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Baltimore City, County residents share thoughts on cost of living, impacts of Key Bridge collapse

Baltimore City, County residents share thoughts on cost of living, impacts of Key Bridge collapse

CBS News17-04-2025

Baltimore City and County residents shared their thoughts on the cost of living and the impacts of the 2024 Francis Scott Key Bridge collapse in their communities in a
recent poll by UMBC.
The university surveyed 642 Baltimore City residents and 628 Baltimore County residents between April 1 and April 6, questioning them on a range of topics, including their quality of life and opportunities for recreation.
It's been a little over a year since the container ship DALI collided with
Baltimore's Key Bridge
, causing it to collapse into the Patapsco River.
UMBC's survey found that 89% of Baltimore County residents and 79% of Baltimore City residents reported that the loss of the Key Bridge continues to have a significant impact on life in the Baltimore area one year later.
The Key Bridge collapse on March 26, 2024, impacted almost all of the Baltimore region, as some businesses saw drops in traffic and limited access to the Port of Baltimore caused supply chain delays.
A
report by Johns Hopkins University
found that nearly half of Baltimore-area residents continued to see impacts for months after the loss of the Key Bridge.
According to Johns Hopkins University, some residents reported that it was harder to visit family, get to work or run errands after the bridge collapse.
UMBC also questioned Baltimore-area residents on the cost of living.
According to the survey, 50% of Baltimore City residents believe that the city is more expensive, while 45% of Baltimore County residents think the county is a more expensive place to live.
On the other hand, 32% of city residents think the county has a higher cost of living, and 41% of county residents think the cost of living is higher in the city.
The survey also found that 41% of Baltimore City residents think the city is headed in the right direction, and 65% of residents said they can never or sometimes trust their local government.
According to the survey, 34% of Baltimore County residents think the county is headed in the right direction, while 60% of residents say they can never or sometimes trust their local government.
UMBC's poll also questioned city and county residents about how they spend recreational time in their communities.
About 37% of Baltimore City residents said they almost never spend leisure time in the county, and 52% of county residents said they almost never spend leisure time in the city.
When asked how the county could encourage city residents to visit more often, 18% of respondents cited improvements to the recreational and leisure activities, and 7% suggested improving transportation and accessibility.
The poll also asked what would encourage county residents to visit the city more often, and 42% suggested improving public safety, while 10% suggested improving recreational and leisure activities.

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Maryland Lottery Mega Millions, Pick 3 results for June 20, 2025
Maryland Lottery Mega Millions, Pick 3 results for June 20, 2025

