• 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

Strategic Plan Indicators

  • After each school leadership team reflected on its school culture, community, and the key contributing factors to student growth, they used this information to select the Strategic Plan Indicators that would have the greatest positive impact for their students.  Each school was directed to select two to six indicators on which to focus during the 2018-19 school year.  Certainly, we all know that if we focus narrowly and deeply, we are more likely to realize positive results.  The indicators that this school’s leadership team selected are noted below.
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  • 2019-2020 Strategic Plan Indicator(s) Chosen by the School - 7,9 (expand to view details)

    Indicator 7. INCREASE THE PERCENTAGE OF STUDENTS IN GRADES 9-12 WHO MEET OR EXCEED EXPECTATIONS ON STANDARDIZED ENGLISH AND MATHEMATICS ASSESSMENTS

    Indicator 9. INCREASE THE PERCENTAGE OF 9TH GRADERS WHO MATRICULATE TO 10TH GRADE STATUS AFTER ONE YEAR

    We eliminated the use of indicator 10 for two reasons. One, to narrow our focus on the two indicators that we felt we can directly impact students in the classroom every day. Two, the change of the state survey and not being able to directly analyze the data in moving from the MDS3 survey to the new climate survey.

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  • 2018-2019 Strategic Plan Indicator(s) Chosen by the School - 7, 9, 10 (expand to view details)

    Indicator 7. INCREASE THE PERCENTAGE OF STUDENTS IN GRADES 9-12 WHO MEET OR EXCEED EXPECTATIONS ON STANDARDIZED ENGLISH AND MATHEMATICS ASSESSMENTS

    Indicator 9. INCREASE THE PERCENTAGE OF 9TH GRADERS WHO MATRICULATE TO 10TH GRADE STATUS AFTER ONE YEAR

    Indicator 10. INCREASE THE PERCENTAGE OF STUDENTS ATTENDING SCHOOL ON A DAILY BASIS

Strategic Journey

  • Throughout the next 3 years, schools will focus on their chosen Strategic Plan Indicators as the drivers to increase student engagement and achievement within their schools.  They will choose strategies to help them grow or increase within each indicator and will monitor and evaluate the student and school changes that take place along the journey.  Below you will see what this school imagines their students and school to look like in 2021 after having focused and worked on their chosen indicators for three years.

Our Vision of Success: 2021

  • Teachers and school leaders are working to increase the number of students passing the Algebra 1 and English 10 MCAP. Drilling down to performance on each indicator and designing an instructional response in collaborative teams is contributing to the growth in achievement we are seeing this year. Our focus now and going forward has been to identify those students achieving scores in the PLD 3 and 4 and increasing to all  scores to PLD 4 and above. Those students are exposed to re-teaching and classroom instructional practices through the Teach-Assess-Reteach-Assess cycle allowing them to practice until they achieve mastery.

    As a result of the above efforts, students will see growth in achievement on MCAP Algebra and English Assessments. An increased number of students will score in PDL 4 and above. Students will also believe that their teachers are working hard to help them succeed. Students will say they have teachers who care about them and do a good job explaining and reviewing skills and concepts.

    Through embedding WICOR, overlaying programs of choice, and providing differentiated and/or specialized instruction in all classes, we expect positive results. We will see students  experience success, promotion, and graduation. Teachers will see students enthusiastically engaged in their learning, well beyond passive compliance.
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    In 2018, 94 percent of 9th graders were promoted. We want to increase this percentage. A new structure to ensure our students promote from grade 9 to 10 is the creation of a 9th Grade Support Team including administration, counselors, Alt. 1 Teachers, and more that is focused on the 9th grade students and their unique challenges. From teaching students  to read and understand transcripts to learning organizational skills, the goal is to give students accessible tools and ability to see the pathways available to them throughout high school.

    Students will be able to see their progress in high school. With access to grade reports, report cards, and transcripts, they will know how close they are to success and find ways to get there. Students will feel as though Glen Burnie High School has prepared them for life beyond 9th grade and high school.

    Adults that engage with 9th graders will see that students understand the importance of taking high school seriously. They will see students are taking ownership of their grades and becoming accountable for doing the work they need to do to be successful. Promoting to the 10th Grade will no longer be a focus for students from adults. Instead, promoting to the 10th grade on the first try will be "how we do business" at Glen Burnie High School. 

    Glen Burnie High School has been, and always will be, about the people that make it a special place for students and the community. Through the hiring of teachers and staff, development of school leadership, and additional staff positions such as a Community Ambassador, we will do everything we can to ensure that every child can identify at least one caring adult to support them in their success.  The people, and not programs, will help students come to school and overcome barriers to succeed.