• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1961
    ATTENDANCE RATE (%)
    95
    student Enrollment
    1032
    Race/Ethnicity (%)
    African American....................... 24.5
    Hawaii/Pac. Islander.......................... -
    White.............................. 48.6
    Multiracial...................... 10.8
    Hispanic......................... 10.1
    American Indian/AK....................... -
    Asian.............................. 5.3
    GENDER (%)
    Male................................ 50.8 
    Female........................... 49.2
    Special Services** (%)
    FARMS........................... 16.7
    504.................................. 6.9
    Special Ed..................... 8.6
    LEP................................. 2.1
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details - 1983 HVAC

Arundel Middle School

Hebron

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.

    The climate at  Arundel Middle School has grown increasingly more warm and inviting over the last few years. Student and Teacher interaction during class time and  transition time shows teachers greeting and engaging with students, students moving with purpose in the hallway to get to class, and staff engaging with other staff. The adoption of the Middle School Advisory Program continues to foster meaningful student-to-student and student-to-staff relationships. The Advisory Program includes both county lessons and Community Circles. In the last year, all staff have been trained in Community Circles, and select staff have been trained in Restorative Circles to focus on the social and emotional development of middle school students. 

    Our school climate survey data reveal several positive trends in recent years. Recent survey data demonstrates growth in the percentage of staff members (95%) who report feeling as if they are a valued member of the AMS community. 
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    The Cultural Arts are quickly becoming an integral feature of the Arundel Middle School culture. Student interest and participation in these programs have resulted in the need for additional staff in the Performing Arts. Our orchestra and band have consistently placed in State’s finals, and our chorus and honors chorus are frequent contributors to community events. Arundel Middle’s dance department has expanded to three full-time teachers, and the Annual Dance Concert finds students and staff members performing to a packed house for three nights in Arundel High’s auditorium. As Arundel Middle continues to grow, more and more students are developing and sharing their talents in the performing arts with the community. 

    Over the years Arundel Middle School has maintained a strong Positive Behavior Interventions and Supports (PBIS) program. To foster a greater connection to our school and in response to student feedback, we have recently expanded the variety of activities in which students can participate. This has significantly increased the number of students who are a part of our PBIS program. 

    The Odenton-Gambrills area represents a variety of socio-economic factors which are reflected at Arundel Middle School. Because the area has such a wide range of income levels, our student population consists of students of privilege as well as students whose families struggle to make ends meet and who qualify for free and reduced meals (FARMS). It is our goal to make Arundel Middle School a place where all students, regardless of their socio-economic background, feel connected and valued. Our teachers and support staff members go out of their way to work with students and their families to ensure each student  receives the services and/or the placement needed to be successful. 

    Over the years Arundel Middle School has maintained a strong Positive Behavior Interventions and Supports (PBIS) program. To foster a greater connection to our school and in response to student feedback, we have recently expanded the variety of activities in which students can participate. This has significantly increased the number of students who are a part of our PBIS program. 

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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