• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1965
    ATTENDANCE RATE (%)
    95.0
    student Enrollment
    419
    Race/Ethnicity (%)
    African American....................... 40.5
    Hawaii/Pac. Islander.......................... -
    White.............................. 4.2
    Multiracial...................... 4.2
    Hispanic......................... 49.4
    American Indian/AK....................... -
    Asian.............................. -
    GENDER (%)
    Male................................ 52.2 
    Female........................... 47.8
    Special Services** (%)
    FARMS........................... 73.3
    504.................................. -
    Special Ed..................... 6.6
    LEP................................. 33.7
    Title 1............................. Yes

     **Special Services Terms Glossary

    School Renovation Details - 2018 Pre-kindergarten/Kindergarten wing added.

Maryland City Elementary School

Maryland City

Who We Are: Our Community and School Culture

  • Each of our schools’ leadership teams analyzed the factors that impact their students’ ability to engage deeply and achieve academic success. They shared stories of their students and families, some of whom are facing serious challenges associated with physical wellness, social-emotional stability, unique learning needs, family security, mental health, violence, and food/housing uncertainties. They discussed the obstacles that their students face daily when preparing to come to school on time, ready to learn.
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    Questions such as the following drove discussions around Anne Arundel County: 

    • What are the challenges and obstacles that negatively affect our students’ engagement and achievement most significantly and why?
    • Are we analyzing our data and listening closely to learn about all of our students when we seek to understand our learners’ social-emotional and academic struggles?
    • How do cultural differences, language challenges, transportation difficulties, health problems, and frequent family relocation (mobility) serve as obstacles to school success for our students?
    • What resources and supports are available within AACPS and across our county to support students and families in need?  How do we help our families receive the supports they need?

Our School Culture

  • Below is the school’s story as seen through the eyes of school leaders. They discuss the culture of their school and the community.

    We celebrate student achievements on a daily basis and enjoy watching our students grow from young pre-kindergarten four year olds to mature fifth graders ready to move on to middle school. We address the academic, behavioral, and social-emotional needs of all students each and every day. Academically, some students in pre-kindergarten and kindergarten start school at Maryland City Elementary without prior educational experiences. Other students come to Maryland City from other counties, states, and countries with a variety of educational backgrounds. We work hard to meet the needs of all students by providing a strong educational foundation and ensuring academic growth throughout their elementary experience. We set high expectations for students so they will become productive, happy citizens who enjoy lifelong learning.

    Social and emotional needs are addressed in a variety of ways at Maryland City Elementary. Our school counselor provides a comprehensive counseling program consisting of small-group counseling, individual counseling, and whole-class lessons. She also runs special programs such as our Backpack Buddies, Ambassadors, and Career Day. In addition, teachers spend time developing relationships with students to encourage healthy social interactions with peers. Our Villa Maria counselor also provides weekly counseling services to a targeted group of students who need emotional support.
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    To help students develop positive behaviors that will have an impact on learning, we have a behavior team that consists of our behavior specialist, learning lab technician, school counselor, and administrator. They work together to encourage students to make good choices and to learn from their mistakes. We also have a Positive Behaviors Interventions and Supports (PBIS) program in place to foster positive interactions among adults and students at Maryland City. Furthermore, teachers implement Second Step lessons each week to teach students appropriate social skills. Lastly, we conduct morning meetings every day in each classroom. During this time teachers and students share responses to a variety of questions to get to know one another and to develop a positive classroom culture.

CHALLENGES TO STUDENT SUCCESS

  • The leadership team in each AACPS school reviewed all of the factors that may influence their students’ engagement and achievement in school; these challenges include academic data elements, community history, and socio-economic aspects of each community. The school’s leadership team identified the following elements as impactful for their students.

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