The top reported proficiency rate is 20% in English language arts. The lowest is 13% in Math.
Original Research by School Decision on Norwood Elementary
Norwood Elementary is a regular public school in Baltimore, serving children from prekindergarten through third grade on the southern edge of the city near the Baltimore County line. Because it serves only the earliest grades, there is no graduation rate to report, no high school programs, and no chronic absenteeism data within the available record. The school belongs to Baltimore County Public Schools, a large district that has recently adopted a new elementary literacy curriculum built around the science of reading, shifted attendance boundaries for several high school feeder systems starting in the 2025-2026 school year, and restricted student cell phone use during instructional time under a district-wide policy rolled out in the 2024-2025 school year. The district is also in the early years of implementing the Blueprint for Maryland's Future, a state plan that is expanding pre-K access and increasing teacher salaries, among other changes.
State testing results, from the Maryland Comprehensive Assessment Program, cover a single tested grade: third grade. In math, a modest share of third graders scored at the proficient level. In English language arts, the share was higher, though still a minority. The school has only one year of MCAP data available in this record, so there is no trend to describe. The data does not include participation rates for these assessments, nor does it report the share of students receiving special education services or the share classified as English learners, so a parent may want to ask the school directly about these student support populations.
The student body is diverse. Hispanic students make up the largest group, followed by white students, Black students, students of two or more races, Asian students, and American Indian or Alaska Native students. A substantial share of students qualify for free or reduced-price meals, indicating a high level of economic need in the school community. Enrollment is concentrated across kindergarten, first grade, second grade, and third grade, with a smaller prekindergarten program. The school is not a charter school, and its magnet status is not listed.
The housing context for families zoned to Norwood reflects the 21222 ZIP code. Home values have fallen slightly over the past year, while rents have edged upward. The typical home value in this area is well below both the Maryland state benchmark and the national benchmark, making it a relatively affordable entry point into the region’s housing market. The estimated monthly mortgage payment, at a current 30-year fixed rate, is noticeably higher than the median rent, which leans toward renting as the more attainable option for many households.
Baltimore itself is an independent city with a service-oriented economy anchored by Johns Hopkins Hospital and University and the Port of Baltimore. The city’s population has seen a modest decline since the 2020 census, and a major infrastructure project to replace the collapsed Francis Scott Key Bridge is underway with a projected completion in late 2028. The city has a walkable urban fabric in neighborhoods like Fell's Point and Federal Hill, a concentration of historic buildings, and civic anchors including the Inner Harbor, Oriole Park at Camden Yards, and Fort McHenry.
For a family considering Norwood Elementary, the picture is of a school serving a diverse, majority-economically-disadvantaged early childhood population within a large district undergoing significant curriculum and policy changes. The testing data points to an academic starting point where most third graders are not yet meeting state proficiency benchmarks in math or reading. The school’s grade span means that children will move on to another elementary school after third grade, a transition that families will want to plan for. Given the missing data on special populations and participation, a direct conversation with the school about the full picture of student support and classroom environment is advisable.
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