Our Impact:

In 2015 a group of determined leaders set out to open Baltimore Collegiate School for Boys and set an incredibly high bar of excellence for our “Collegiate Gents”. The 2016-17 PARCC results show that our boys have indeed achieved incredible things. Though we believe too much in the talent of our boys to ever stop raising the bar, we hope you’ll join us in celebrating their impressive accomplishments over this past school year.

Our boys have become leaders in Baltimore City, and our school has begun the difficult work of meeting every boy where he is and taking every boy where he needs to be. Baltimore Collegiate students who came to us at different levels of proficiency are all being raised up to meet their potential. Because our student population is 100% male and 99% African American, we benchmark ourselves both against the city and against African American males in the city.

Our first graph shows an increase in the number of students who were deemed “Proficient” on the PARCC exam from School Year 2015-16 (SY15-16) to School Year 2016-17 (SY16-17).

While we're incredibly proud of our students' proficiency numbers, we want to reiterate our promise to meet every boy where he is and take him where he needs to be. Because we want to ensure that we're not losing sight of those students who are not yet proficient or close to proficient, we also track closely the number of students who score either "proficient" or "near proficient" on the exam. Below you can see our progress.

And yet, despite our boys' exceptional performance in the "proficient" and "near proficient" categories, we are perhaps most proud of the graph below, which embodies our mantra "We will never give up on a boy". The number of students scoring "1" on the PARCC exam - the lowest possible score - dropped precipitously among Baltimore Collegiate students.

Baltimore Collegiate also scored incredibly well compared to its "neighbor schools" - four schools that Baltimore City designated as comparable to Baltimore Collegiate due to similarities in their poverty rates, population of Special Education students, and population of English-as-a-second-language students. Because Baltimore Collegiate's four neighbor schools (NACA, Friendship Academy, Baltimore Leadership School for Young Women, and New Era) do not all have elementary schools, only Middle School scores were measured.

Lastly, we are proud to say that a Baltimore Collegiate education builds upon itself. Not only did students who had been at Baltimore Collegiate for 2 years score significantly higher, they also improved their scores more than students who had only been at Baltimore Collegiate for one year. This reinforces the core of our belief in a liberal arts education: we are not merely teaching our students the content of their courses, we are teaching them how to learn. Congrats to our two-year cohort of Baltimore Collegiate gents who knocked it out of the PARCC!


Lastly, we want to say unequivocally that high test scores are not enough to get our gentlemen through college. Just as important are the social capital, confidence, and grit to succeed in a system that is not always built for our students. The Baltimore Collegiate Way was designed to ensure that every Collegiate Gent has the tools they need to leverage an incredible education and live a good life.