The top reported proficiency rate is 25% in English language arts. The lowest is 7% in Science.
Original Research by School Decision on Tyler Heights Elementary
Tyler Heights Elementary, a regular public school serving prekindergarten through fifth grade in Annapolis, Maryland, draws its student body overwhelmingly from families facing economic disadvantage. The school serves a population that is predominantly Hispanic, and a large majority of its students qualify for free or reduced-price meals. The school is part of Anne Arundel County Public Schools, a large district that recently opened Severn Run High School in the western part of the county, a change that redrew attendance boundaries for some families but does not directly affect the elementary school’s catchment.
The peer environment at Tyler Heights is shaped by this concentrated demographic profile. The student body is nearly homogenous in terms of socioeconomic background, with a very high share of students eligible for meal assistance. The school serves a population that is overwhelmingly Hispanic and a small number of students who are Black or white. This composition means that the school is a heavily high-needs environment, and a parent considering the school should expect a community where language support and family stability resources are likely central to day-to-day operations.
Academic proficiency on the Maryland Comprehensive Assessment Program is a significant concern. In third-grade math, about one in five students scored at the proficient or above level, and the rate declines sharply in later grades, landing at a small share of fifth graders meeting that mark. In English language arts, proficiency is somewhat more consistent across grades but still low, with roughly one in four students in each tested grade reaching the bar. Science results in fifth grade show a very small share of students meeting proficiency. Across the board, these figures suggest that a large majority of students are performing below grade-level expectations. A parent should expect that the school may have substantial ground to make up in core academic areas, and it would be reasonable to discuss with the school what intervention and support structures are in place.
Because Tyler Heights serves only elementary grades, it does not have a graduation rate, and no chronic absenteeism or discipline data were present in the available records. The school’s academic trends data cover only a single year, so there is no multi-year trajectory to assess improvement or decline.
Annapolis itself is the state capital and county seat, a compact waterfront city with a walkable historic downtown, the Maryland State House, St. John’s College, and the U.S. Naval Academy on its border. Major employers include state and county government, the Naval Academy, and the tourism and maritime sectors. The city is land-constrained and saw modest population growth in the last decade. Housing in the school’s zip code is priced above both the state and national benchmarks, and rentals are relatively expensive, meaning that families living in the area may face a considerable cost burden even if the school itself serves a low-income population.
For a family weighing this school, the core takeaway is that Tyler Heights sits in a community with strong institutional anchors and a desirable location, but the school itself faces significant academic challenges that will require active engagement from both the school and families to address.
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