Compare education: Baltimore MD vs Lake havasu city AZ
Education Levels
The educational attainment in the area helps gauge the workforce's skill level and economic potential.
Education Level | Baltimore | Lake havasu city |
---|---|---|
No Schooling | 1.2% (6,683) | 1.1% (664) |
High School Diploma | 16.8% (95,744) | 20.8% (12,284) |
Less than High School | 11.9% (67,970) | 12.8% (7,543) |
Bachelor's Degree and Higher | 25.1% (143,174) | 14.2% (8,359) |
Education Levels Comparison: Baltimore vs Lake havasu city
- A larger percentage of residents in Baltimore have no formal schooling at 1.2%, compared to 1.1% in Lake havasu city.
- The rate of residents with high school diplomas is higher in Lake havasu city at 20.8% compared to 16.8% in Baltimore.
- The percentage of residents with less than a high school education is higher in Lake havasu city at 12.8%, compared to 11.9% in Baltimore.
- A higher percentage of residents in Baltimore hold a bachelor's degree or higher at 25.1%, compared to 14.2% in Lake havasu city.
Impact of Education on Community
Education plays a crucial role in shaping the quality of life and economic conditions of a community. Higher education levels are often associated with better job opportunities, higher income, and improved quality of life. Conversely, lower education levels can contribute to higher crime rates and increased cost of living due to limited economic opportunities. Understanding the educational landscape of an area can provide valuable insights into its social and economic dynamics.
Schools Overview of Baltimore
Explore the educational landscape of the area through detailed information about local schools. This includes data on school levels, teacher and student numbers, diversity, and graduation rates, which can help in evaluating the quality of education available. This data list of schools is only for Memphis, TN. If you want to see the list of schools for Lake havasu city, please click here.
Name | Level | Teachers | Students | Teachers/Students | By race | Male/Female | Grad. Rate |
---|---|---|---|---|---|---|---|
The Seed School of Maryland | High | 40 | 403 | 1/10 | asian: 0 black: 389 hispanic: 8 white: 2 other: 4 |
206/ 197 | 95 |
Belle Grove Elementary | Elementary | 25 | 311 | 1/12 | asian: 12 black: 69 hispanic: 113 white: 89 other: 28 |
146/ 165 | None |
Brooklyn Park Elementary | Elementary | 36 | 484 | 1/13 | asian: 8 black: 120 hispanic: 175 white: 155 other: 26 |
250/ 234 | None |
Brooklyn Park Middle | Middle | 59 | 775 | 1/13 | asian: 21 black: 196 hispanic: 194 white: 293 other: 71 |
346/ 429 | None |
Park Elementary | Elementary | 38 | 507 | 1/13 | asian: 9 black: 119 hispanic: 191 white: 139 other: 49 |
255/ 252 | None |
Abbottston Elementary | Elementary | 22 | 346 | 1/15 | asian: 2 black: 300 hispanic: 34 white: 6 other: 4 |
185/ 161 | None |
Arlington Elementary | Elementary | 26 | 469 | 1/18 | asian: 0 black: 344 hispanic: 111 white: 6 other: 8 |
238/ 231 | None |
Armistead Gardens Elementary/Middle | Elementary | 56 | 756 | 1/13 | asian: 2 black: 74 hispanic: 537 white: 122 other: 21 |
383/ 373 | None |
Arundel Elementary | Elementary | 27 | 427 | 1/15 | asian: 0 black: 385 hispanic: 24 white: 10 other: 8 |
207/ 220 | None |
Dr. Nathan A. Pitts-Ashburton Elementary/Middle | Elementary | 23 | 316 | 1/13 | asian: 1 black: 296 hispanic: 15 white: 2 other: 2 |
169/ 147 | None |
Baltimore City College | High | 83 | 1497 | 1/18 | asian: 27 black: 974 hispanic: 210 white: 241 other: 43 |
592/ 905 | 93.44 |
Baltimore Polytechnic Institute | High | 77 | 1555 | 1/20 | asian: 80 black: 938 hispanic: 213 white: 292 other: 30 |
794/ 761 | 95 |
Barclay Elementary/Middle | Elementary | 27 | 435 | 1/15 | asian: 6 black: 326 hispanic: 85 white: 13 other: 5 |
233/ 202 | None |
Charles Carroll Barrister Elementary | Elementary | 27 | 309 | 1/11 | asian: 6 black: 121 hispanic: 138 white: 41 other: 3 |
155/ 154 | None |
Bay-Brook Elementary/Middle | Elementary | 37 | 710 | 1/19 | asian: 0 black: 366 hispanic: 262 white: 63 other: 19 |
359/ 351 | None |
Beechfield Elementary/Middle | Elementary | 34 | 583 | 1/17 | asian: 4 black: 524 hispanic: 28 white: 21 other: 6 |
313/ 270 | None |
Belmont Elementary | Elementary | 16 | 181 | 1/11 | asian: 0 black: 173 hispanic: 1 white: 0 other: 7 |
84/ 97 | None |
Benjamin Franklin High School at Masonville Cove | High | 45 | 755 | 1/16 | asian: 9 black: 243 hispanic: 369 white: 118 other: 15 |
446/ 309 | 47.31 |
Mary Ann Winterling Elementary at Bentalou | Elementary | 19 | 320 | 1/16 | asian: 0 black: 314 hispanic: 3 white: 0 other: 3 |
171/ 149 | None |
Booker T. Washington Middle | Middle | 16 | 157 | 1/9 | asian: 0 black: 153 hispanic: 0 white: 3 other: 1 |
89/ 68 | None |
