The top reported proficiency rate is 60% in English language arts. The lowest is 27% in Science.
Original Research by School Decision on William Tyler Page Elementary
William Tyler Page Elementary serves students from prekindergarten through fifth grade in Silver Spring, a diverse and densely populated edge city in southeastern Montgomery County that borders Washington, D.C. The school is part of Montgomery County Public Schools, a large district that commands a substantial share of the county’s overall budget, a fact that shapes both local tax burdens and the resources available to schools like this one. Page Elementary operates as a regular public school, not a charter or magnet, and it serves a neighborhood attendance zone within the greater Silver Spring area.
The student body is notably diverse. The largest demographic groups are students who identify as Black and Hispanic, together making up the majority of the school, followed by a substantial share of White students and a smaller group of Asian students. A modest share of the student body qualifies for free or reduced-price meals, placing the school in a mid-range economic context relative to other elementary schools in the county. Data on the share of students with individualized education programs or English learner status was not available in the record, so a parent may want to ask the school directly about special education services and language supports.
On state assessments administered in the 2024-25 school year, Page Elementary’s results varied by grade and subject. In English language arts, solid majorities of third and fourth graders met or exceeded the state’s proficiency standard, while fifth graders had a more moderate showing, with about half reaching that bar. Math performance was more uneven. Third and fourth graders posted moderate proficiency rates, but fifth graders’ math scores were lower, with a smaller share achieving proficiency. In science, which is tested only in fifth grade, the share of students reaching the proficiency mark was lower still. Across the tested grades, the school’s combined proficiency rate in English language arts was measurably higher than its combined math rate. These patterns suggest that literacy instruction is a relative strength, while math and science outcomes, particularly in the upper elementary grades, are areas where the school may be working to improve. Because only one year of data was available, it is not yet possible to see whether these results represent a steady state or a shift.
The school sits in a community that has seen significant downtown redevelopment over the past two decades. Silver Spring’s core is urbanized and walkable, anchored by a major transit center that connects residents to the Washington Metro, MARC trains, and bus lines, with a new light rail line expected to open in the near future. The surrounding neighborhoods inside the Capital Beltway offer a mix of older housing stock and newer mixed-use development. Housing values in the area are above national and state medians, reflecting the broader Montgomery County market, and the cost of renting is also elevated relative to national averages. This is a region where household incomes tend to be higher than the national median, but the price of housing, whether renting or buying, consumes a significant share of income for many families.
The district itself has made some recent changes that affect elementary families. A new literacy curriculum was introduced district-wide starting in the previous school year, replacing the prior reading and language arts materials. That means all elementary students at Page Elementary are now learning under that newer framework. The district is also conducting ongoing boundary studies as part of long-term facilities planning, which could eventually lead to changes in attendance zones, though no specific changes have been announced for this school.
For a family considering this school, the profile that emerges is of a large, diverse elementary school in a transit-connected, urbanized suburb with high housing costs. The academic picture shows stronger literacy outcomes in the earlier tested grades and a noticeable drop in math and science proficiency by fifth grade, which is worth a closer conversation with the school about what interventions or supports are available for upper-grade students. The school’s racial and economic diversity is a defining characteristic, and that composition may matter to families weighing the peer environment. The district’s overall fiscal commitment and its recent curriculum overhaul provide a backdrop of stability and intentional change, but the ongoing boundary analysis means that the question of which middle school or high school a child would eventually attend may be subject to revision.
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