Yahoo

timea day ago

  • Yahoo

Maryland Lottery Mega Millions, Pick 3 results for June 20, 2025

The Maryland Lottery offers several draw games for those aiming to win big. Here's a look at June 20, 2025, results for each game: 26-49-58-61-63, Mega Ball: 09 Check Mega Millions payouts and previous drawings here. Midday: 8-0-4 Evening: 3-7-6 Check Pick 3 payouts and previous drawings here. Midday: 3-6-8-5 Evening: 6-4-4-6 Check Pick 4 payouts and previous drawings here. Midday: 3-1-2-7-3 Evening: 0-6-2-1-4 Check Pick 5 payouts and previous drawings here. 04-07-19-36-40, Cash Ball: 03 Check Cash4Life payouts and previous drawings here. 9 a.m.: 05 1 p.m.: 13 6 p.m.: 06 11 p.m.: 05 Check Cash Pop payouts and previous drawings here. 18-24-28-29-35, Bonus: 22 Check Bonus Match 5 payouts and previous drawings here. Drawings are held every four minutes. Check winning numbers here. Feeling lucky? Explore the latest lottery news & results Maryland Lottery retailers will redeem prizes up to $600. For prizes above $600, winners can claim by mail or in person from the Maryland Lottery office, an Expanded Cashing Authority Program location or cashiers' windows at Maryland casinos. Prizes over $5,000 must be claimed in person. Sign your winning ticket and complete a claim form. Include a photocopy of a valid government-issued ID and a copy of a document that shows proof of your Social Security number or Federal Tax ID number. Mail these to: Maryland Lottery Customer Resource Center 1800 Washington Boulevard Suite 330 Baltimore, MD 21230 For prizes over $600, bring your signed ticket, a government-issued photo ID, and proof of your Social Security or Federal Tax ID number to Maryland Lottery headquarters, 1800 Washington Boulevard, Baltimore, MD. Claims are by appointment only, Monday through Friday from 8:30 a.m. to 4:30 p.m. This location handles all prize amounts, including prizes over $5,000. Maryland Lottery headquarters and select Maryland casinos can redeem winning tickets valued up to $25,000. Note that casinos cannot cash prizes over $600 for non-resident and resident aliens (tax ID beginning with '9'). You must be at least 21 years of age to enter a Maryland casino. Locations include: Horseshoe Casino: 1525 Russell Street, Baltimore, MD MGM National Harbor: 101 MGM National Avenue, Oxon Hill, MD Live! Casino: 7002 Arundel Mills Circle, Hanover, MD Ocean Downs Casino: 10218 Racetrack Road, Berlin, MD Hollywood Casino: 1201 Chesapeake Overlook Parkway, Perryville, MD Rocky Gap Casino: 16701 Lakeview Road NE, Flintstone, MD Check previous winning numbers and payouts at Maryland Lottery. Powerball: 11 p.m. ET Monday, Wednesday and Saturday. Mega Millions: 11 p.m. ET Tuesday and Friday. Pick 3, Pick 4 and Pick 5 Midday: 12:27 p.m. ET Monday through Friday, 12:28 p.m. ET Saturday and Sunday. Pick 3, 4 and 5 Evening: 7:56 p.m. ET Monday through Saturday, 8:10 p.m. ET on Sunday. Cash4Life: 9 p.m. ET daily. Cash Pop: 9 a.m., 1 p.m., 6 p.m. and 11 p.m. daily. Bonus Match 5: 7:56 p.m. ET Monday through Saturday, 8:10 p.m. ET on Sunday. MultiMatch: 7:56 p.m. Monday and Thursday. Powerball Double Play: 11 p.m. Monday, Wednesday and Saturday. This results page was generated automatically using information from TinBu and a template written and reviewed by a Maryland editor. You can send feedback using this form. This article originally appeared on Salisbury Daily Times: Maryland Lottery Mega Millions, Pick 3 results for June 20, 2025

Decoding your kid's report card: What it says and what it really means
Decoding your kid's report card: What it says and what it really means

