604 W 33rd St
Baltimore, MD 21211

Unfortunately, Forest Park High School is not a school I would readily recommend. One of the most concerning issues is the lack of meaningful parent engagement, which also doesn't seem to be encouraged by the school. Communication with parents is minimal; I've only seen information regarding one PTA meeting, which was scheduled in the early afternoon, a time that doesn’t accommodate the schedules of most working parents.There’s also a noticeable issue with staff and administrative behavior. Many interactions I’ve had or witnessed reflect a lack of professionalism and empathy, particularly from some administrators. My personal experience with the principal was unfavorable; she came across as dismissive and unpleasant when I visited the school to advocate for my child, who had been unfairly suspended. The situation involved my child standing up to disrespect from another student, yet the resolution felt one-sided and insincere. They claimed both students would face consequences, but it was clear only my child did.Additionally, the school’s leadership does not appear to foster a positive, student-centered environment. There is more focus on promoting the principal on social media than celebrating the students themselves. Beyond Spirit Week, there are very few engaging activities that allow students to feel connected, relaxed, or excited about school life.While the school does offer some solid trade programs which are a definite highlight, many students express feeling disengaged or unhappy with the overall experience at Forest Park.Forest Park High has potential, but it’s clear that stronger leadership, more inclusive communication with families, and a shift toward student-focused culture are needed to make this a school worth recommending.

I'm a first year parent here with a kindergartner. The person in charge of enrollment provided me with incorrect directions that conflicted with the directions from the district. 504 coordinator is difficult to collaborate with due to her misinterpretation of federal law and she essentially will not led any other staff member or parent have a say in the process. She also appears to have outdated and somewhat ableist ideas about neurodivergence. She also provided a plan with someone else's signature on it from a previous year. As a fellow social worker,I was disappointed in her ethics.Principal seems MIA. I've never seen her on campus. If you contact her,she immediately hands you off to ineffective staff.Parents seem very active but in a social way that means a lot of events and constant fundraisers. I'm not sure where the proceeds go. The school looks worn down and the library selections can be inappropriate. Kindergarteners are taught in a way that does not seem age appropriate. According to my child, the teacher yells. My child dreads going to school which is weird for a kindergartner,in my opinion.

The kids in this school are not safe to hang around! The teachers cuss at kids and for some reason even having self defense against someone who may try to harm you, you will still get suspended?!?!?!?!? This school has stupid rules and your kid will highly get hurt in this school I just know it! Though, the teaching is slightly okay.

I teach at this school, so this isn't an easy review to write. However, I think it will give parents and the general community some insight into this school.This school's culture, if you want to call it that, is basically to repeatedly claim that the student body has a low socioeconomic status, so there's nothing that can be done to help them learn English or gain some understanding of the typical high school subjects that any parent would want their child to have. There is a lot of apathy about low levels of learning and an over-emphasis on empathy, because the empathy excuses the apathy.The apathy manifests itself in the incredible retention rate for administrators, department heads, and "ed associates" at this school. The people who, in theory, are supposed to ensure that the school is meeting its goals are completely insulated from any accountabilty whatsoever. As a teacher, I understand that students from lower SES backgrounds aren't going to pass assessments at the same rate as students in middle-class and upper-middle-class schools. However, Patterson right now has exactly zero expectation that any student will improve or even approach proficiency. Not one student is proficient in math, and yet the same person has been in charge of the math department for more than a decade. The ESOL department isn't getting many students to have minimal English skills? No problem, the very same ESOL department head has been in charge for over a decade. And so on, and so on.Despite perennially struggling to graduate students or produce any positive educational results, Patterson has an ossified clique of teachers who prevent any positive change from happening. The same relatively small group of teachers comprise its union chapter committee (UCC), its Grant-A-Wish group, and its Principal Selection Committee (the people who chose the current principal, who is failing). It's not a cross-section of teachers, it's not the best teachers, it's a subset of teachers who are obsessed with fringe political issues and maintaining control, even if it hurts the school as a whole. It has been incredibly corrosive to the culture of the school and many good teachers have left in the post-COVID years.

In my experience, students at this school are not excited about what they’re learning. Lessons often feel repetitive or disconnected from their interests, which makes it hard for them to stay motivated or engaged.Teachers do not always treat students with respect or provide the support they need. Many students feel that their teachers don’t take the time to understand their learning needs or offer encouragement.The school does not do enough to support students’ mental health or emotional well-being. There are few resources available, and when issues are brought up, they’re often ignored or dismissed.Students with disabilities are not always given the support or accommodations they are supposed to receive. Communication about IEPs and other services is poor, and families are often left out of important decisions.Safety is a serious concern at this school. Some students face bullying or discrimination, and disciplinary actions are sometimes unfair or overly harsh. It doesn’t feel like a secure environment for everyone.Families are rarely included or welcomed as true partners in the school community. Communication with parents is limited, and many feel left out of their child’s learning experience.

Good afternoon this David Dziecichowicz pick up Abigail person i feel disconnected how told me stay down stairs saff wear green shirt today was very rude and disrespectful to me and say maintenance office or outside the building and I feel disrespectful how she said it to me and say her name nothing pick up anybody office or outside me feel not comfortable

Not go at all fighting and conflict

It is a fantastic school kids are so respectful and kind they get along and there so welcoming and we love

As a student going to the school, I can recommend it, the teachers are actually friendly and very supportive. (Mix, Corly)

It used to be a phenomenal school when Ms. Collins was principle at the school. Since she left the past 2 years have been horrible. My daughter is in the 10th grade, teachers fail to grade work timely, no afterschool sports or clubs, no connection to families, front office staff is completely incompetent of knowing which way is up and which way is down. The new principle will not meet with families or talk, she does not have the same standards that Ms. Collins held the young ladies too and it shows in the behavior and grades. Constant fights which lead to lack of education actually being taught. Not to mention who has a school nurse who CAN NOT do anything for a school full of young women? Worst decision to stay after Ms. Collins left she made that school what it WAS not what it is NOW!!!