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  1. Academics
    B
  2. Diversity
    A+
  3. Teachers
    A-
Shady Grove Middle School is a highly rated, public school located in Gaithersburg, MD. It has 627 students in grades 6-8 with a student-teacher ratio of 14 to 1. According to state test scores, 34% of students are at least proficient in math and 40% in reading.

Shady Grove Middle School Rankings

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Academics

Percent Proficient - Reading
40%
Percent Proficient - Math
34%
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Living in the Area
  1. Cost of Living
    B-
  2. Good for Families
    A+
  3. Housing
    B
Median Household Income
$112,254
National
$55,322
Median Rent
$1,681
National
$949
Median Home Value
$409,100
National
$184,700

Students

Diversity
A+
Based on racial and economic diversity and survey responses on school culture and diversity from students and parents.
Students
627
Free or Reduced Lunch
41%
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Teachers

Student-Teacher Ratio
14:1
National
17:1
Average Teacher Salary
$83,917
Teachers in First/Second Year
17.7%
67%
of students and parents agree that the teachers give engaging lessons.3 responses
100%
of students and parents agree that the teachers genuinely care about the students.3 responses
33%
of students and parents agree that the teachers adequately lead and control the classroom.3 responses
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Shady Grove Middle School Reviews

8 reviews
All Categories
Overall, I loved the teachers themselves. I was bored out of my mind for a lot of middle school, especially eighth grade, but the teachers were nice and tried to make things interesting. In fact, there were only three exceptions that I could think of - an English teacher in seventh grade who constantly gave really nitpicky quizzes that most people tended to fail, and a science teacher in eighth grade who was just sour to everyone and enjoyed giving very intense projects with either short deadlines or due dates right after a holiday break, forcing us to spend the entire break working on them. The third was the band and later chorus teacher, who we felt poorly replaced the previous chorus teacher, Mr. Bowden, and seemed to just hate children. We feared his wrath; let's just leave it at that.

Except for the exceptions, I did feel as if my teachers cared about me, and I liked our brand-new principle, Mr. Owusu. He came in the same year I did, I think, and was able to quickly and readily turn the school around. Our achievements soared and we became a hugely successful school.

There was another teacher I was going to talk about who went on a vacation to Macchu Picchu and never came back, but as far as I know, she was given psychiatric leave and let go at the end of the year. I only met her once, so she doesn't really count. Her long-term substitute was amazing, though!

I think you can tell from these stories that middle school was a very unusual experience. Then again, isn't it for most people?
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The only problem was variety. As I remember it, there wasn't much; there was student government, sports teams, drama, NJHS and one club for disability awareness or something that I went to once or twice. I was on the cross-country team for a year and hated it (then again, I discovered during that season that I simply don't like running). I was in drama and thought it was okay, but the reason why that was was probably because I wasn't an actor - I only joined for the talent shows, and then in high school I discovered the pit orchestras. The good things were that all the clubs had some really enthusiastic students and staff, especially drama. Ms. Jaskolski, Ms. Mah and Mr. Stakem (a health teacher, a science teacher, and a counselor) all loved the drama department and devoted hours and hours to helping out. It made the club fun.

Oh, and I was in National Junior Honors Society. It wasn't much. Nothing compared to the real National Honors Society.
I'm torn. The people in the administration were great, but sometimes the decisions they made were...not great. For example, my class, infamous for being the most populated with truants (we were by far the worst class ever), constantly talked too loudly during lunch, which was when the staff often made announcements. As a result, the following occurred at least twice a year, often as much as twice a quarter or more: a) we had to stay completely silent for the entire half an hour of lunch. Seriously, you're going to tell three hundred teenagers to stay silent for a full half an hour? You should have known that would never work. b) We all had to write letters of apology to the staff that was interrupted/given an onslaught of deafening noise. As you might imagine, some of those became rather colorful. c) We were told that we could only sit with our homeroom classes, which were subdivided by where our last names fell in the alphabet. Basically, in homeroom, I had no friends. It was a dismal experience. d) Mass detentions were not uncommon, although this mostly occurred during homeroom. That just made everyone mad, especially the people who were totally innocent.

Okay, so my rant has gone on long enough. But I wanted to rant about one more thing: the only thing I really remember about discipline in middle school is detentions. I was threatened with detention once and given detention once. They were both for silly things - I was flipping a pencil in class and it made a noise, and my English teacher gave me detention. Really? Detention seemed to be overused.

Rant over. In full honesty, administration was pretty good. There were a few things that were entirely unnecessary, though, that spoiled it for me, but in retrospect, it deserves four stars.