Hamilton Spectator

timea day ago

  • Hamilton Spectator

Decoding your kid's report card: What it says and what it really means

Sarah Jane had just finished writing report cards for her Grade 7 students when she called her principal and declared she was done with teaching. 'It was the tipping point,' says the Niagara-area teacher who retired in 2021, marking the end of a 35-year career. 'I thought I just don't want to do another set of report cards and be all stressed out. It's so much work. 'I loved the kids, and I loved teaching. But I felt like report cards are too sugar-coated and sometimes even dishonest because we always have to say what the child does well … You want to find a child's strength, but we're always trying to phrase everything so positively that I think parents don't always know where their child is' academically. Jane is the creator of Ontario Report Card Comments , a Facebook group with nearly 15,000 members where educators share tips and support to get through one of the most nuanced, high-stakes and emotionally charged tasks facing teachers. Report card flashback: What teachers said to a future Nobel prize winner, a prolific author and a future premier The results of which are imminent: final report cards are about to land in the hands of students across the province. For families, it's a nerve-wracking moment that can bring great pride or crushing disappointment. Reviewing anyone's performance can be stressful and intimidating, says Brampton high school teacher Jason Bradshaw, but 'imagine speaking of somebody's child, that takes it to another level. People are going to be all the more emotionally invested. So teachers have a responsibility to be constructive and transparent.' But report cards don't always successfully reflect that. Vague, standardized language and a lack of personalization can leave families unsure of how their child is progressing. To help decode this familiar yet at times cryptic document, the Star spoke with educators who shared how challenging it is to capture a student's story in just a few chosen lines. That homework causing family tension every night? It doesn't count. While homework is important for reinforcing learning, Growing Success , Ontario's education policy on reporting student achievement, makes it clear assignments done at home shouldn't be factored into final marks. Still, skipping homework isn't without consequence — it can show up under learning skills, a key part of assessment for all students in grades 1 to 12. 'In the age of ChatGPT, a lot of educators are moving to the position where we simply do not evaluate work that isn't done in front of us,' says Bradshaw. 'We now have to build in time for students to complete that work entirely in class, to know it's authentic.' In high school, marks are given as percentages and accumulate over a semester. In grades 1 to 6, letters reflect progress since the last report — not from the start of the year. 'The kind of writing a student is doing in September isn't going to be the same as the writing they are doing in December,' says Angela Simone, a Grade 3 teacher with the York Catholic school board. 'It's not really fair to go back; you want to focus on their most recent work.' Teachers mark tests, presentations and assignments according a four-level rubric, which is translated into percentages or letter grades for report cards: Level 4 equals A- to A+ and 80-100 per cent; Level 3 is B- to B+ and 70-79; Level 2 is C- to C+ and 60-69; Level 1 is D- to D+ and 50-59 per cent. 'There's a lot of pressure to see those Level 4 or those As,' says Simone. 'But it's important that people recognize that a Level 3 means they're at the provincial expectations. So there's nothing wrong with a B.' Grades are based on numeric data. Learning skills rely on something else entirely — observation, interpretation and a fair amount of subjectivity. All children in Ontario grades 1 to 12 are evaluated on six competencies: responsibility, organization, independent work, collaboration, initiative and self-regulation. 'You really have to know the child and be able to back up anything you say with proof,' says Jane, who found evaluating these skills the most challenging and time-consuming part of assessment duties, likening it to having to write three separate essays on each student — one for every report card. Simone agrees it can be tedious. 'You don't want to be repetitive, and every child is their own and you want to speak to that child's individuality, but how many times can you say, 'Your desk is messy?' ' The subjectivity required also makes them possibly problematic. A 2018 study using Toronto District School Board data found that students with identical scores on standardized math tests may have different evaluations of their learning skills — differences that correlated with race and gender. Educators often discuss skill expectations with students, and in some cases, have them evaluate their strengths and weaknesses so, as Jane says, they 'take ownership for some of it.' Joanne Sallay, president of tutoring company Teachers on Call , notes that when students struggle, it's often not the curriculum — it's motivation: 'It's handing in work on time — organization, planning skills and how to study effectively. These are really important for the future of work — skills that as adults determine our success.' It's perhaps why on report cards, learning skills are given prime position. That doesn't stop students and parents from skipping over them to check out subject grades. 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Delost recently developed Curricumate , an AI-based assistant to support Ontario educators as they navigate through 'pain points,' including writing report cards. Filling out a report card can take 20 minutes to four hours per student, plus months of tracking grades and recording observations. While professional development days are dedicated to the task, the work usually spills into evenings and weekends. Curricumate, which has 4,000 users, integrates the Ontario curriculum so teachers can select relevant comments and personalize them while maintaining student confidentiality. Teachers have relied on some form of comment banks for decades — whether self-made, shared by colleagues or provided by school boards. More recently, many have turned to tools like ChatGPT. Still, most agree: AI can support feedback, but it shouldn't replace it. Direct communication with parents, they say, remains the most effective way to support student growth. Even as generalized and vague as report comments might seem, clues lie within. 'Qualifiers are so important because that's going to give you a little hint,' says Simone. For example, if a comment on a science unit notes that 'Angela understands plants with a high degree of effectiveness,' she's at a Level 4; if with a considerable degree, she's at Level 3. (Level 2 would use some and limited for Level 1.) Simone says teachers rely on qualifiers particularly when measuring learning skills: If a teacher was to say, 'Sally usually listens well to lesson,' usually means she's not doing it all the time, that she could be chatty, says Simone. 'So even though it doesn't sound like there's an issue, the qualifier lets you know there might be one.' Growing Success advises teachers, when writing anecdotal comments, to 'focus on what students have learned, describe significant strengths, and identify next steps for improvement.' This asset-based reporting emphasizes positive attributes. 'It strengthens and bolsters student confidence,' says DeLuca. But some teachers call it a disservice. 'Only telling students what they're doing well gives them a false impression about what their strengths and weaknesses are, and unfortunately that can catch up to them,' says Bradshaw. 'I can understand how that might be frustrating for parents because we are essentially asking them to read between the lines.' Comments are limited by strict word counts, giving teachers little space to focus on more than one key message. This is especially challenging in math and language, where recent curriculum changes eliminated separate grades for individual strands. Instead of seeing distinct marks for oral communication, writing, reading and media literacy, for example, parents now get just one overall language grade. Check the attendance field. Teachers say missed classes and lateness are often overlooked by parents who may be unaware of their child's habits. Absences can explain why achievements are below expectations. Yes, but not easily. How failing grades are reported varies by board. (One board, for example, will round up a 46 per cent to 50 for a pass.) Up to Grade 8, a decision to hold back a child is made in consultation with parents; in high school, students who receive below 50 may repeat materials related only to expectations not achieved. But a failing mark should not come as a surprise to students or parents. 'Failures are used very judiciously, for a reason,' says DeLuca, 'A failure academically is not just about holding a student from progressing to the next grade, it has social consequences for life and career progression.' Assessment is important, says Bradshaw, but it shouldn't be the only priority. 'When we hyper-focus on marks and evaluations, it gives the impression that day-to-day learning doesn't matter.' Progress reports offer an early opportunity to flag concerns without assigning grades, but they come with their own challenges — especially since they come so early that some teachers, particularly itinerant ones, may have seen a student only a handful of times. More effort typically goes into the first provincial report card when there's still time for students to respond to feedback. Final report cards feel high-stakes, but by June, they should contain no surprises. That said, Sallay emphasizes even these reports should include clear next steps. 'I know that it seems final, but a report card shouldn't define your future success,' she says. 'Look at the recommendations and work on them; it doesn't mean you need to give up. 'It's the end of June, but next year is a whole new year.'

