• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1955
    ATTENDANCE RATE (%)
    94.9
    student Enrollment
    789
    Race/Ethnicity (%)
    African American....................... 44.2
    Hawaii/Pac. Islander.......................... -
    White.............................. 17.2
    Multiracial...................... 9.0
    Hispanic......................... 18.1
    American Indian/AK....................... -
    Asian.............................. 10.7
    GENDER (%)
    Male................................ 51.5 
    Female........................... 48.5
    Special Services** (%)
    FARMS........................... 44.5
    504.................................. 3.1
    Special Ed..................... 7.5
    LEP................................. 17.9
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details - 2008, 2015 New building, 4 classroom addition

Hebron-Harman Elementary School

Key Challenges to Student Success

  • The students who attend Hebron-Harman Elementary School are influenced daily by events, situations, and circumstances that occur at home and in their neighborhood.  While there are numerous factors that contribute to student achievement at Hebron-Harman Elementary, the school leadership team has narrowed its focus to the following challenges to student success, with the acknowledgement that this is not an all-inclusive list and that some students may be affected by other opportunities or issues in their young lives. 

    This school's key challenges to student success are also noted in the boxes shown below.

  • Traditional MSDE and/or school-based student challenges

    • Numbers of FARMS students
    • PARCC Scores - Mathematics (Elementary grades 3, 4, 5)
    • PARCC Scores - English/Language Arts (Elementary grades 3, 4, 5)

    Our PARCC data for math influenced our indicator choice since this is a consistent area of challenge for both our students and our teachers. The following was chosen: Focus on targeted strategies differentiated for students of poverty to increase the understanding and application of major content in mathematics. Our school story is primarily influenced by the MD3 School Survey regarding our school's climate and community.

    In reviewing PARCC data, there is a continued trend with students who are FARMS still underperforming and still scoring 1, 2 or 3 on the math PARCC test.

    We did not select this indicator for the School Improvement Plan.

  • Non-Traditional Socio-Economic Challenges

    • Socio-Economic Issues (employment, income levels, housing costs)
    • Businesses/Job Market, Inclusion of programs of choice

    Our school story included information related to the Maryland Live Casino, which has increased job opportunities, and employment that has increased families moving to the area. There has also been, based on the increase in the casino and other hotels and businesses, more housing. We are also impacted by the military and government contracts which also increase our student enrollment.

  • HISTORICAL SCHOOL & COMMUNITY CHALLENGES THAT HAVE INFLUENCED THE WRITING OF THIS SCHOOL'S STORY

    • Socio-economic community issues (employment, income levels, housing costs)
    • Significant changes over time in student/community demographics
    • Significant increase/reduction in student enrollment numbers

  • Hebron