The top reported proficiency rate is 27% in English language arts. The lowest is 5% in Math.
Original Research by School Decision on Choptank Elementary School
Choptank Elementary School serves students in pre-kindergarten through fifth grade in Cambridge, Maryland, as part of Dorchester County Public Schools. The school sits on Mace’s Lane in a small city that blends residential neighborhoods, a revived historic downtown, and light industry along the Choptank River. Cambridge’s economy has seen a lift from the Hyatt Regency Chesapeake Bay resort and from manufacturing and food processing, and the city’s population has grown slowly but steadily. The downtown has been designated a Maryland Main Street community, and heritage tourism is a stated priority. By census measures, Cambridge is diverse and has a modest median household income relative to state averages, with a notable poverty rate. The school itself draws from the surrounding community, and the student body reflects that diversity.
Academically, the most recent state assessment results from the 2024-25 school year show a challenging picture. On the Maryland Comprehensive Assessment Program (MCAP) in mathematics, proficiency rates were low across the tested grades. In third grade roughly one in seven students scored proficient; in fourth grade no students reached the proficient level; in fifth grade the rate was similarly small. English language arts results were higher but still below what many families would hope for: about three in ten third graders and fourth graders met the bar, and about one in five fifth graders did. On the Maryland Integrated Science Assessment (MISA) for fifth graders, the proficiency rate was also low. Because the data covers only a single year, no trend can be assessed, and the comparison against other districts in Dorchester County is not meaningful since the county contains only one district. A parent considering Choptank Elementary would benefit from looking into the school’s approach to academic support and intervention, given the widespread gaps in grade-level proficiency.
The school serves an enrollment that is small for a PK-5 building. Every student qualifies for free or reduced-price meals, placing Choptank in a high-poverty context. The student population is predominantly Black, with a substantial Hispanic share and smaller numbers of white students and students identifying as two or more races. Information on students with individualized education plans or English learner status was not available in the data provided. The school is a regular public school, not a charter or magnet, and it operates under the Dorchester County Public Schools district. No information was available about program offerings, staffing ratios, or discipline practices, so those aspects cannot be characterized here.
The housing market in the Cambridge area is moderate compared to state benchmarks. Home values in the ZIP code have been rising at a modest pace, and the local economic context includes a national unemployment rate that has held steady and a median household income that matches the national figure. Cambridge’s growth has been incremental, with ongoing downtown revitalization but no large-scale new housing projects reported in available sources. The city functions as the county seat, with government, tourism, and light manufacturing anchoring employment.
For a family weighing options, Choptank Elementary sits in a community with a distinct sense of place and a mix of economic activity, but the school’s academic performance numbers indicate that the majority of students are not meeting state standards in reading, math, or science. This is a school where the challenges of poverty are concentrated, and a parent would want to understand what specific interventions and supports the school offers to help students build foundational skills. The school’s small size and grade span may allow for a more individualized environment, but the available evidence does not offer details on how that plays out in practice. Missing data on special education, English learner services, and discipline mean that a fuller picture would require direct inquiry with the school or district.
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