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PGCPS outlines summer school operations, enrollment and online materials; officials say 'no summer slide' in early data
Summary
District academic staff summarized summer programming operations, sites, staffing needs, and an online summer workbook in English, Spanish and French; officials said early benchmarks show engagement and no measurable summer learning loss on DIBELS.
Prince George's County Public Schools gave the board a detailed review of its summer learning programs on Jan. 16, describing delivery models, staffing, program types and an online, multilingual workbook designed to keep elementary students engaged.
Chief Academic Officer Doctor Judy White said the office facilitates a year‑round process: schools and community groups apply in January, hiring happens in May–June, and programs run in summer months with recordkeeping and debriefs afterward. White said the district identified 214 different summer positions across programming types and that last year's effort included systemic and school‑based options for acceleration, enrichment, transition, intervention, credit recovery and original credit.
White highlighted an online elementary workbook available in English, Spanish and French with videos and interactive materials; the materials were intended to reach more students than prior hub models, which had limited attendance. White said the district's DIBELS reading data show students “did not decline” over the summer period and promised to share the DIBELS report with the board in a forthcoming academic update.
Program numbers from the previous year showed 18 elementary schools, five middle schools, five high schools and seven cross‑level sites offering school‑led summer programs in addition to district systemic offerings. White said summer programs include supports for special education students, English learners, and early learners through Judy Center partnerships, and that the district coordinates budgeting, food, transportation and payroll for providers.
Board members asked about cross‑boundary enrollment for school‑based programs, transportation capacity and program outcomes by subgroup; White said school‑based programs generally serve their own students but some enrichment sites accept out‑of‑boundary enrollment and the district will provide disaggregated outcome data.
Ending: The board asked for more detailed outcome data (including subgroup results and DIBELS findings) and for coordination on transportation for summer offerings; district staff said they will return with additional reports before the summer session.
