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Escuelas públicas del condado de Prince George

Prince George's County Public Schools ( PGCPS ) es un distrito escolar público que presta servicios en el condado de Prince George, Maryland . Durante el año académico 2023-2024, el distrito inscribe a alrededor de 133.000 estudiantes y opera más de 200 escuelas. [5] PGCPS es el segundo distrito escolar más grande de Maryland, [6] el tercer distrito más grande del área metropolitana de Washington-Baltimore , [7] [8] el 18.º más grande de los Estados Unidos y el distrito escolar más grande del país con una población estudiantil mayoritariamente negra.

Con sede en Upper Marlboro , [9] PGCPS es el único distrito escolar del condado. [10] La Junta de Educación del Condado de Prince George (BoE) está compuesta por 14 miembros que supervisan al Superintendente. [11]

El superintendente actual es Millard House II. [12]

Historia

Primeros años de PGCPS (1899–1974)

En 1899, Laurel High fue fundada como la primera escuela secundaria en el condado de Prince George. Ubicada en Montgomery y Eighth Streets en el centro de Laurel , comenzó con nueve maestros y 59 estudiantes, y la clase de graduación de 1900 fue solo de mujeres. [13] El techo de la escuela sirvió como estación de observación de aeronaves de defensa civil durante la Segunda Guerra Mundial . [14] En 1965, la escuela se trasladó a un campus más amplio. El edificio original , incluido en el Registro Nacional de Lugares Históricos en 1979, ahora funciona como un centro comunitario. [15]

En 1952, el distrito escolar permitió que los estudiantes negros asistieran a los grados 1 a 12. Antes de esto, los estudiantes negros del condado estaban limitados al 11.° grado, mientras que solo los estudiantes blancos podían avanzar al 12.° grado. [16]

Antes de la desegregación, PGCPS dirigía tres escuelas secundarias exclusivamente para estudiantes negros: Marlboro Colored High (ahora Frederick Douglass High School ) en Upper Marlboro, Lakeland High School en College Park y Fairmont Heights High School . [17]

Desegregación (1974-2009)

En 1974, el condado de Prince George se convirtió en el distrito escolar más grande del país al que se le ordenó implementar un plan de transporte escolar para abordar la segregación. A pesar de que en ese momento el condado tenía una población blanca de más del 80 %, comunidades específicas cerca de Washington, DC tenían poblaciones negras más densas. Aunque los límites escolares se basaban en las comunidades, la NAACP sostuvo que reflejaban patrones de vivienda segregados . En consecuencia, un tribunal federal ordenó un plan de transporte escolar. Una encuesta de Gallup de 1974 indicó que el 75 % del condado se oponía al transporte escolar obligatorio, y solo el 32 % de los encuestados negros estaba a favor. [18]

El servicio de transporte escolar ordenado por el tribunal comenzó de manera abrupta a mitad del año escolar, excluyendo a los estudiantes del último año de la escuela secundaria. Esta rápida transición alteró las actividades escolares habituales y afectó la vida familiar debido a los cambios en los horarios, los problemas de transporte y la interrupción de las actividades extracurriculares.

En 2001, el tribunal concluyó que la segregación ya se había abordado de manera suficiente. La orden de transporte en autobús terminó y se restablecieron los límites escolares centrados en los barrios. [18]

Fusiones y consolidaciones escolares (2009-2019)

En 2009, la Junta de Escuelas Públicas del Condado de Prince George votó a favor de fusionar ocho escuelas con baja matrícula y reforzar su oferta de programas de imán. Esta decisión se basó en consultas comunitarias, audiencias públicas y más de 2500 respuestas a encuestas. [19]

Aspectos clave de la consolidación de 2009:

En 2016, se produjeron más fusiones escolares debido a los cambios en la población estudiantil, en particular en las zonas del sur del condado. Por el contrario, en las regiones del norte, incluidas Beltsville y Hyattsville, aumentaron las inscripciones y el hacinamiento. [20]

Violaciones de datos e impacto de la COVID-19 (2020-actualidad)

Debido al impacto del COVID-19, las escuelas de PGCPS pasaron por un cierre después del 13 de marzo de 2020. El año escolar 2020-2021 fue en línea durante el año hasta abril de 2021 con aprendizaje híbrido. El 2021-2022 fue virtual para algunos y en persona para otros. Debido al aumento de casos de COVID-19 a fines de 2021, PGCPS pasó por el modo escolar en línea nuevamente hasta el 18 de enero de 2022 para los estudiantes presenciales y el 31 de enero de 2022 para los estudiantes virtuales que asistían a la escuela en persona.

