• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1989
    ATTENDANCE RATE (%)
    95.0
    student Enrollment
    555
    Race/Ethnicity (%)
    African American....................... 14.9
    Hawaii/Pac. Islander.......................... -
    White.............................. 60.1
    Multiracial...................... 9.3
    Hispanic......................... 10.3
    American Indian/AK....................... -
    Asian.............................. -
    GENDER (%)
    Male................................ 50.4 
    Female........................... 49.6
    Special Services** (%)
    FARMS........................... 18.8
    504.................................. 3.9
    Special Ed..................... 7.8
    LEP................................. 2.6
    Title 1............................. No

     **Special Services Terms Glossary

    School Renovation Details - 2014 Kindergarten addition

Crofton Meadows Elementary School

Crofton Meadows

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

  • Students building toothpick towers

    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 Meadows strives to continually enhance our school culture. We strongly believe in caring for and educating the whole child. Our academic work is built on a foundation of relationships with each other, the students, their families, and the community. Without these positive relationships and fully addressing the social and emotional needs of the students, we recognize academic growth can be limited. This is why Crofton Meadows chooses to incorporate programs such as Positive Behavior Interventions and Supports (PBIS), Zones of Regulation, and Second Step into our daily schedule. 

    Our parents and community also believe in our approach and support our efforts by volunteering and supporting school programs. Our mentoring program pairs teachers, staff and community members with students who might need a little extra support. The Watch D.O.G.S. program recruits fathers and other adult males to volunteer in the school. Our PTO also supports many extracurricular activities and clubs throughout the year in addition to sponsoring several cultural assemblies for all students to learn about the global community in which they live. 
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    We believe the positive and caring culture at Crofton Meadows is the key to our success. In the spring of 2018, a significant majority of the students at Crofton Meadows indicated that they feel connected to the school community. Parental and community involvement continues to increase.  Results of the 2017-2018 MDS3 survey indicate that 89% of the students in grades 3-5 feel safe in school and 88% feel like they belong to the school. The data also indicates areas that need to be addressed. For example, 40% of the students in grades 3-5 feel that bullying is an issue. The staff and parents also indicate that the number of students who express concerns about anxiousness, stress, and trauma continues to increase. However, we believe that our focus on building relationships and supporting the social and emotional health of all students will address the negative influences our students face and provide them with a safe, nurturing environment to become academically successful.

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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