How do these schools compare?
| Metric | Baltimore Leadership School for Young Women | Baltimore Polytechnic Institute |
|---|---|---|
| Location | Baltimore, MD | Baltimore, MD |
| School Type | regular | regular |
| Grade Level | other | high |
| Enrollment | 466 | 1,632 |
| Student:Teacher Ratio | 13.7:1 | 20.2:1 |
| Free/Reduced Lunch | 77.5% | 43.2% |
| Charter School | Yes | No |
| Magnet School | No | No |
| Title I | No | No |
Funding
Per-pupil expenditure reflects district-level spending. Source: NCES Finance Survey.
| Metric | Baltimore Leadership School for Young Women | Baltimore Polytechnic Institute |
|---|---|---|
| District Per-Pupil Expenditure | $23,862 | $23,862 |
| District | Baltimore City Public Schools | Baltimore City Public Schools |
Demographics
Source: CCD Membership 2024-25 CCD Membership 2024-25
| Group | Baltimore Leadership School for Young Women | Baltimore Polytechnic Institute |
|---|---|---|
| White | 0.2% | 20.6% |
| African American | 97.6% | 58.6% |
| Hispanic or Latino | 1.5% | 13.8% |
| Asian | 0.0% | 5.0% |
| American Indian / Alaska Native | 0.2% | 0.2% |
| Pacific Islander | 0.0% | 0.2% |
| Multiracial | 0.4% | 1.5% |
Academic Resources & Climate
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Metric | Baltimore Leadership School for Young Women | Baltimore Polytechnic Institute |
|---|---|---|
| AP Courses Offered | 4 | 20 |
| Gifted Program | Yes | Yes |
| Counselor Ratio | 466:1 | 326.4:1 |
| Chronic Absenteeism | 60.1% | 36.6% |
| IDEA Students | — | — |
| In-School Suspensions | 5 | 6 |
Data Sources: NCES Common Core of Data (CCD) 2023-24 for enrollment and school characteristics. Civil Rights Data Collection (CRDC) 2021-22 for AP courses, counselors, absenteeism, and discipline. NCES Finance Survey for per-pupil expenditure. Some fields may be unavailable for all schools.
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Source: U.S. Department of Education NCES Common Core of Data + F-33 finance + Civil Rights Data Collection Compiled and formatted by PlainSchools Editorial.