• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1956
    ATTENDANCE RATE (%)
    95.0
    student Enrollment
    227
    Race/Ethnicity (%)
    African American....................... 9.8
    Hawaii/Pac. Islander.......................... -
    White.............................. 68.2
    Multiracial...................... 5.1
    Hispanic......................... 13.1
    American Indian/AK....................... -
    Asian.............................. -
    GENDER (%)
    Male................................ 57.6 
    Female........................... 42.4
    Special Services** (%)
    FARMS........................... 12.9
    504.................................. -
    Special Ed..................... -
    LEP................................. 4.7
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details - 2016 New building

West Annapolis Elementary School

Key Challenges to Student Success

  • The students who attend West Annapolis Elementary School are influenced daily by events, situations, and circumstances that occur at home and in their neighborhood.  While there are numerous factors that contribute to student achievement at West Annapolis Elementary, the school leadership team has narrowed its focus to the following challenges to student success, with the acknowledgement that this is not an all-inclusive list and that some students may be affected by other opportunities or issues in their young lives. 

    This school's key challenges to student success are also noted in the boxes shown below.
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  • Traditional MSDE and/or school-based student challenges

    • Quarterly Assessments scores - English
    • Quarterly Assessments scores - Mathematics
    • PARCC Scores - Mathematics (Elementary grades 3, 4, 5)
    • PARCC Scores - English/Language Arts (Elementary grades 3, 4, 5)

    Key Challenge #1: Assessments Math & English/Language Arts

    Our 2017-2018 PARCC data indicates that 74% of students in grades 3 - 5 earned a PLD 4 or 5 in PARCC ELA, and that 72% of students in grades 3 - 5 earned a PLD 4 or 5 in PARCC Math. Our school’s goal is to continue to increase student academic success, measured by ALL student groups meeting or exceeding standards as indicated in PARCC performance. Students who are not successful on PARCC assessments may be missing important benchmarks in their learning. Without mastering those standards and skills, students will continue to struggle each year in Math and ELA.

  • Non-Traditional Socio-Economic Challenges

    • Student Mobility
    • Limited English proficiency for students and/or families

    Key Challenge #2: Limited English proficiency for students and/or families

    Our EL student population has increased, and we know that our EL students face added roadblocks to their academic success. Often those same students are newly transitioning to our school, and we also must work to close the academic gaps that exist from their exposure to multiple schools and national/international curriculums. EL students need to not only master a new language, but also academic content that is grounded in that new language.  This is an incredible challenge for many of our students. We know that as they work to acquire the English language, they take longer to develop foundational learning skills in core subjects. As a result, EL students, who are also new to the community, can struggle to meet standards and show success on PARCC ELA and Math assessments. 

  • HISTORICAL SCHOOL & COMMUNITY CHALLENGES THAT HAVE INFLUENCED THE WRITING OF THIS SCHOOL'S STORY

    • Significant changes over time in student/community demographics
    • Significant increase/reduction in student enrollment numbers

    Key Challenge #3:  Significant changes over time in student/community demographics

    Since the construction of our new building and the Annapolis area redistricting, our population has increased and changed. With these changes in community, our school has become more diverse, both culturally and economically. One third of our student population is from diverse backgrounds, including students who are non-native English speakers; and a  growing number of students are eligible for free and reduced meals (FARMS). With redistricting and added construction, we know many of our students are new to our building and our community. This can cause some students to feel anxious or less connected to the school community. We know that in order for students to be successful, they need to feel welcomed and connected to our school community through positive peer and staff relationships. 



  • West Annapolis