Baltimore International Academy, Baltimore MD

Original Research by School Decision on Baltimore International Academy

Baltimore International Academy is a public charter school serving kindergarten through eighth grade, located in the northeast section of Baltimore. As a charter school within Baltimore City Public Schools, it operates with a degree of autonomy while remaining part of the city’s public school system. The school describes itself as a regular school, and its website likely details its international focus, though specific program offerings were not included in the available data.

The student body is diverse, with a large majority of Black or African American students and a notable share of Hispanic students. White students and students of two or more races make up much smaller portions of the enrollment. A substantial share of students qualify for free or reduced-price meals, indicating that a significant number of families face economic challenges. The school enrolls students across all elementary and middle grades, with enrollment tapering somewhat from the lower grades to the upper grades, a pattern common in many urban schools.

State testing results from the Maryland Comprehensive Assessment Program show a mixed picture. In English language arts, proficiency rates vary considerably by grade level. The lower elementary grades post modest results, while the upper middle grades show higher proficiency, with one grade reporting a rate in the mid-range and another just below half of students meeting the standard. Math results are weaker across all tested grades, with fewer than one in four students reaching proficiency in most grades. Science and social studies assessments, administered only in certain grades, also show low proficiency rates. Overall, when combining all tested subjects and grades, the school’s proficiency index places it in the top quartile relative to other districts within Baltimore city. This relative position suggests that while absolute proficiency is low, Baltimore International Academy performs better than the typical school in its immediate district context. A parent may want to explore what academic supports the school offers, particularly in math and science, and how the school addresses the learning needs of students who are not yet meeting grade-level standards.

The school is located in a residential stretch of Baltimore, a city with a dense urban fabric, historic neighborhoods, and a service-oriented economy anchored by major employers like Johns Hopkins Hospital and University. The city has seen a slight population decline in recent years, and a major infrastructure project to replace the collapsed Francis Scott Key Bridge is underway. Home values in the area are below state and national benchmarks, and rents are affordable relative to incomes, making the neighborhood accessible for many families. The housing market in Baltimore generally offers a mix of rowhomes, single-family houses, and apartments, with prices varying widely by neighborhood.

Because Baltimore International Academy serves only grades K through 8, there is no graduation rate to report, and data on chronic absenteeism and discipline were not available. The district brief for Baltimore City Public Schools did not surface specific recent changes of lasting impact for parents, though the system as a whole faces ongoing challenges around enrollment and funding.

For a family considering this school, the central question is fit. The school offers a diverse, urban charter setting with a K through 8 structure that avoids a transition to a separate middle school. Families who value a school that reflects the city’s demographic diversity and who are comfortable with a school where state test results are generally low, but comparatively stronger within the local district, may find it a reasonable option. Those seeking higher absolute academic outcomes or more detail on the school’s international curriculum and enrichment offerings would want to visit, speak with staff, and review the school’s own materials to get a fuller picture.

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Academic performance

How students perform on state tests, by grade, set against the district.

Math

Grade 316%

School 16% · district not reported

▼ 21 pts below state median · ▼ 1 pts below county median

Grade 413%

School 13% · district not reported

▼ 15 pts below state median · ▲ 4 pts above county median

Grade 56%

School 6% · district not reported

▼ 16 pts below state median · ▼ 1 pts below county median

Grade 67%

School 7% · district not reported

▼ 6 pts below state median · ▲ 4 pts above county median

Grade 711%

School 11% · district not reported

▼ 1 pts below state median · ▲ 6 pts above county median

Grade 825%

School 25% · district not reported

▲ 19 pts above state median · ▲ 21 pts above county median

English language arts

Grade 329%

School 29% · district not reported

▼ 17 pts below state median · ▲ 5 pts above county median

Grade 420%

School 20% · district not reported

▼ 24 pts below state median · ▼ 1 pts below county median

Grade 515%

School 15% · district not reported

▼ 25 pts below state median · ▼ 2 pts below county median

Grade 645%

School 45% · district not reported

even with state median · ▲ 21 pts above county median

Grade 847%

School 47% · district not reported

▲ 3 pts above state median · ▲ 22 pts above county median

Science

Grade 56%

School 6% · district not reported

▼ 14 pts below state median · ▲ 2 pts above county median

Grade 830%

School 30% · district not reported

▲ 3 pts above state median · ▲ 23 pts above county median

Social studies

Grade 823%

School 23% · District 17% · ▲ 6 pts above district

▼ 8 pts below state median · ▲ 10 pts above county median

This schoolBaltimore City Public Schools, same grade

Graduation rate (ACGR) reflects the federally published Adjusted Cohort Graduation Rate for the most recent year available. We refresh this data annually at the close of each academic year in June. The federal source publishes a banded rate (for example, "90-94%") instead of an exact number for cohorts small enough to risk identifying individual students. The state distribution chart, where shown, plots every school in the state with a published rate or band; schools whose rate is federally suppressed are excluded. Where the federal source publishes a band rather than an exact rate, the school is placed within its band using a stable, ID-derived offset, so its position is consistent across visits.

Proficiency by household income

English language arts

Grade 4Lower-income13%Higher-income15%2 pp gap

Grade 5Lower-income12%Higher-income25%13 pp gap

Grade 6Lower-income40%Higher-income53%13 pp gap

Grade 7Lower-income28%Higher-income48%20 pp gap

Mathematics

Grade 5Lower-income9%Higher-income18%9 pp gap

Grade 6Lower-income9%Higher-income26%18 pp gap

Grade 8Lower-income7%Higher-income6%1 pp gap