• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1972
    ATTENDANCE RATE (%)
    95.0
    student Enrollment
    689
    Race/Ethnicity (%)
    African American....................... 19.0
    Hawaii/Pac. Islander.......................... -
    White.............................. 62.0
    Multiracial...................... 4.9
    Hispanic......................... 8.1
    American Indian/AK....................... -
    Asian.............................. 5.6
    GENDER (%)
    Male................................ 48.7 
    Female........................... 51.3
    Special Services** (%)
    FARMS........................... 7.2
    504.................................. 3.1
    Special Ed..................... 6.9
    LEP................................. 2.8
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details - 1999, 2003, 2015 Revitalization

Crofton Elementary School

Crofton

Who We Are: Our Community and School Culture

  • Each of our schools’ leadership teams analyzed the factors that impact their students’ ability to engage deeply and achieve academic success. They shared stories of their students and families, some of whom are facing serious challenges associated with physical wellness, social-emotional stability, unique learning needs, family security, mental health, violence, and food/housing uncertainties. They discussed the obstacles that their students face daily when preparing to come to school on time, ready to learn.
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    Questions such as the following drove discussions around Anne Arundel County: 

    • What are the challenges and obstacles that negatively affect our students’ engagement and achievement most significantly and why?
    • Are we analyzing our data and listening closely to learn about all of our students when we seek to understand our learners’ social-emotional and academic struggles?
    • How do cultural differences, language challenges, transportation difficulties, health problems, and frequent family relocation (mobility) serve as obstacles to school success for our students?
    • What resources and supports are available within AACPS and across our county to support students and families in need?  How do we help our families receive the supports they need?

Our School Culture

  • Below is the school’s story as seen through the eyes of school leaders. They discuss the culture of their school and the community.

    Crofton Elementary is the heart of the Crofton community where students want to learn, teachers want to teach, and parents want to send their children. As an EGATE school and the recipient of the Exemplary Literacy Award from the Maryland Reading Council, Crofton Elementary values building positive relationships and providing rigorous and engaging instruction in a safe, respectful, and culturally responsive environment. The positive school culture is evident through the supportive interactions between students, staff, and administration. While safety is maintained as a priority, the care and well-being of each stakeholder is emphasized and contributes to a sense of belonging and acceptance. 

    The school culture at Crofton Elementary can be described as a positive and welcoming learning environment where students experience challenging instruction across all content areas. Teachers and staff are valued and supported by administration and families of students enjoy attending and participating in school community events. A strong culture of literacy is evident through daily activities inside and outside of school. 

    Crofton Elementary has a vibrant and active PTA which supports the school in a variety of ways; WatchDOG program, reading incentives, technology support and a growing and passionate group of parents that volunteer regularly. The Crofton Elementary PTA also plans and implements community events where families can come together to socialize and learn. Fall and Winter Festivals, Family Game Night, Family Dinners and Movie Nights are regularly planned to encourage community involvement. The PTA has partnerships with Ledo’s Pizza, Nando’s, Molloy’s Irish Pub and Grill, Team Surlis of RE/MAX, Carrabba's Italian Grill and several community businesses who donate food and supplies when needed.
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    Crofton Elementary has  positive behavior incentive programs utilized in all classrooms. Students can be nominated to be Cubby of the Week where they are celebrated for being kind, respectful and helpful. Students receive an incentive and a certificate and picture with CES administrators to take home and share. Staff members can give any student a Cub Kudo stamp on their Kudo chart when they demonstrate daily acts of kindness and respect. Completed Kudo charts can earn prizes such as a lunch bunch, visit to the treasure box, extra privileges and time in the school Game Room.

    With the changing student population as indicated above, Crofton Elementary is committed to ensuring all students are provided with equitable access to learning and extracurricular activities. The increased communication and strong relationship between the school, school support teams, and families have contributed to the positive and welcoming school culture. More students are able to participate in many learning opportunities at Crofton Elementary because possible barriers that may have prohibited participation or access are identified and addressed immediately. Data from the 2018-2019 school climate survey indicates an upward trend in students’ sense of belonging from 90% (2017-2018 MDS3 Survey) to 96.4%. Crofton Elementary strives to create an inclusive school culture where ALL (100%) students feel like a valuable member of the school community.

CHALLENGES TO STUDENT SUCCESS

  • The leadership team in each AACPS school reviewed all of the factors that may influence their students’ engagement and achievement in school; these challenges include academic data elements, community history, and socio-economic aspects of each community. The school’s leadership team identified the following elements as impactful for their students.

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