El 14 de agosto de 2023, PGCPS sufrió una filtración de datos que provocó que todos los estudiantes y el personal quedaran sin acceso a sus cuentas. Los estudiantes tuvieron que restablecer su contraseña durante la semana del 28 de agosto, mientras que el personal tuvo que restablecerla de inmediato. PGCPS pudo recuperar el control de sus sistemas en 12 horas y envió un mensaje a todos los estudiantes del distrito sobre el ciberataque. [21]

A partir del año escolar 2023-2024, las mochilas transparentes serán obligatorias para los estudiantes de secundaria y del Programa No Tradicional Norte, Sur y Medio, y opcionales para los estudiantes de secundaria para combatir los tiroteos en el distrito. [22]

Demografía

Para el año académico 2023-2024, PGCPS cuenta con una matrícula de más de 133.000 estudiantes. En el área de DC , solo las escuelas públicas del condado de Montgomery en Maryland y las escuelas públicas del condado de Fairfax en Virginia superan esta cifra. [7]

Según los datos demográficos de septiembre de 2022, [3] la composición racial y étnica de los estudiantes de PGCPS es la siguiente:

Además, el 60,4% de los estudiantes participan en el programa federal de almuerzo gratuito o reducido , el 10,4% están inscritos en cursos de educación especial y casi el 25% de los estudiantes de PGCPS son estudiantes de inglés . [23]

Superintendente/director ejecutivo

En 2013, una reorganización de la gobernanza liderada por el entonces ejecutivo del condado Rushern Baker cambió el nombre del puesto de superintendente al de director ejecutivo de PGCPS. Este cambio, que se denominó una "toma de control" del sistema escolar del condado, aumentó el control operativo del director ejecutivo al tiempo que limitaba los poderes de la junta escolar. [24] El Dr. Kevin Maxwell fue el director ejecutivo inaugural de las Escuelas Públicas del Condado de Prince George y ocupó el cargo hasta 2018. [25] [26] Fue reemplazado por la Dra. Monica Goldson, quien permaneció en el puesto hasta el año escolar 2022-2023. [27] [28]

Después de una rigurosa búsqueda a nivel nacional de seis meses, el distrito seleccionó a tres candidatos. Tras una entrevista con la ejecutiva del condado Angela Alsobrooks , Millard House II, ex superintendente del Distrito Escolar Independiente de Houston , fue elegido para suceder al Dr. Goldson. [28] Con el nombramiento de House como superintendente en junio de 2023, el distrito dejó de referirse a su jefe como director ejecutivo.

Lista de superintendentes:

Transporte

Un modelo de autobús escolar de la serie CE de IC Bus , junto a la ruta 450 de Maryland en Landover Hills, Maryland

Las Escuelas Públicas del Condado de Prince George operan su sistema de autobuses, que proporciona transporte a los estudiantes. La flota incluye varios modelos de autobuses escolares de Blue Bird Corporation , IC Bus y Thomas Built Buses , todos ellos con motor diésel. Hay autobuses accesibles disponibles para niños con necesidades especiales. Todos los autobuses llevan la inscripción de las Escuelas Públicas del Condado de Prince George . [29]

Con 12 aparcamientos de autobuses, el departamento de transporte despacha más de 1.900 conductores y 1.200 autobuses en más de 5.000 rutas. Anualmente, al menos 83.000 estudiantes utilizan estos servicios. Las rutas están etiquetadas con números de tres dígitos como 615 o una combinación de letras y números como B12 . [30]

Además de los viajes diarios, los autobuses también sirven para excursiones escolares, eventos deportivos y otras actividades autorizadas en Maryland y la región. [31] El número de pasajeros del autobús depende de la distancia del estudiante a la escuela, generalmente alrededor de dos millas para escuelas intermedias/secundarias y una milla y media para instituciones primarias. [32]

Cabe destacar que el distrito ofrece a los estudiantes de programas Magnet un servicio de autobús en todo el condado, y el número de pasajeros no depende de la proximidad del estudiante a la escuela. [33]

Lista de escuelas

Escuelas secundarias

Escuela secundaria del noroeste

Todas las escuelas secundarias del condado de Prince George funcionan con un modelo "integral" como base, con la excepción de la Academia de Ciencias de la Salud del Prince George's Community College, que es un programa de nivel medio universitario . A todos los estudiantes se les asigna una escuela secundaria según un área de asistencia.

