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Last modified: 7/23/2014 3:34:28 PM
Research and Evaluation

  Characteristics of High-Performing Title I Schools in Prince George’s County Public Schools, SY2008 to SY2010

Cecily Darden Adams



More than half of Prince George’s County Public Schools (PGCPS) students live in poverty.  The federal Title I program provides an additional funding stream to support such children.  Forty-one PGCPS elementary schools received Title I funding throughout SY2008-SY2010.  However, little is known about the characteristics of high-performing Title I schools and any distinguishing characteristics. This report identifies the high-performing Title I schools in PGCPS and examines the characteristics of these schools relative to each other, other Title I schools in PGCPS, and the schools identified as low-performing PGCPS Title I schools.  High-performing Title I schools were identified as those schools meeting the annual measureable objective (AMO) on the reading and math MSA throughout SY2008-SY2010.  Low-performing Title I schools were identified as schools in Maryland state comprehensive school improvement since SY2008 which did not exit prior to SY2010.  Five high-performing (Calverton, Gladys Noon Spellman, Lewisdale, Robert Frost, Seat Pleasant) and six low-performing (Carmody Hills, Judge Sylvania Woods, Ridgecrest, Templeton, Thomas Claggett, Thomas Stone) Title I elementary schools were identified using this sampling framework. The study included twenty-two indicators that might distinguish high-performing schools.  As expected, high-performing Title I schools have a statistically significant higher distribution of students who are proficient or above on the reading and math MSA.   Additionally, a positive school climate, high teacher expectations and maximum opportunities to learn explain some of the performance differences found between Title I school performance groups. The performance of high-performing and low-performing Title I schools is further distinguished by average class size, greater staff stability and the implementation of the Comprehension Toolkit program.  Student characteristics did not distinguish Title I schools.  However, high-performing Title I schools were found to have significantly higher average class sizes and a higher percentage of teachers who remained at the school than low-performing Title I schools.

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