Thomas G. Pullen, Landover MD - Test Scores & Data

Original Research by School Decision on Thomas G. Pullen

Thomas G. Pullen is a regular public school in Landover, Maryland, serving kindergarten through eighth grade as part of Prince George's County Public Schools. It is a K-8 school, meaning students stay in one building from the early elementary years through middle school, which can create a stable, familiar environment across a long stretch of childhood. The school is large enough to offer multiple sections per grade but not so large that a student would feel lost. The student body is predominantly Black, with a smaller share of Hispanic students and a handful of white and multiracial students. Just over half of the students qualify for free or reduced-price meals, a sign that the school serves a community with real economic diversity.

State testing results from the most recent year show a clear split between English language arts and math. In ELA, students generally perform well. The share of students meeting the state’s proficiency bar climbs above half in every tested grade and reaches a strong level in sixth, seventh, and eighth grade, where a clear majority of students are on track. That is a genuine strength; a parent can reasonably expect their child to leave this school with solid reading and writing skills.

Math is a different story. Proficiency rates are lower, and they drop steadily as students get older. The elementary grades show a modest share of students meeting the mark, and by eighth grade the figure is very low. That gap is wide enough to concern a family whose child struggles with math or hopes to pursue a math-heavy track in high school. A parent may want to ask the school directly about math intervention supports, tutoring, and how the school plans to raise those numbers. Science and social studies results are also modest; about a quarter of fifth graders and more than a third of eighth graders are proficient in science, while eighth-grade social studies proficiency sits in a similar range.

Because the school ends at eighth grade, there is no graduation rate to report and no data on high school readiness beyond these test scores. The data also lacks information on chronic absenteeism, staffing, discipline, or course access, so a full picture of the school climate is not available from this set. A visit and conversation with staff would help fill those gaps.

Thomas G. Pullen sits inside the Prince George’s County public school system, a large district that has recently taken some notable steps. The district approved a budget increase that went toward teacher salaries and student support, launched a district-wide literacy initiative based on the science of reading, and conducted a boundary review that could affect school assignments in the near future. Any of these could touch Pullen families directly, especially the literacy push, which aligns with the school’s relative strength in reading.

Landover itself is an auto-oriented suburban community with no traditional downtown. It is a mix of subdivisions, industrial parks, and major roads, including the Capital Beltway. There are Metro stations nearby, so a family that relies on transit has options, but the day-to-day feel is car-dependent. The housing market in the area is moderately priced compared to the wider Washington region. Median home values sit below the state benchmark, and rents are also below what you would find closer to the city. The area has seen commercial transitions including the closure and demolition of a large mall, and county officials continue to plan for redevelopment along the Morgan Boulevard corridor.

For a family, this school offers a long, continuous academic pathway through middle school, with evidence that students build solid literacy skills along the way. The math results are a soft spot that deserves attention. The community is familiar suburban Maryland, with good transit access and relatively attainable housing, but it is not a walkable, dense destination. The district’s recent initiatives and boundary work suggest that change is coming, and families should watch how those developments affect Pullen’s programs and attendance zones.

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Academic performance

How students perform on state tests, by grade, set against the district.

Math

Grade 325%

School 25% · district not reported

▼ 12 pts below state median · ▲ 4 pts above county median

Grade 422%

School 22% · district not reported

▼ 6 pts below state median · ▲ 10 pts above county median

Grade 516%

School 16% · district not reported

▼ 5 pts below state median · ▲ 6 pts above county median

Grade 646%

School 46% · district not reported

▲ 32 pts above state median · ▲ 38 pts above county median

Grade 731%

School 31% · district not reported

▲ 18 pts above state median · ▲ 22 pts above county median

Grade 813%

School 13% · district not reported

▲ 7 pts above state median · ▲ 8 pts above county median

English language arts

Grade 357%

School 57% · district not reported

▲ 10 pts above state median · ▲ 24 pts above county median

Grade 459%

School 59% · district not reported

▲ 14 pts above state median · ▲ 28 pts above county median

Grade 542%

School 42% · district not reported

▲ 2 pts above state median · ▲ 13 pts above county median

Grade 679%

School 79% · district not reported

▲ 34 pts above state median · ▲ 36 pts above county median

Grade 771%

School 71% · district not reported

▲ 23 pts above state median · ▲ 32 pts above county median

Grade 869%

School 69% · district not reported

▲ 25 pts above state median · ▲ 32 pts above county median

Science

Grade 523%

School 23% · district not reported

▲ 4 pts above state median · ▲ 13 pts above county median

Grade 838%

School 38% · district not reported

▲ 11 pts above state median · ▲ 23 pts above county median

Social studies

Grade 827%

School 27% · District 21% · ▲ 6 pts above district

▼ 4 pts below state median · ▲ 7 pts above county median

This schoolPrince George's County Public Schools, same grade

Graduation rate (ACGR) reflects the federally published Adjusted Cohort Graduation Rate for the most recent year available. We refresh this data annually at the close of each academic year in June. The federal source publishes a banded rate (for example, "90-94%") instead of an exact number for cohorts small enough to risk identifying individual students. The state distribution chart, where shown, plots every school in the state with a published rate or band; schools whose rate is federally suppressed are excluded. Where the federal source publishes a band rather than an exact rate, the school is placed within its band using a stable, ID-derived offset, so its position is consistent across visits.

Proficiency by household income

English language arts

Grade 3Lower-income8%Higher-income23%15 pp gap

Grade 4Lower-income10%Higher-income15%6 pp gap

Grade 5Lower-income17%Higher-income25%8 pp gap

Grade 6Lower-income53%Higher-income69%16 pp gap

Grade 7Lower-income33%Higher-income44%10 pp gap

Grade 8Lower-income9%Higher-income31%22 pp gap

Mathematics

Grade 5Lower-income9%Higher-income10%2 pp gap

Grade 6Lower-income14%Higher-income20%5 pp gap