Summary
Lansdowne High is a large traditional public high school in Baltimore, MD, serving 1,313 students in grades 9-12 as part of the Baltimore County Public Schools district, where over 64% of students qualify for free or reduced-price lunch. The school has historically ranked in the bottom 20% of Maryland high schools, currently holding a 1-star rating and a state rank of 189 out of 227, placing it in a challenging middle ground between high-performing magnet schools and struggling city schools nearby.
The most striking concern is mathematics proficiency, with only 1.9% of students meeting standards—far below the district average of 21.9% and the state average of 27.1%. This is even lower than nearby North County High (4%) and some Baltimore City schools like Edmondson-Westside High (5.1%). English Language Arts proficiency is moderate at 35.8%, outperforming all nearby Baltimore City schools (e.g., Augusta Fells Savage Institute of Visual Arts at 1.8%) but lagging behind Western School of Technology (96.8%). The graduation rate has declined from 79.6% to 70.4% over four years, while the dropout rate has surged to 27.1%, the worst among immediate peers. Chronic absenteeism sits at 40%, significantly higher than the district average of 25.6% and far above Western Tech's 7.9%.
Despite spending $17,902 per student—more than North County High ($15,368) and comparable to Western Tech ($18,216)—academic outcomes remain low, suggesting challenges beyond funding, such as student engagement and instructional effectiveness. The student-teacher ratio of 14.6 is favorable, indicating overcrowding is not the issue. While there is a slight upward trend in ELA proficiency, the crisis in math (with Algebra I, Algebra II, and Geometry proficiency all around 1-3%) points to a fundamental breakdown in math readiness. Lansdowne High sits in a highly stratified educational landscape, outperforming Baltimore City schools in some metrics but falling short of county peers, creating a precarious position that requires urgent focus on reversing negative trends in absenteeism and math achievement.
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