The top reported proficiency rate is 49% in English language arts. The lowest is 25% in Science.
Original Research by School Decision on Grasonville Elementary School
Grasonville Elementary School serves students from prekindergarten through fifth grade in the town of Grasonville, a census-designated place on Maryland’s Eastern Shore. The community has a rural feel, with most residents owning their homes, and its modest shops and older homes line the scenic two-lane Route 18 near the Kent Narrows waterway. The area has seen a slight population decline in recent years, and median household income has risen, though the school’s share of students eligible for free or reduced-price meals is substantial, pointing to a mix of economic backgrounds among families.
The student body is predominantly white, with a notable Hispanic presence and smaller shares of Black students and students identifying with two or more races. Information on the number of students receiving special education services or classified as English learners was not available from the data provided, so a parent with a child in either category would want to ask the school directly about its support structures and staffing.
In academic performance, the picture is mixed and varies by grade and subject. On the state’s MCAP assessments in math and English language arts, the proportion of students scoring at the proficient level or above was around the halfway mark in several grades, with some grades exceeding that level and others falling short. For example, fourth graders posted a higher proficiency rate in reading than the other two tested grades, while fifth graders in both math and reading had lower rates. The statewide science assessment, taken by fifth graders, showed a much lower proficiency rate, and a parent may wish to inquire about the school’s science curriculum and lab resources. Because only a single year of assessment data was available, there is no way to see whether these results represent a change from prior years.
The school does not serve high school grades, so there is no graduation rate to report. Nor was there sufficient data to compare Grasonville Elementary’s overall performance against other schools in Queen Anne’s County, as the available comparison set for the county’s districts was too small to produce a meaningful benchmark. That limitation means the reader cannot gauge how these results stack up against nearby elementary schools using the same metrics.
Classroom resources and school environment details were limited in what was provided. No information on discipline rates, chronic absenteeism, staffing levels, or course access was present. The school is a regular public school, not a charter or magnet, and it serves the full elementary grade span. Its location in a small Eastern Shore village means that many families likely commute to nearby towns for work or shopping, and the school itself sits along the historic Main Street corridor.
For a family considering Grasonville Elementary, the academic profile points to an elementary school where about half of students in most tested grades meet state standards in reading and math, with somewhat lower results in science. The school serves a diverse community economically and racially, but the lack of data on special populations and on school climate topics such as attendance and discipline means those are open questions worth exploring directly with the school. The stability of the local population and the rural, owner-occupied character of the town suggest a settled community, and the absence of any notable recent district changes reported in the search implies that the school’s program and leadership have not been subject to major public restructuring or controversy in the immediate past.
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