• DEMOGRAPHICS
    YEAR SCHOOL OPENED
    1931
    ATTENDANCE RATE (%)
    95.5%
    student Enrollment
    2038
    Race/Ethnicity (%)
    African American....................... 29.20
    Hawaii/Pac. Islander..........................
    White.............................. 41.85
    Multiracial...................... 5.99
    Hispanic......................... 18.16
    American Indian/AK....................... .49
    Asian.............................. 4.12
    GENDER (%)
    Male................................ 50.25 
    Female........................... 49.75
    Special Services** (%)
    FARMS........................... 40.46
    504.................................. 6.98
    Special Ed..................... 10.03
    LEP................................. no
    Title 1............................. 6.59%

     **Special Services Terms Glossary

    School Renovation Details - 1931, 1947, 1955, 1965, 1976; Buildings were added in the following order: D, F/B, C, E, A. This created the campus-style school.

Glen Burnie High School

Glen Burnie

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.
Expand All

  • read more

    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.

    As a long standing high school in Anne Arundel County, Glen Burnie High School maintains a dedicated force of alumni and community partners, evidenced by the GBHS Wall of Honor which highlights GBHS graduates who accomplished amazing things in our community, country, and even all over the world. Glen Burnie High School has been home to a number of committed staff members who have spent their entire careers teaching generations of community members. They, along with newer instructors, do more than present subjects they love; they establish relationships with and teach students from the community they have come to love as well. 

    At Glen Burnie High School, over 90% of our 9th grade students matriculate to 10th grade in one year. Well above the national average, 91 percent of our students graduate in four years.  Our graduates continue to receive increasing amounts of scholarship dollars and grants each year. Advanced Placement scores have trended upward for the last 5 years.  Our STEM Biomedical Medical Allied Health and Public Service Signature programs continue to draw increased numbers of students from around Anne Arundel County and provide opportunities for our student body.  As an AVID National Certified school and one of two WICOR high schools in AACPS, increased student enrollment is evidence of the interest in a college-going culture. Notwithstanding, some families in the community still face daily challenges due to economic hardships. These hardships cause them to struggle to create a balance between both school and family responsibilities.
Expand All

  • read more

    In the spring of 2018, we saw a need, through the analysis of attendance, performance, and discipline data, to increase the percentage of our community members who feel they are valued members of Glen Burnie High School. These factors are most important in getting our students to school and attaining a 90 percent daily attendance rate. The structure for supporting a culture of distributed leadership and involvement was in place; however, we saw that we could leverage these structures to improve the overall climate and success students need in order to thrive at school. Our re-designed School Improvement Charter structure now includes teams that deliberately address engaging instructional practices through AVID strategies around Writing Inquiry, Collaboration, Organization and Reading (WICOR), student and staff wellness, addressing all learners through rigorous instruction from STEM and Public Service Signature, and trauma informed teaching and leadership practices.

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.

    READ MORE