The top reported proficiency rate is 21% in English language arts. The lowest is 6% in Science.
Original Research by School Decision on Dr. Samuel A. Mudd Elementary School
Dr. Samuel A. Mudd Elementary School is a regular public school in Waldorf, Maryland, serving students in pre-kindergarten through fifth grade as part of Charles County Public Schools. The school is located in a sprawling, auto-oriented suburb that is the largest commercial and residential area in Southern Maryland, functioning primarily as a bedroom community for commuters to the Washington, D.C. metropolitan area. Waldorf has no traditional downtown core; its commercial life is concentrated along major highways and at a regional shopping mall. The area has experienced dramatic growth over several decades, fueled by a large federal housing loan package that spurred the planned community of St. Charles, and it continues to grow, with a proposed rapid transit line representing a likely future development catalyst.
The school community is heavily diverse, with a large majority of students identifying as Black and a substantial share as Hispanic, along with smaller populations of students who identify as two or more races, white, Asian, and American Indian or Alaska Native. A large majority of the student body qualifies for free or reduced-price meals, a marker of economic need. Data on the shares of students with disabilities and English learners was not available. This enrollment context points to a school serving a population with significant economic diversity weighted toward lower-income households.
The school’s academic results, based on the 2024-25 Maryland state assessments, show that across the tested grades, a modest share of students met the state’s proficiency standard in English language arts, with a smaller share doing so in math, and a very small share doing so in science. In English language arts, the share of students scoring proficient was highest in third grade and fourth grade, and lower in fifth grade. In math, the share was lower across all grades, with fifth grade the weakest. In science, tested only in fifth grade, the share of students reaching proficiency was very small. These results are drawn from a single year of data, so there is no prior year for comparison. The school’s performance position relative to other schools in its county could not be assessed because of too few districts in the comparison set.
The school serves only elementary grades, so there is no graduation rate to report. Information on staffing, teacher qualifications, class sizes, and discipline rates was not available, nor were program offerings such as after-school activities, arts, or special academic tracks. The parent district, Charles County Public Schools, was researched for recent changes that would matter to families, but none met the bar for inclusion in this account.
For a family considering this school, the picture is clear. This is a high-needs elementary school in a growing suburban community with a long commute pattern to the D.C. area. The student body is diverse and economically disadvantaged. Academic achievement, as measured by state tests, is at levels that many families would want to investigate further with the school or district. Without broader data on staffing, programs, or peer performance, it is hard to gauge the full learning environment or opportunities a student might find here. A parent likely has many questions—about class sizes, teacher experience, enrichment offerings, and how the school supports students who are below grade level—that would best be answered by a direct conversation with the school or a visit.
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