The reported proficiency rate for Math is 13%.
Original Research by School Decision on Dundalk High
Dundalk High is a large regular public high school serving grades nine through twelve in the Baltimore County Public Schools system. It sits in the Dundalk community on the eastern edge of Baltimore County, a residential area shaped by the region’s industrial and port history. The school’s mailing address is in Baltimore, but it falls under the county school district, not the city’s. The surrounding region combines older neighborhoods, a working waterfront, and major employers like Johns Hopkins Hospital and the Port of Baltimore. The city of Baltimore itself has a deep stock of historic housing and a walkable urban core, though the Dundalk area is more suburban in character.
The student body is large and racially and ethnically diverse. Hispanic or Latino students make up the largest share, followed by white students and then Black students. Smaller populations of Asian, two-or-more-races, American Indian or Alaska Native, and Native Hawaiian or Pacific Islander students are also present. A substantial share of students qualify for free or reduced-price meals. Data on the share of students with individualized education plans or English learner status was not available in the information provided.
Academic performance, based on the state assessments that were reported, is low. The most recent results, from the 2024-2025 school year, show that in English language arts fewer than three in ten students scored at the proficient level or above. In algebra and geometry the rates were lower still. A single prior year of grade-eight math testing from 2020-21 showed a similar pattern. Science results from that same year were so low that the state suppressed the precise figure. A parent should note that these proficiency rates cover only a single year and come from assessments that were new or changed in recent years, making comparisons across time uncertain. There was no graduation rate available in the data. Because this is a regular high school, such a rate would normally be reported; its absence is a gap worth following up on with the school or district.
The school’s parent district, Baltimore County Public Schools, has made several recent changes that affect all its high schools. A new district-wide cell phone policy restricts phone use during instructional time for high school students. Boundary adjustments approved for several high school feeder systems, though not directly tied to Dundalk High as far as the provided information shows, reflect the district’s effort to balance enrollment. A major state initiative, the Blueprint for Maryland’s Future, is increasing funding and pushing toward expanded pre-K, higher teacher salaries, and stronger college and career readiness programs. The district also secured a bond issue for school safety upgrades, including secure entrances and cameras. These changes indicate a system in transition, with resources flowing in, though the effect at Dundalk High specifically is not detailed in the available data.
Housing in the area is more affordable relative to the state as a whole. Home values are below Maryland’s median, and the rent-to-income ratio suggests that renting is within reach for many households. The local housing market has seen a mild year-over-year dip in values and a small rise in rents, consistent with a stable but not rapidly growing area.
This is a school where academic outcomes on state tests are well below what many families would hope for. The large, diverse student body and the high share of students in economic need point to a community that likely faces resource challenges. Parents considering Dundalk High should ask the school directly about academic supports, graduation rates, and how the district’s new initiatives—such as the Blueprint’s career pathways—are taking root here. The school’s size means a broad range of course offerings may be possible, but the data provided did not include specifics about AP, dual-credit, or career programs. For a family weighing options, this is a school that serves a working-class suburban community, with a clear need for academic improvement and a district that is making systematic changes but has not yet demonstrated a turnaround in test results at this school.
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