Summary:
This analysis examines 17 elementary schools within Cecil County Public Schools (CCPS) in Maryland, serving grades PK-5 across a mix of suburban and rural communities, with the district ranking 17th out of 25 statewide.
The standout school in the district is Calvert Elementary, which holds the highest state ranking (305th out of 864) and is the only school to achieve a 4-star rating, significantly outperforming district averages in both Math (41.4% proficient) and English Language Arts (53.7% proficient). Other strong performers include Kenmore Elementary (57% ELA proficiency) and Leeds Elementary (39.5% Math proficiency), both maintaining 3-star ratings. In contrast, Gilpin Manor Elementary faces the most significant challenges, ranking in the 4th percentile with the lowest Math (8.4%) and ELA (16.2%) proficiency rates and the highest chronic absenteeism (26.4%). Holly Hall Elementary and Thomson Estates Elementary also struggle with low proficiency and high absenteeism. Notably, Elk Neck Elementary and Perryville Elementary experienced sharp declines from 3-star to 2-star and 1-star ratings, respectively, over the past two years.
Key district-wide metrics reveal an average Math proficiency of 20.5% and ELA proficiency of 46.9%, both below state averages, while chronic absenteeism sits at 21.9%. A critical finding is the strong inverse relationship between absenteeism and performance—top schools like Charlestown Elementary (12.1% absenteeism) and Calvert Elementary (15.4%) have much lower rates than struggling schools. Additionally, per-student spending shows no clear link to success, as Bainbridge Elementary spends the most ($20,455) but ranks mid-range, while Calvert Elementary spends below average ($16,877). Science proficiency is a universal weakness, with only three schools—Calvert, Conowingo, and Leeds—meeting the state average of 32.4%. Finally, grade-level performance drops consistently across the district, with 3rd-grade Math proficiency averaging 33.5% but falling to 18.1% by 5th grade, suggesting a systemic challenge in upper elementary instruction.
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