interviewed, they indicated that they had not taught the class; and students were
improperly allowed to complete work packets, which are not acceptable for credit recovery. In a
number of cases, City Schools did not ultimately award credit to AFS students participating in
credit recovery programs because the documentation that school staff submitted was rejected by
central office staff, due to insufficient content, misleading information, or failure to meet standards
to receive a passing grade.

Corrective Actions Recommended and Underway

The grading, enrollment, scheduling, and credit recovery issues identified through this thorough
investigation represent a coordinated scheme by a small number of AFS staff to circumvent the
extensive safeguards and monitoring that City Schools had in place, as well as the enrollment
verification audits conducted by MSDE. While the unusual, sophisticated, and intentional nature
of this scheme initially escaped detection, it was City Schools’ own protocols that ultimately
exposed the grading irregularities that triggered this investigation. Moreover, through this
investigation, City Schools has identified a series of further precautions against the sort of
deliberate efforts that individual AFS staff utilized to thwart established protocols. These
enhancements will further City Schools’ ongoing commitment to meet students’ individual needs
and provide meaningful pathways to graduation and career readiness.

• With respect to the grading issues identified, it is important to note that in May 2019, shortly
before the AFS investigation began, the Board updated Policy IKA to strengthen grading
guidance and practices. City Schools staff have developed protocols for reviewing requests for
grade changes to ensure consistency with the updates to Board Policy IKA. For example, the
grade change process now utilizes a technology platform, which permits better tracking and
monitoring, as well as a historical grade auditing process; and City Schools is implementing
checks and balances so that no single school staff person is solely responsible for any aspect
of the grading entry or review process. Additional central office staff positions have been
added that will support, review, and audit school grading practices.

• In addition to the verification process discussed above, City Schools has incorporated a series
of enhancements into its enrollment and scheduling protocols in recent years. These
enhancements include school scheduling reviews at the beginning of the school year to help
ensure that students are fully scheduled consistent with their grade level; enrollment
verification and roster validation by central office and school leaders; reviews of student
transcripts to validate graduation status and ensure students are on track to graduate; and
guidance to school leaders regarding student withdrawals, with review and approval by central
office. Building upon the strong foundation created by existing and recently enacted
safeguards, it is recommended that City Schools should further increase its review of student
attendance and schedules through targeted school support and ongoing training on scheduling
students to support academic success.

• Based on lessons learned from AFS and a thorough review of practices and protocols, City
Schools released additional guidance on credit recovery for the 2020-2021 school year, with

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further enhancements for summer school. For example, the Academics Office now reviews
each school’s credit recovery program, courses, and certification status of teachers; feedback
leads to adjustments in practice. Once students complete credit recovery coursework, each
teacher is required to complete an attestation process and upload major assignments for each
student. These enhancements will be particularly beneficial as City Schools offers recovery
programming to address unfinished learning resulting from the COVID-19 pandemic.