The top reported proficiency rate is 40% in English language arts. The lowest is 22% in Science.
Original Research by School Decision on Park Hall Elementary
Park Hall Elementary serves students from prekindergarten through fifth grade in the unincorporated rural community of Park Hall, Maryland, part of St. Mary’s County Public Schools. The area around the school is residential and rural, shaped by its proximity to Patuxent Naval Air Station, a major employer that influences the local population and economy. The school sits on Hermanville Road, a typical country thoroughfare, and there is no downtown or commercial core within walking distance. Residential growth has been modest; the former Park Hall Airport was redeveloped into the Fox Meadow subdivision, and housing within the school’s zip code is priced at a level that sits near the state’s typical home value.
The school enrolls a student body that is diverse across multiple dimensions. The largest racial or ethnic groups are Black students and white students, each making up a substantial share of enrollment, followed by students who identify as two or more races and a smaller share of Hispanic students. Just over half of the students qualify for free or reduced-price meals, which is a common marker of economic need across Maryland’s public schools. The enrollment is reported without information on students with disabilities or English learners, so a parent may want to ask the school directly about the support services available in those categories, particularly if those needs are relevant to their child.
State testing results from the 2024-25 school year show a mixed picture across grade levels and subjects. In third-grade reading, performance landed in a range that suggests about half of students met proficiency standards, a reasonable outcome for that grade. Fourth-grade reading came in lower, with under half proficient, and fifth-grade reading was lower still. In math, the pattern was similar: third-grade math had a proficiency rate that was modest but notably stronger than the upper grades, while fourth and fifth grade math proficiency rates were lower. Fifth-grade science proficiency was also low. Across all tested grades and subjects combined, the school’s overall proficiency rate in reading was moderate, while the combined math rate was lower. The data covers only one year, so there is no trend to assess whether these results represent a typical year or an anomaly.
Because the school serves only elementary grades, there is no high school graduation rate to report. The comparison tool that positions this school among other schools in the county could not generate a ranking because only one district operates in St. Mary’s County for this purpose. That means a family looking for a neighborhood benchmark will need to look at individual school results from surrounding elementary schools within the same district rather than rely on a countywide comparison.
The classroom context at Park Hall Elementary is shaped by the fact that it is a regular public school, not a charter or magnet. No information was available on the school’s staffing ratios, teacher credentials, or disciplinary climate, all of which are details a parent may wish to follow up on during a visit or by contacting the school directly. The district itself did not have any major recent changes publicly reported that would affect daily operations or programming.
For a family considering Park Hall Elementary, the school offers a standard pre-K through fifth grade pathway in a rural setting with a diverse student population. Academic performance is uneven, with third grade reading as a relative bright spot and upper-grade math and science showing clear soft spots that warrant a closer conversation with the school about how those subjects are taught and what interventions are in place. The economic context of the community, anchored by the naval air station, provides a stable employment base, and the housing market is priced at a level typical for the state. A parent should weigh the school’s academic profile against their child’s specific needs and look into supports for students who are behind grade level or who might need enrichment.
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