The top reported proficiency rate is 61% in English language arts. The lowest is 43% in Science.
Original Research by School Decision on Nantucket Elementary
Nantucket Elementary is a regular public school in Crofton, Maryland, serving prekindergarten through fifth grade as part of the Anne Arundel County Public Schools system. For a family looking at this school, the academic picture comes from the state’s MCAP tests in math and English language arts and the MISA science assessment, all administered in the most recent school year. Because the school serves only elementary grades, there is no graduation rate to report, and test data covers only a single year, so no multi-year trend can be established yet.
On state assessments, the school’s performance varies by subject and grade. In English language arts, third graders showed a strong proficiency rate, with a clear majority meeting the state’s benchmark. Fourth graders posted a rate around the midpoint, and fifth graders returned a higher rate, again with most students reaching proficiency. Across all tested grades combined, the overall ELA proficiency rate was solidly above half. In math, results were more mixed. Third graders had roughly half of students proficient. Fourth graders came in lower, with a smaller share meeting the bar. Fifth graders’ results were reported as a range, which suggests the data carries some uncertainty, but the best estimate falls below half. In science, which is tested only in fifth grade, just under half of students reached proficiency. The overall pattern is that English language arts is a relative strength, while math achievement is softer, particularly in the upper elementary grades. A parent may want to look into how the school supports math instruction, especially as students move into fourth and fifth grade.
The student body is a diverse one. White students make up the largest single group, followed by Black students, then Asian students, and a smaller share of Hispanic students, with students identifying as two or more races also represented. The free and reduced-price meals program serves more than a quarter of the enrollment, which places the school in a moderate range for economic need—not exceptionally high, but not negligible. This mix of backgrounds and income levels creates a peer environment that reflects the broader suburban community.
Crofton itself is a planned community with a largely residential, car-dependent character. It was built around a loop road and a golf course, and it has grown steadily over time. Housing values in the area are well above national and state benchmarks, and rents have been rising. The median home value in the school’s ZIP code is high, and the monthly rent-to-income ratio suggests that housing costs are a significant share of household budgets. For a family moving into the area, this means a substantial financial commitment to live in the attendance zone. The community has experienced enough growth that the school district opened a new high school in 2020 to relieve overcrowding, and more recently a new middle school opened in the western part of the county, though those changes affect older grades rather than Nantucket Elementary directly.
Academic program information for the school itself—such as course offerings, staffing ratios, or specialized programs—was not available in the provided data. The school does not appear to be a charter or magnet, and its Title I status was not reported. Because no comparison to other schools in Anne Arundel County could be made with the data on hand, it is hard to say how Nantucket Elementary stacks up against its neighbors in measurable terms. The district level shows one recent change: the opening of Severn Run High School, which redrew some attendance boundaries for older students but does not directly affect this elementary school.
For a parent or resident evaluating Nantucket Elementary, the key takeaway is a school with solid English language arts outcomes, more variable math results, and a diverse, moderately mixed-income student body in a high-cost, growing suburban community. The school’s size is typical for an elementary in a populated area, and the grade span means children will move on to a middle school after fifth grade, which is not captured here. The missing data points—staffing, discipline, attendance, and program details—leave some questions unanswered that a parent may wish to follow up on with the school directly.
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