Summary
Ridgely Elementary School is a PK-5 school in Ridgely, MD, serving 433 students as part of the Caroline County Public Schools district, which ranks in the lower-middle tier of Maryland. The school has a unique academic profile: it excels in mathematics compared to its peers, but struggles significantly in English Language Arts (ELA). For the 2025-2026 school year, 31.1% of Ridgely students were proficient in math, outperforming both the district (23.7%) and state (27.1%) averages. However, only 41.5% were proficient in ELA, well below the district (50.8%) and state (51.7%) averages. This creates an unusual pattern where math scores are higher than ELA scores, opposite to most nearby schools like Preston Elementary School and Denton Elementary School, which have stronger ELA performance.
A bright spot is 4th-grade math, where 43.9% of Ridgely students were proficient—the highest among comparable in-district schools and well above state averages. This suggests effective math instruction at that grade level. However, chronic absenteeism is a persistent challenge, with a rate of 27.0% in 2024-2025, higher than all in-district peers like Greensboro Elementary School (20.8%) and Preston Elementary School (21.4%). This absenteeism likely hampers reading progress, where consistent practice is critical. Notably, Ridgely’s low ELA scores are a school-specific issue, not a district-wide problem, as other Caroline County elementary schools perform much closer to state averages.
Despite these challenges, Ridgely outperforms some schools with higher poverty levels, such as Sudlersville Elementary School in Queen Anne’s County, where Ridgely leads in both math (31.1% vs. 25.6%) and ELA (41.5% vs. 29.5%). The school’s per-student spending of $19,934 is on par with district peers, indicating that resources are available but may need to be better directed, especially toward literacy programs. For parents, Ridgely offers strong math instruction, particularly in 4th grade, but the school’s primary challenge is improving reading and writing outcomes while addressing chronic absenteeism.
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