The top reported proficiency rate is 30% in English language arts. The lowest is 15% in Math.
Original Research by School Decision on Howard University Ms of Mathematics and Science Pcs
Howard University Middle School of Mathematics and Science PCS is a public charter middle school serving grades six through eight in Washington, D.C. It sits on Howard Road Place NW, having relocated from its original campus directly on Howard University grounds. That move, publicly reported, changed commute patterns for families and ended the daily access students once had to the university campus. The school's charter has been renewed for another term, which gives families some operational stability when considering enrollment.
The school is small for its grade band, with an enrollment that fills three grade levels evenly. Its student body is almost entirely Black, with a small number of Hispanic students and a handful of others. Free-or-reduced-price lunch data was not reported, so it is hard to read the economic mix of the families served. The same is true for special-education and English-learner counts, which were missing from the data available. A parent asking about services in those areas would want to contact the school directly.
On state assessments, the most recent results are mixed and generally low. In English language arts, roughly three out of ten students met or exceeded expectations. That is a modest result, below what most families would hope to see but not unusual for an urban charter middle school working with a high-need population. In math, the proficiency rate was considerably lower, with only a small share of students clearing the bar. A parent may want to look into how the school is responding to this, what tutoring or intervention structures are in place, and whether the curriculum has been adjusted.
Science results, drawn from an earlier testing cycle for eighth grade only, were quite low. Nearly all students participated, but the share scoring proficient was in the lowest reported band. Because this is a school whose name foregrounds mathematics and science, a family might reasonably ask how the instructional program in those subjects is structured and what the school is doing to strengthen outcomes.
Several things were absent from the data. No staffing figures, class sizes, attendance rates, discipline data, or course-access details were available, so this account cannot speak to those dimensions. No program offerings were listed. No nationally standardized academic context was provided beyond the state proficiency results. No housing or economic-context data specific to the area around the school was included. The locale brief covers Washington, D.C. broadly, describing a federal-government-centered city with an expansive monumental core, a quadrant-based street plan designed by Pierre Charles L'Enfant, and a daytime population that swells with commuters from Maryland and Virginia. The metro area is among the largest in the country. None of that, though, speaks to the immediate neighborhood around the school.
Because this is a middle school, there is no graduation rate to report. That metric does not apply to this grade band. And because no neighbor comparison fact-set was provided, this account cannot position the school against nearby D.C. middle schools or charters.
What the data does show is a small, nearly all-Black charter middle school with a stable charter renewal, a recent campus relocation, and state test results that sit on the low end, especially in math and science. Families drawn by the Howard University affiliation and the math-and-science focus would want to visit, ask about the current instructional approach in those subjects, and understand how the move to the Georgia Avenue corridor has affected the school's culture and day-to-day operations.
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