The Board of Education for the Prince George's County Public Schools (PGCPS), "the system", is committed to educational equity within our schools and work sites in order to foster conditions that reduce disproportionality in student achievement and performance.
It is the intent of the Board of Education that the students and staff members throughout PGCPS work, learn, and interact in schools and work sites that affirm diverse backgrounds, acknowledge the disparity of opportunities for, both, the students and communities the system serves, as well as promote educational equity in achievement and performance.
It is the belief of the Board of Education that closing the achievement gap is not just about instruction; it is the way that we think about, understand, and believe in the potential and capabilities of our students, as well as their families and communities, and how we effectively interact with them.
The Board of Education recognizes that students who may have certain social identifiers, have experienced Adverse Childhood Experiences (ACEs), and/or live in communities that lack certain performance index measures will need access to resources that other students do not need, or have access to, in order to get the full benefits of the system.
Both the Board of Education and the system shall, through all actions, prioritize educational equity by removing institutional barriers and ensuring that social identifiers, ACEs, and/or Community Performance Index measures are not obstacles to accessing educational opportunities and supports.
The Board of Education further affirms the right of all students to have equitable access to a quality education that promotes college and career readiness, social/emotional learning, and supports the holistic wellbeing of the student.
In 2017, the Board of Education for the Prince George's County Public Schools (PGCPS) launched the 2017-2018 Joint Task Force on Educational Equity that, through its report (Appendix I), identified three core student demographics that have had historically significant gaps in academic achievement. These findings led to the following definition on educational equity, as related specifically to PGCPS:
"Educational equity in Prince George's County Public Schools is having adequate and appropriate access for each student, regardless of socioeconomic status, language of origin, or special needs, to ensure a high-quality education that empowers all students and contributes to thriving communities."
An equitable education, furthermore, constitutes providing access to essential academic, social, emotional, and economic resources, supports, and opportunities in order to progress and promote each student throughout their educational journey. It maximizes academic success for each student through rigorous instruction, with appropriate educational resources, so that our students shall achieve their highest potential, strengthen their social/emotional wellbeing, and ensure that their academic goals are achieved.
The demographic factors identified as, but not limited to, age, ability (cognitive, social/emotional, and physical), ethnicity/race, family structure, language, national origin, religion, sex, sexual orientation, gender identity and expression, and socioeconomics.
Students who have encountered adverse childhood experiences have a higher probability of failing academically or dropping out of school. The term may be applied to students who face circumstances that could jeopardize their ability to complete school.
An adverse childhood experience involves, but is not limited to, the following:
Prince George's County Public Schools (PGCPS) serves a diverse grouping of communities, including many that are still handicapped by implemented public policies regarding housing, the environment, health care, economic vitality, and infrastructure that systemically prevented progression among many communities of color and/or poverty.
These generational public policies, and their unfortunate dampening on communal growth, have led to the disproportionate success throughout the county - a metric of success that can be measured and applied to the equitable allocation of educational resources. To measure a community's growth potential and need for additional educational equity resources, a Comnnmity Pe1formance Index, along with key topical, quantitative, and qualitative measurable must be established and taken into consideration.
Community Performance Index (CPI) measurables are, but is not limited to, the following:
These measurable metrics shall be used to provide a quality education to every PGCPS student, in an equitable maimer.
In Prince George's County Public Schools (PGCPS), our students' academic success and wellbeing are strongly linked to high quality teaching and learning. A student's level of wellbeing in school is indicated by their satisfaction with encounters at school, their engagement with learning inside and outside their classroom(s), and their social/emotional behavior. It is enhanced when evidence-informed practices are adopted by school-based leaders in partnership with the families and communities served by the school. Holistic academic wellbeing is a sustainable mindset, characterized by predominantly positive feelings and attitude, positive relationships in school, resilience, self-optimism, and a high level of satisfaction with learning experiences.
The intentional application of comprehended education-related cultural competence, which is the usage of cultural knowledge, prior experiences, and performance styles of diverse students with the goal of making education more understandable and appropriate through responsive instruction, cuniculum, and learning environments.
The goals of educational equity within Prince George's County Public Schools (PGCPS) are as follows:
The Board of Education recognizes that these are long term goals. As a result, in order to track the progression and sustaining of achievement of these goals, the Chief Executive Officer (CEO) is responsible for reporting progress towards meeting the goals to the Board on an annual basis through the PGCPS Equity Plan.
The following are the desired outcomes for the Board of Education in regards to educational equity within PGCPS, "the system":
Furthermore, in order to implement educationally equitable practices for students within the system, the Board of Education establishes the following strategies for PGCPS, in order to best achieve the goals and desired outcomes established in this Board Policy:
The Board of Education directs the Chief Executive Officer (CEO) to develop action plans with clear accountability metrics, as well as, administrative procedures to implement the goals, desired outcomes, and strategies outlined throughout this policy. The CEO is also charged with proposing the necessary allocation of Capital Improvement and Operating budgetary funds and the hiring and professional development of the necessary staff members to implement said goals, desired outcomes, and strategies.
The Board of Education recognizes that the Prince George's County Public Schools (PGCPS) administration is multi-faceted with several dozen departments that, together, orchestrate the operation of one of the nation's largest and most diverse public school systems. The Board of Education also recognizes that, regardless of the level of interaction with students, school-based staff members, and the communities served by our schools, all PGCPS staff members and departments shall be singularly focused on the goal of educational equity.
It is with this outlined focus that the Board of Education requires the Chief Executive Officer (CEO) to have each of the members of his/her Executive Cabinet produce an Administrative Equity Plan (AEP) for each of the departments that they are tasked with overseeing. Depmimental AEPs shall include, but are not limited to, the following information:
The CEO shall then use the departmental AEPs collected as a comprehensive guide to formulate the PGCPS Equity Plan, which shall be a required submission to the full Board by the start of each Academic Year, as identified by the Boat'd-approved academic calendar, with a formal vote of affirmation by the Board of Education required no later than October 1st of the same Academic Year.
The Board of Education hereby charges the Chief Executive Officer (CEO) to establish and maintain an administrative office dedicated to the implementation of the Prince George's County Public Schools (PGCPS)' Equity Plan, led by an individual who has administratively identified credentials to promote educational equity and to engage key internal and external stakeholders on all matters relating to educational equity for PGCPS. The established office shall be named the Office of Educational Equity (OEE). The CEO may also staff the aforementioned office with the appropriately qualified staff members who will serve under the direction and leadership of the CEO's designee to lead the OEE.
Policy Adopted as 1213 6/10/76
Policy Amended 5/28/87
Policy Amended and Renumbered 102 2/25/00
Policy Amended and Renumbered O102 5/12/03
Policy Reviewed- No Revisions Required 11/9/04
Policy Amended 4/20/06
Policy Amended 8/16/06
Policy Amended and Renamed 3/27/14
Policy Adopted and Dissolved Policy O102 and Policy O103 4/25/19