icon-gsp-growth icon-gsp-instruction icon-gsp-talent icon-gsp-collaboration icon-gsp-time icon-gsp-child icon-get-started-magnifying-glass icon-get-started-partner icon-get-started-tools-pubs icon-get-started-workshops UnitedSchoolCenteredSystems

Prince George's County Public Schools

District Partner 2010-2013

ERS partnered with Prince George’s County Public Schools (PGCPS), an urban district just outside of Washington, D.C., to map the district’s overall resource use and support the development of a Weighted Student Funding system.

"Our partner districts show us what's really happening on the ground—the data reveal where resources are going and our relationships with district leadership teams refines our best thinking about solutions."
-Karen Hawley Miles, Executive Director, ERS

District Facts

Students: 127,000
Staff:
17,000

Work Focus

2010- 2011:

  • Resource Mapping: Assess how PGCPS currently uses its people, time, and money, and whether that aligns with the district’s vision for students; compare resource use to other urban districts; identify opportunities PGCPS has to reallocate resources to more effectively improve student achievement
  • Weighted Student Funding Implementation Support: Use Resource Map data to inform development of Weighted Student Funding model, including analyzing current district funding model and student needs.

2012-2013:

  • Resource Mapping under Weighted Student Funding: Assess how the use of people, time, and money changed with the introduction of Weighted Student Funding, including surveying principals to see how the model works on-the-ground, and to understand the implications of distirct "must-haves" compared to flexible dollars.

Findings and Outcomes

  • Resource Use Trends: As a results of ERS' first Resource Map, PGC gained a deeper understanding of how it allocated resources, particularly in its funding system and school level resource use. Some of the findings of ERS’s analyses include:
    • Current funding allocation did not vary according the needs of specific students or schools
    • Even though small schools tend to be more expensive on a per-pupil basis, we did not find evidence that students in small schools before better.
    • While schools had sufficient “teacher time”, the components were not in place for effective job-embedded professional development. Research has shown that job-embedded support is more effective than one-size-fits-all professional development training, as it ties what teachers are learning to what they need to accomplish in the classroom

  • Weighted Student Funding Effects: ERS' analysis of the move to Weighted Student Funding allowed PGC to understand the shifts in equity and resource used triggered by the new formula. A few findings include:
    • Equity across schools has improved sifnificantly since previous years
    • PGC has an opportunity to increase equity and flexibility further by moving more funds into the Weighted Student Funding formula

« View All Partners

Stay Informed

Stay in the know with the latest news and happenings.

Get in Touch

Want to talk to someone directly?

Send us an email at: contact@erstrategies.org

ERS

480 Pleasant Street, Suite C - 200

Watertown, MA 02472

617.607.8000

625 Market Street, Suite 700

San Francisco, CA 94105

© 2018 Education Resource Strategies | All Rights Reserved.