Serving 39 students in grades 11-12, Croom High School ranks in the bottom 50% of all schools in Maryland for overall test scores (math proficiency is bottom 50%, and reading proficiency is bottom 50%).
The percentage of students achieving proficiency in math was ≤10% (which was lower than the Maryland state average of 25%). The percentage of students achieving proficiency in reading/language arts was ≤20% (which was lower than the Maryland state average of 45%).
The student:teacher ratio of 2:1 was lower than the Maryland state level of 14:1.
Croom High School is ranked #1131 out of 1,347 schools, which ranks it among the bottom 50% of public schools in Maryland.
What percent of students have achieved state testing proficiency in math and reading?
≤10% of students have achieved math proficiency (compared to the 25% MD state average), while ≤20% of students have achieved reading proficiency (compared to the 45% MD state average).
What is the graduation rate of Croom High School?
The graduation rate of Croom High School is 60-69%, which is lower than the Maryland state average of 86%.
How many students attend Croom High School?
39 students attend Croom High School.
What is the racial composition of the student body?
87% of Croom High School students are Black, 10% of students are Hispanic, and 3% of students are Asian.
What is the student:teacher ratio of Croom High School?
Croom High School has a student ration of 2:1, which is lower than the Maryland state average of 14:1.
What grades does Croom High School offer ?
Croom High School offers enrollment in grades 11-12 (offers virtual instruction).
What school district is Croom High School part of?
The article discusses a proposal in Washington D.C. to make college applications a requirement for high school graduation. It examines the potential benefits and drawbacks of such a policy, including its impact on graduation rates and college attendance. The piece also considers similar initiatives in other states and the debate surrounding this approach
This piece explores the controversial practice of offering monetary rewards to students for good grades. It examines studies conducted in various cities, discussing the effectiveness of such programs and the ethical concerns they raise. The article presents arguments from both supporters and critics of this approach to student motivation.
This article explores the fundamental principles of rubrics in education, focusing on their role as assessment tools. It breaks down the key components of rubrics, including criteria, performance levels, and descriptors. The piece also delves into the two main types of rubrics - holistic and analytic - providing authoritative definitions and explaining their unique applications in educational settings.
