The reported proficiency rate for Science is 8%.
Original Research by School Decision on Largo High
Largo High sits in Upper Marlboro, a small incorporated town that serves as the seat of Prince George’s County. The school itself, a regular public high school serving grades nine through twelve, is part of Prince George’s County Public Schools, a large district whose administrative offices are a short walk from the downtown courthouse and county government complex. The town is a mix of government buildings and quiet residential streets; the surrounding Greater Upper Marlboro area is more sprawling, with housing developments and horse farms. A notable open question for the area is whether the county seat will eventually move to nearby Largo, a discussion that has been underway for decades and shapes the town’s long-term development outlook.
The student body is large and predominantly Black, with a substantial share of students who are Hispanic, and a small number of students who are white or Asian. A significant majority of students qualify for free or reduced-price meals, which is a common indicator of economic need in public school data. The school’s enrollment tapers from a sizable ninth-grade class down to smaller eleventh and twelfth grade classes, a pattern that can reflect a range of factors a parent may want to understand better from the school itself.
State testing data for Largo High is thin. For the 2020-21 school year, the only reported statewide assessment result is for eighth-grade science, and those scores show a very low proficiency rate, though the number of students tested was very small and the assessment was an early-fall version given under unusual pandemic conditions. The school does not serve eighth graders in its regular high school program, so a parent would want to ask the school which students took that test and why only those results appear. The most recent data available is a single-year snapshot for English language arts from the 2024-25 school year, which shows fewer than half of students at the proficient level. No math results are available for recent years, and no graduation rate appears in the record the school has provided. The gaps in academic data make it difficult to get a full picture of student performance trends. The district itself has implemented new literacy curricula aligned with the science of reading and has approved budget increases for teacher salaries and student support, but how those district-level efforts reach Largo High specifically is not clear from the data at hand.
Housing in the Largo zip code is moderately priced compared to national benchmarks, with home values that have been essentially flat year over year. Monthly mortgage costs are estimated to be somewhat above the national median rent for the area, which itself has risen slightly. The combination of stable home values and a large share of students from lower-income households suggests a community where families’ economic circumstances vary considerably.
The school does not offer data on discipline, course access, staffing ratios, or attendance. Without those elements, a family considering Largo High would have to rely on direct conversations with the school to understand class sizes, available Advanced Placement or career and technical education programs, and the school’s overall climate. The absence of a graduation rate is particularly notable for a high school, and the lack of chronic absenteeism data means there is no clear way to gauge how consistently students attend class.
Largo High is a large, predominantly Black high school in a small county-seat town that is stable in size but sits within a broader area experiencing housing growth. The available evidence points to a school where economic need is common, academic performance data is limited and shows low proficiency in the handful of results that exist, and key measures that families typically use to evaluate a high school are simply not reported here. A parent would want to explore further with the school and district to fill in the many gaps before forming a judgment.
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