The Belair-Edison School | Elementary | 67 | 1013 | 1/15 | asian: 1 black: 949 hispanic: 23 white: 11 other: 29 |
517/ 496 | None |
Callaway Elementary | Elementary | 16 | 240 | 1/15 | asian: 4 black: 226 hispanic: 5 white: 0 other: 5 |
117/ 123 | None |
Katherine Johnson Global Academy | Middle | 30 | 541 | 1/18 | asian: 1 black: 505 hispanic: 19 white: 11 other: 5 |
293/ 248 | None |
Carver Vocational-Technical High | High | 55 | 1020 | 1/18 | asian: 0 black: 969 hispanic: 29 white: 16 other: 6 |
555/ 465 | 71.17 |
Cecil Elementary | Elementary | 22 | 310 | 1/14 | asian: 0 black: 290 hispanic: 9 white: 1 other: 10 |
160/ 150 | None |
The Historic Cherry Hill Elementary/Middle | Middle | 36 | 590 | 1/16 | asian: 0 black: 552 hispanic: 29 white: 6 other: 3 |
295/ 295 | None |
City Springs Elementary/Middle | Elementary | 33 | 452 | 1/13 | asian: 0 black: 416 hispanic: 17 white: 14 other: 5 |
207/ 245 | None |
Claremont School | High | 14 | 51 | 1/3 | asian: 0 black: 45 hispanic: 6 white: 0 other: 0 |
30/ 21 | None |
Collington Square Elementary/Middle | Elementary | 15 | 203 | 1/13 | asian: 0 black: 195 hispanic: 3 white: 3 other: 2 |
115/ 88 | None |
Commodore John Rodgers Elementary/Middle | Elementary | 63 | 855 | 1/13 | asian: 10 black: 467 hispanic: 317 white: 48 other: 12 |
454/ 401 | None |
black: 389
hispanic: 8
white: 2
other: 4
black: 69
hispanic: 113
white: 89
other: 28
black: 120
hispanic: 175
white: 155
other: 26
black: 196
hispanic: 194
white: 293
other: 71
black: 119
hispanic: 191
white: 139
other: 49
black: 300
hispanic: 34
white: 6
other: 4
black: 344
hispanic: 111
white: 6
other: 8
black: 74
hispanic: 537
white: 122
other: 21
black: 385
hispanic: 24
white: 10
other: 8
black: 296
hispanic: 15
white: 2
other: 2
black: 974
hispanic: 210
white: 241
other: 43
black: 938
hispanic: 213
white: 292
other: 30
black: 326
hispanic: 85
white: 13
other: 5
black: 121
hispanic: 138
white: 41
other: 3
black: 366
hispanic: 262
white: 63
other: 19
black: 524
hispanic: 28
white: 21
other: 6
black: 173
hispanic: 1
white: 0
other: 7
black: 243
hispanic: 369
white: 118
other: 15
black: 314
hispanic: 3
white: 0
other: 3
black: 153
hispanic: 0
white: 3
other: 1
black: 949
hispanic: 23
white: 11
other: 29
black: 226
hispanic: 5
white: 0
other: 5
black: 505
hispanic: 19
white: 11
other: 5
black: 969
hispanic: 29
white: 16
other: 6
black: 290
hispanic: 9
white: 1
other: 10
black: 552
hispanic: 29
white: 6
other: 3
black: 416
hispanic: 17
white: 14
other: 5
black: 45
hispanic: 6
white: 0
other: 0
black: 195
hispanic: 3
white: 3
other: 2
black: 467
hispanic: 317
white: 48
other: 12
In Baltimore, MD, evaluating the educational landscape is crucial for families considering relocation. Here are seven key factors to consider when assessing neighborhood schools: 1. Teacher-to-Student Ratio: A lower ratio indicates more individualized attention for students, which can foster better learning outcomes. For instance, a 1:12 ratio suggests that teachers could more effectively cater to individual learning needs compared to schools with higher ratios. 2. Graduation Rates: High graduation rates are typically reflective of a school’s ability to support students through their educational journey, indicating strong academic and administrative frameworks. 3. Diversity in Schools: Schools with diverse student populations offer enriched cultural experiences and promote inclusivity. This diversity aids in preparing students for a global society and fosters a broad-minded community atmosphere. 4. School Budget and Resources: Adequate funding is crucial, influencing the quality of academic resources, facilities, and extracurricular opportunities available to students. A well-funded school is better positioned to offer comprehensive educational experiences. 5. Academic and Extracurricular Programs: Programs such as advanced coursework, sports, and arts are key to holistic student development. Evaluating these offerings can help align school choices with a child’s interests and strengths. 6. Safety and Environment: The safety of a school environment has direct implications on student well-being and learning efficiency. Factors such as campus security measures and the overall atmosphere are important considerations. 7. School Leadership and Vision: A school’s leadership and its educational philosophy can greatly affect the quality of education and the community sense within the school. Understanding the administrative vision is essential for assessing if the school's goals align with your values. Considering these factors, along with visiting schools and engaging with the community, will provide deeper insights and facilitate informed decisions, ensuring that the chosen educational path aligns with your family's priorities in Baltimore.