The top reported proficiency rate is 18% in English language arts. The lowest is 2% in Math.
Original Research by School Decision on Seed School of Maryland
The SEED School of Maryland is a public, college-preparatory boarding school serving grades six through twelve. It is the only school within its own district, which means the district data and the school data are the same. The district is based in Baltimore city, and the school operates as a single campus. Because the comparison fact-set looks among Baltimore city's districts, and this is the only district for a single school, there is no meaningful comparison to other local districts through that lens.
The school has a fairly small total enrollment for a grade span covering middle and high school. The composition is very homogenous: the large majority of students are Black. There are very small numbers of Hispanic, white, Native American, and multiracial students. Data on the share of students who qualify for free or reduced-price meals, receive special education services, or are English learners was not available. For a school that operates as a public boarding school, a parent may want to ask the school directly about these support populations. Civil rights data and discipline data were also not provided.
On state assessments, performance is low. In math, the proficiency rate among students tested was under five percent. In English language arts, it was below twenty percent. In science for students in tested grades, the rate was under twenty percent. In social studies, tested at eighth grade, the rate was under twenty percent. These are the most recent results from Maryland's MCAP and MISA assessments. A large share of students are not meeting the state's proficiency benchmarks, and a family considering this school will want to understand how the school's academic program and support services are designed to move those numbers over time. The school's mission as a college-preparatory boarding school may shape a particular academic pathway and set of expectations that differ from a typical public school, and the test results may reflect the profile of students who enroll.
A high school graduation rate was not available in the data. For an entity serving students through grade twelve, that is a gap a prospective family would want to investigate with the school.
Web research did not find any recent significant changes to the school's programs, leadership, or operations that would meet the bar of a lasting impact. The publicly reported information available describes the school's model and admissions process but does not indicate major shifts in direction.
The school's environment is that of a single boarding campus in Baltimore city. There is no local public school district comparison to draw on, and housing market or community context data was not provided. A family would need to consider the school in its own terms: a small, tightly focused public boarding school with a specific demographic makeup and test scores that show room for growth in core academics. The college-preparatory mission and the residential structure are the defining features. A parent whose child is looking for a structured boarding environment and who wants to investigate the academic support and track record further would be the natural audience.
See more original research from School Decision →