The top reported proficiency rate is 48% in English language arts. The lowest is 24% in Science.
Original Research by School Decision on Marie Reed Es
Marie Reed Elementary School sits on 18th Street NW in Washington, D.C., part of the District of Columbia Public Schools system. It serves pre-kindergarten through fifth grade and operates as a regular public school. The building is open and active.
On the most recent D.C. state assessments, Marie Reed posted moderate proficiency rates in the core tested subjects. English language arts results landed just shy of half the tested students meeting or exceeding expectations, while math came in somewhat below that. Both figures place the school in a middling range for D.C., neither standout nor alarming. Science results, drawn from an earlier testing cycle for fifth grade only, were notably lower, with roughly a quarter of tested students reaching proficiency. That science figure comes from a different year than the math and ELA numbers, so direct comparison across subjects is tricky. A parent may want to ask the school how current science instruction has shifted since that earlier assessment window.
Multi-year trend data was not available, so there is no way to tell from the provided figures whether these results represent improvement, decline, or stability. The state did not report enough comparable prior-year data to compute a clean change.
The student body is diverse in a way that reflects the broader Adams Morgan and surrounding Northwest D.C. community. Hispanic students form the largest single group, making up close to half the enrollment. White students and black students each account for roughly a fifth, with Asian students and students of two or more races filling out the rest. The school draws from a cosmopolitan, multiracial corner of the city, and that composition is a defining characteristic rather than something to judge.
Several key data points the district or state typically reports were missing from what we received. Free or reduced-price lunch counts were not available, so the economic profile of the enrolled families cannot be characterized from these figures. Individualized education program rates and English learner rates were also absent. Without these, it is hard to assess what share of students arrive needing specialized support or language services, though the school's location in a heavily Hispanic neighborhood suggests bilingual needs are likely present. Discipline data, staffing figures, attendance rates, and course or program offerings were not reported either, so questions about class size, arts or language programming, and school climate would need to go directly to the school.
No graduation rate applies here, since Marie Reed serves only elementary grades. The same is true for AP, dual-credit, and career-pathway measures, which are high-school constructs.
Housing in the school's zip code is expensive relative to most of the country, with typical home values running well above the national mark and roughly in line with the D.C. citywide benchmark. Rents are also steep, though both home values and rents have dipped slightly over the past year. For families considering buying, the monthly cost of ownership in this area exceeds renting by a meaningful margin, which may factor into housing decisions for parents weighing a move into the boundary.
Within DCPS, a few district-wide changes are worth noting. A new cell phone restriction takes effect across all district schools starting in the 2025-26 school year, tied to recent legislation aimed at reducing classroom distractions. The district is also operating under a multi-year strategic plan running through 2028 that centers on academic success, student connectedness, and post-secondary readiness. These initiatives apply to Marie Reed along with every other school in the system.
A neighbor comparison fact-set was not available for this school, so there is no ready benchmark against nearby D.C. elementary campuses in the provided data. Families comparing options will want to look at peer schools in the same ward or cluster directly.
Marie Reed reads as a typical urban D.C. elementary school with a diverse enrollment, moderate academic results, and the resource constraints and gaps in public reporting that often accompany city schools. The strongest signal in the data is a student body that mirrors its neighborhood, and the clearest gap is the absence of economic and support-service figures that would round out the picture.
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