The top reported proficiency rate is 24% in English language arts. The lowest is 12% in Science.
Original Research by School Decision on Cooper Lane Elementary
Cooper Lane Elementary is a regular public school serving pre-kindergarten through sixth grade in Prince George’s County, part of the large Prince George’s County Public Schools system. The student body is diverse, composed predominantly of Hispanic and Black students; White, Asian, and multiracial students make up small shares. A very high proportion of students come from low-income households, as indicated by eligibility for free or reduced-price lunch — a level of economic need that places the school in a high-poverty context.
On the Maryland state assessments (MCAP for math and English language arts, MISA for science) for the most recent testing year, performance across all tested grades and subjects was notably low. In mathematics, the share of students meeting proficiency standards was in the single digits or low teens, with some grades showing especially weak results. In English language arts, proficiency rates were somewhat higher but still in the range of one-fifth to just over one-quarter of students. In fifth-grade science, proficiency was around one-tenth of students. Only one year of assessment data was available, so there is no basis for evaluating trends. No graduation rate applies here, as the school does not serve high school grades. The comparison set — relative to districts in Prince George’s County — could not produce meaningful rankings because the cohort was too small; the school was not placed against its peers in the county.
Data on student discipline, staffing, attendance, and program offerings was not available in the record, so those dimensions of school life cannot be described here. Families may want to ask the school directly about teacher qualifications, class sizes, and enrichment or intervention programs that support student learning.
The school is located in Landover Hills, a small, primarily residential town inside the Washington, DC Beltway. The town is geographically compact, built on former farmland and developed as an early suburban subdivision in the mid-twentieth century. It has no traditional downtown core; civic life is centered on Town Hall, and the Crestview Square shopping center provides limited commercial activity. The area is largely built out, with mature trees and a suburban street grid. Housing is mostly single-family homes, and recent population estimates suggest a slight decline after decades of fluctuation. The town is close to the New Carrollton Metro and MARC station, making commuting to Washington, DC, convenient. No major private employers are located within town limits, and the local economy is dominated by municipal services and commuting patterns.
Cooper Lane Elementary sits within a district undergoing several changes that could affect families. Prince George’s County Public Schools approved a budget increase for teacher salaries and student supports, adopted a district-wide literacy initiative based on the science of reading for elementary students, and conducted a boundary review that may alter attendance zones for some schools starting in the near future. These initiatives signal a district focus on instructional consistency and facility management, though how they play out at the individual school level is not yet clear from the available data.
For a parent or resident evaluating Cooper Lane Elementary, the central takeaway is straightforward. This is a neighborhood school serving a high-need population in a small, built-out suburb inside the Beltway. Academic achievement as measured by state tests is well below typical standards, a pattern common among schools serving similar demographic profiles. Families considering this school should investigate what academic interventions, special education services, and English learner supports are available, as well as the school’s climate and non-academic offerings. The town itself offers a quiet, convenient base for commuters, but with limited local amenities and no space for major new housing. The school’s place within a large district means district-level decisions on boundaries and curriculum may shape the experience as much as anything happening inside the building.
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