Making the Impossible Possible in Mathematics

Every child in Prince George’s County Public Schools (PGCPS) deserves to see themselves as a mathematician, problem solver, scientist, engineer, innovator and creator of possibilities.

As a school system, we know there is important work ahead in mathematics. In 2026, PGCPS students made progress in mathematics proficiency across every grade from 3–8, with our rate of improvement outpacing the state. 

That progress matters, and it gives us reason to believe that even greater acceleration is possible.

Our goal is clear: We are working to double the percentage of PGCPS students demonstrating mathematics proficiency over the next two years.

This is about much more than test scores. Mathematics opens doors to science, technology, engineering, computer science, advanced coursework, college, careers, entrepreneurship and economic opportunity. We want every student to experience mathematics not as a barrier, but as a place where their talent and potential can grow.

A Stronger System for Every Student

Reaching this goal will require all of us — educators, families, students and the broader community — working together. 

To ensure students have greater opportunities to succeed in mathematics, PGCPS is strengthening support around teaching and learning including:

• Stronger mathematics instruction with clearer learning expectations, resources aligned to standards, and greater emphasis on reasoning and problem-solving.
• Additional support for students through mathematics workbooks for elementary students and targeted intervention, including DreamBox.
• More support for educators through coaching, professional learning and opportunities to learn from effective mathematics instruction happening in our own schools.
• Using evidence to improve by regularly examining student progress and adjusting our approach when the data show that something needs to change.

We know where we are today. Where we start is not where we will end.

Across PGCPS, there are students already showing us what is possible and educators creating the conditions for them to accelerate. 

Our responsibility now is to build on those successes and make those opportunities more consistent for every child, in every school.

The work ahead is ambitious. But when we bring our people, resources and efforts together around the promise that every child deserves the opportunity to thrive, we can make meaningful progress.

Every child. Every classroom. Every opportunity.

We will help our students move forward in mathematics and open doors to the possibilities that await them.