Summary
Franklin Middle in Reisterstown, MD, is a large public school serving 1,150 students in grades 6-8 as part of the Baltimore County Public Schools district, where 57.4% of students come from low socio-economic backgrounds. The school is currently a low-performing institution with a 1-star rating from SchoolDigger, and its state ranking has declined significantly over the past decade, from the 56th percentile in 2015-2016 to the 20th percentile in 2025-2026. Test scores are well below district and state averages, with mathematics proficiency being a critical concern—only 5.6% of all students were proficient in math in the 2025-2026 school year, and notably, 0% of 8th graders achieved proficiency, revealing a systemic failure in math instruction as students progress through the grades.
One of the most striking differentiators is the school's catastrophic chronic absenteeism rate of 39.5% (2024-2025), the highest among comparable Baltimore County schools and 1.5 times the district average of 25.6%. This attendance crisis is deeply linked to the school's academic struggles, as nearly 40% of students are chronically absent, making consistent learning nearly impossible. In contrast, nearby schools in Carroll County Public Schools, such as Oklahoma Road Middle and Sykesville Middle, have math proficiency rates over seven times higher (41.7% and 42.9%, respectively) and chronic absenteeism rates less than half of Franklin's (14.7% and 17.0%). This geographic disparity highlights the significant impact of district-level resources and policies on school performance.
Interestingly, Franklin Middle spends $16,590 per student (2023-2024), which is higher than the top-performing Carroll County schools, suggesting that funding alone is not the primary issue. The school's performance for Special Education students is exceptionally poor, ranking in the 7th percentile statewide in 2020-2021, but there is a glimmer of hope for Low Socio-Economic Status (SES) students, who ranked in the 51st percentile (3 stars) that same year, indicating that support systems for economically disadvantaged students may be a relative strength. Overall, addressing the attendance crisis and overhauling math instruction are foundational steps needed for any meaningful improvement at Franklin Middle.
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