We promote leadership through academics, character and 21st century skills.
- Black/African American: 5%
- White: 84%
- Hispanic: 4%
- Asian: 4%
- Two or more races: 4%
Now in its 29th year of serving students and families, Francis Howell Middle School has consistently demonstrated excellence in academic achievement, character education, and family and community engagement. While staff, programs, challenges, and opportunities have all come and gone, a commitment to character has served as a continuous springboard for student achievement.
In 2001, FHMS began its character education journey. By combining the shared community values of respect, responsibility, honesty, and compassion with the high expectations our families and staff have for all learners, FHMS established a culture of academic and personal excellence that endures 20 years later. For teachers this means a commitment to the tenets of Professional Learning Communities - continuous improvement, collaboration, and research-based instructional practices. For students it means opportunities for leadership, service, academic efficacy, and social-emotional learning. For school leadership it means an investment of time and resources into the work that makes these programs possible. The results of this culture are evident in all facets of FHMS: top rankings at the state level on standardized assessments, national recognition as a School of Character, unique and student-centered interventions for academic- and social-emotional needs, and an inclusive, caring school environment. FHMS students feel seen and heard in their school; they know adults care about them and they care for each other.
Throughout its history, FHMS has adapted to the everchanging needs of the school and community. While making adaptations and particularly when faced with adversity, FHMS remains committed to a collective belief that a focus on relationships and belonging will inspire student academic and social emotional success for years to come.