Summary
Rosemont Elementary/Middle is a PK-8 school in the Baltimore City Public Schools district, serving 294 students in a high-poverty area where over 90% qualify for free or reduced-price lunch. The school faces severe academic challenges, ranking in the 1st percentile statewide for the 2025-2026 school year, its lowest point in a decade. Mathematics proficiency is critically low at just 1.7% of all students, with 0% proficiency in grades 6, 7, and 8. English Language Arts (ELA) proficiency is 14.8% overall, but shows a troubling "middle school cliff" where rates drop from 18.5% in 4th grade to 6.1% in 5th grade and 1.9% in 6th grade, before recovering to around 25% in 7th and 8th grades.
Chronic absenteeism is a systemic crisis, with 50.8% of students chronically absent in the 2024-2025 school year, the highest rate among nearby schools. This is double the rate at Empowerment Academy (25.5%), located just 0.5 miles away and serving a similar demographic. The stark contrast between these two schools highlights that school-level factors like culture, leadership, and attendance initiatives are key drivers of success. For example, Empowerment Academy achieves 33.2% ELA proficiency and 6.3% math proficiency, far exceeding Rosemont's 14.8% and 1.7%, respectively. Other nearby schools like KIPP Harmony Academy also show stronger, more consistent academic trends through the middle grades.
Despite spending $25,006 per student—nearly double the national average and higher than the district average—Rosemont's investment is not translating into results. Nearby schools with similar or lower spending, such as Empowerment Academy ($22,994) and KIPP Harmony Academy ($26,234), achieve far better outcomes. However, there is a glimmer of hope in 7th and 8th grade ELA, where proficiency (25% and 23.9%) approaches the district average, suggesting an effective strategy or teacher that could be replicated. The school's decade-long downward trend, from the 27th percentile in 2015-2016 to its current 1st percentile, indicates a need for fundamental change in resource allocation and instructional approach.
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