The top reported proficiency rate is 71% in English language arts. The lowest is 38% in Science.
Original Research by School Decision on Hyde-addison Es
Hyde-Addison Elementary sits on O Street in Northwest Washington, in the Georgetown zip code, serving pre-kindergarten through fifth grade as part of District of Columbia Public Schools. It is a regular public school of moderate size for an elementary campus, with enrollment fairly evenly distributed across the grade bands. The student body is racially diverse, with Black and White students each making up roughly similar shares of enrollment, followed by smaller Hispanic, Asian, and multiracial populations. This kind of balance is relatively uncommon among DC elementary schools and gives children a peer group that mirrors the city's broader demographics.
Academic results are a clear strength in the core subjects. In English language arts, proficiency runs well above what DC schools typically post, and math proficiency is also strong, with a solid majority of tested students meeting or exceeding expectations. Science results, measured only at fifth grade and from an earlier testing cycle, were notably lower than the school's reading and math performance. A parent may want to look into this further with the school, particularly whether the gap reflects a single cohort's results or a broader pattern in science instruction. No multi-year trend data was available, so it is difficult to say whether these proficiency levels are improving, holding steady, or fluctuating. The state does not report graduation rates or high school outcomes for a school serving only through fifth grade, and that is expected for this grade band.
Several data gaps are worth naming. Free-or-reduced-price lunch counts were not reported, so it is hard to gauge the economic mix of the student body from the data alone. IEP and English learner rates were also missing, which limits the picture of how the school serves students with disabilities and language learners. No discipline, attendance, staffing, or course access data was provided, and Title I status was not reported either. These absences mean a family relying on this profile will want to ask the school directly about special education services, English learner support, and classroom resources.
The housing market around Hyde-Addison is among the more expensive in the District. Typical home values in the school's zip code sit well above the DC median and far above national figures, reflecting the Georgetown area's established real estate market. Rents are also high, though renting is comparatively more affordable relative to local incomes than buying. The price-to-income ratio for ownership is steep, meaning families looking to purchase near the school face a significant cost burden. Rental costs, by contrast, take up a smaller share of typical income, which may make the area more accessible to renting families than buying ones.
The surrounding city context shapes daily life for Hyde-Addison families in ways that matter. Washington is a government-driven city where federal employment anchors the economy, and the school's location places it within a dense, walkable urban fabric with access to transit, libraries, parks, and cultural institutions. The broader DCPS district recently implemented a district-wide cell phone restriction for the current school year, tied to legislation aimed at reducing classroom distraction, which applies to Hyde-Addison. The district is also operating under a multi-year strategic plan focused on academic success, school connection, and post-secondary readiness, though how that plan translates into specific programs at the elementary level was not detailed in the available data.
For a family weighing Hyde-Addison, the evidence points to a diverse, academically strong elementary school in a high-cost neighborhood, with solid reading and math outcomes and a science result that merits follow-up. The missing data on economic demographics, special populations, and program offerings means the full picture requires a conversation with the school itself.
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