• Attendance Rates
• Discipline Rates
• Student Mobility Rate
• FARMS

Mobility Rate/Attendance Rate:

The Maryland City student population is very transient, with new students enrolling on a regular basis, and a large number of our students transferring to other schools throughout the year. Because of this, our mobility rate is presently 37%. According to the Maryland Report Card, our "at a glance" attendance rate is 95%. This attendance rate is impacted because many of our international families travel home for weeks or months at a time to visit family members.  Even though the majority of our students attend school on a regular basis, there are some students in each grade level who have a large number of excused and unexcused absences totalling 40 days or more. Our PPW works closely with parents of these students to encourage consistent attendance. 

• Socio-Economic Issues (employment, income levels, housing costs)
• Title I Status
• Limited English proficiency for students and/or families
• Families in Crisis (mental, physical emotional, financial)

Socio-Economic Status:

Maryland City Elementary is a school-wide Title I school with approximately 74% of our students receiving free and reduced lunch due to their parents’ economic status; and we provide a free breakfast to every student each morning. The socio-economic status of a family has a direct impact on Maryland City Elementary students’ lives.  Research indicates that families experiencing “generational poverty” often don’t support their students’ academic efforts. Because of their economic status, Maryland City’s parents are often working multiple jobs; and, as a result, may not have time to be involved with their children at home and are not able to volunteer at school. Some parents also lack the education and language required to assist their children with homework. Although one of the five indicators of a successful Title I school is parent involvement, Maryland City Elementary teachers and staff often find it challenging to involve parents in school activities. To address this, we have several initiatives in place such as Title I reading and math nights to educate parents about the curriculum. We also have a wellness night, multi-cultural event, a fall festival, a spring clean-up day, and PTA activities to help increase parent involvement at Maryland City.

Limited English Proficiency:

Approximately 40% of our students are English Learners (ELs), which means they are learning English as a second, third, or fourth language. The majority of our ELs (about 40%) were on level two or three on the WIDA ACCESS assessment. This indicated that our students have difficulty reading on grade level. These findings were supported by our Fountas and Pinnell reading data, which indicated that approximately 45-50% of our students were not meeting grade level expectations. Of those, 65% were ELs who were struggling in reading since English is not their primary language. Furthermore, quarterly assessment data shows a gap between ELs and non-ELs. Seventy-one percent of EL students are not passing county tests whereas only 23% of non-ELs are not passing.

Furthermore, more than two dozen of our 140 EL students are newcomers, and they have no familiarity with the English language. Many of the parents of these students do not speak English and require a bilingual facilitator or the Language Link translation service. When our parents are unable to speak English, they cannot assist their children with homework. Moreover, the majority of our teachers do not have experience or training in working with EL students in their classrooms. 

• Socio-economic community issues (employment, income levels, housing costs)
• Access (or lack of access) to community social programs
• Access (or lack of access) to community academic support programs