The top reported proficiency rate is 55% in English language arts. The lowest is 34% in Math.
Original Research by School Decision on The Green School of Baltimore
The Green School of Baltimore is a charter elementary and middle school serving students in kindergarten through eighth grade. It is part of the Baltimore City Public Schools system, the district in which every charter school in the city operates. For a parent or resident trying to get a feel for this school, a few central facts stand out clearly.
The school is small. Enrollment totals a modest number for a kindergarten-through-eighth-grade building, with class sizes that appear to be close to the mid-twenties in each elementary grade. The student body is diverse in racial composition, with a mix that includes a substantial share of white students, a large share of Black students, and a smaller number of students who identify as two or more races. A modest share of students come from low-income households, as measured by eligibility for free or reduced-price lunch. The school does not appear to serve a high share of students with disabilities or English learners based on the data available, but those figures were not reported in the available records.
On state assessments, The Green School of Baltimore presents a mixed picture that a parent would want to study closely. In English language arts, the school’s results show a pattern where proficiency in the tested grades reaches a notably high level for fourth graders, with a clear majority meeting the state’s bar, while third and fifth graders show a lower but still solid share at or above grade level. The school’s overall proficiency in reading across all tested grades lands above the midpoint when compared to other district schools in Baltimore city. In math, the story is different. Performance is weaker. A large share of third and fifth graders are not meeting proficiency, while fourth graders show a stronger result. School-wide math proficiency stands at a level that, while still above the district median when compared across schools in Baltimore city, is a soft spot. A parent considering this school should ask what supports are in place for students who are below grade level in math, especially in the upper elementary grades. In fifth grade science, proficiency among tested students is below half.
Because the school ends at eighth grade, there is no high school graduation rate to report. That also means there are no data on AP, IB, or dual enrollment pathways, nor on career and technical education. Those are not gaps in the school’s performance but features of its grade span. The school’s academic program and any special offerings beyond the core curriculum are not detailed in the available data, so a parent interested in things like environmental education—the school’s name suggests a possible focus—should verify directly with the school.
The neighborhood context is pure Baltimore city. The school is located on Kentucky Avenue, in a ZIP code where home values are well below both the state and national benchmarks and have modestly declined recently. Rents have ticked up. The broader city economy is anchored by Johns Hopkins Hospital and University, as well as the Port of Baltimore. The city has a dense, historic urban fabric with walkable neighborhoods, a significant number of historic districts, and a concentration of civic life around the Inner Harbor. The city’s population has declined slightly in recent years, but major infrastructure investments are underway, including a bridge replacement. The school district itself shows no recent major structural changes of lasting parent impact in the publicly available record.
The Green School of Baltimore is a place where a family would find a small, racially mixed charter school with reading outcomes that are a clear strength for its fourth graders, math results that are a concern, and no high school program to plan around. A parent should expect to dig into the school’s math interventions and ask about the overall academic program, particularly for upper-grade students, since the available testing data leaves open important questions about how the school supports students who are not yet at grade level.
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