Baltimore's Reginald F. Lewis Museum celebrates Black History on Juneteenth
Baltimore's Reginald F. Lewis Museum celebrates Black History on Juneteenth

CBS News

time3 days ago

  • CBS News

Baltimore's Reginald F. Lewis Museum celebrates Black History on Juneteenth

Baltimore's Reginald F. Lewis Museum celebrated its 20th anniversary and Juneteenth as part of this year's Day of Jubilee celebration. Museum staff said roughly 4,000 people registered for the event. "What this says to me is that people are interested, not only in learning Black History, but in protecting Black History," said Terri Lee Freeman, the president of the museum. There was also a block party outside on Lombard Street with several vendors. Celebrating Juneteenth at the Lewis Museum Visitors said they were fortunate to learn about Black History and recognize the progress that has been made so far. "It means a lot to get out and become a part of whatever's happening in the community," said visitor Jenean Wise. Wise and her family are part of the thousands of people who stopped by the Reginald F. Lewis Museum on Thursday. She said she made it her mission to expose her nephew, Waylen, to history. "I wanted to make sure that he got a look at some Black art," Wise said. "I wanted to make sure that he was around other children who were learning." The museum's Day of Jubilee included live music, local food trucks, panel discussions, line dancing, poetry, film screenings, hands-on children's activities, community organizations, and a collaborative mural activity. "We have a community mural that we are putting together," said Freeman. "We need it to be colored in." Freeman said, most importantly, it's about teaching people the story of Juneteenth. "Also, to understand why it's so important to pass these stories down," Freeman said. Awanya Anglin-Brodie, the president of the National Council of Negro Women's Greater Baltimore Section, had a table outside to greet attendees at the event. "It's phenomenal when we get to celebrate us, us as a people," said Anglin-Brodie. "Juneteenth is a day of pride. It's a day of remembrance, and it's American history, most importantly." Honoring Reginald F. Lewis This celebration is two-fold as the museum recognizes its 20th anniversary. They're honoring the museum's namesake, Reginald F. Lewis. "We want people to understand who he was," Freeman said. "A son of Baltimore who did very well for himself as the first Black billionaire on Wall Street." Though the event was free, the museum encouraged visitors to honor its 20th anniversary by making a $20 donation or more to support the museum's mission. Freeman said that the Lewis Museum staff will have a pop-up location at AFRAM this weekend. She said it will allow them to share more information about the museum with the community.

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