Los programas Magnet funcionan como un modelo de "escuela dentro de otra escuela", donde el programa Magnet sirve como un programa alternativo (además del programa integral principal) y los estudiantes de fuera del área de asistencia regular de la escuela secundaria se inscriben y son aceptados en el programa Magnet, ya sea a través de continuidad (continuación automática de un programa Magnet de escuela secundaria al equivalente de nivel de escuela secundaria) o más comúnmente, a través de una Lotería Magnet, en la que los estudiantes solicitan un programa Magnet y se les otorga la aceptación a través de un sorteo al azar. [34] La inscripción en el Centro de Artes Visuales y Escénicas se realiza únicamente a través de una audición . [35]

Varias escuelas secundarias también han implementado un modelo de Comunidad de Aprendizaje más Pequeña , donde ofrecen dos o más Programas de Academia, [36] lo que efectivamente divide una escuela en varias escuelas más pequeñas dentro de la escuela, al permitir que los estudiantes declaren esencialmente una especialidad (como un estudiante que asiste a una universidad) a través de academias profesionales como "Artes, Medios y Comunicación" o la "Academia Nacional de Finanzas", por ejemplo. [37]

Todas las escuelas secundarias dentro de PGCPS funcionan con un horario escolar escalonado, donde algunas escuelas secundarias comienzan tan temprano como a las 7:45 am y terminan tan temprano como a las 2:25 pm, y otras escuelas secundarias comienzan tan tarde como a las 9:30 am y terminan tan tarde como a las 4:10 pm. [38] Todas las escuelas secundarias funcionan con un sistema de programación de bloques de días A/B alternados , donde un grupo de clases se toma en los "Días A" y un grupo diferente de clases se toma en los "Días B", y el ciclo se repite. La mayoría de las escuelas secundarias tienen entre tres y cuatro turnos de almuerzo, según la inscripción y las adaptaciones para comer. Las únicas excepciones son Eleanor Roosevelt High School, que ha adoptado un horario de bloques híbrido modificado [39] en el que se integran tanto los cursos tradicionales de un solo período como los cursos de doble período (horario de bloques) - y la Academia de Ciencias de la Salud en Prince George's Community College.

Escuelas intermedias

Escuela secundaria Greenbelt

En el sistema PGCPS, las escuelas intermedias se denominan " escuelas intermedias " y funcionan como escuelas intermedias de los grados 6 a 8. Las escuelas secundarias de los grados 7 a 9 se eliminaron gradualmente a mediados de la década de 1980. Recientemente, se han realizado esfuerzos para convertir la mayoría de las escuelas intermedias al modelo más popular de los grados 6 a 8. Problemas en el pasado, como la sobreinscripción, la falta de espacio en las aulas y la financiación, habían dificultado la conversión de todas las escuelas intermedias a una configuración de los grados 6 a 8, pero con el aumento de la financiación y la incorporación de nuevas escuelas intermedias, la transición se está realizando lentamente y se completará a principios del año escolar 2024-2025.

La mayoría de las escuelas intermedias del condado de Prince George funcionan con un modelo "integral" como base. La mayoría de los estudiantes son asignados a una escuela intermedia en función de un "área de asistencia". La mayoría de los programas magnet funcionan como un modelo de "escuela dentro de otra escuela", donde el programa magnet sirve como un programa alternativo, además del programa integral principal, y los estudiantes de fuera del área de asistencia regular de la escuela intermedia se inscriben y son aceptados en el programa magnet, ya sea a través de "continuidad" (continuación automática de un programa magnet de escuela primaria al equivalente de nivel de escuela intermedia) o, más comúnmente, a través de una lotería magnet, donde los estudiantes solicitan un programa magnet y se les otorga la aceptación a través de un sorteo al azar. Casi todas las escuelas intermedias tienen un "programa exclusivo" para toda la escuela que incluye un programa de instrucción especializado que es la base del programa integral de la escuela.

Todas las escuelas intermedias de PGCPS funcionan con un horario escolar escalonado, en el que algunas escuelas intermedias comienzan a las 7:30 a. m. y terminan a las 2:25 p. m., y otras comienzan a las 9:00 a. m. y terminan a las 4:20 p. m. Todas las escuelas intermedias funcionan con un sistema de horario de bloques modificado, en el que algunas clases se reúnen hasta 70 minutos todos los días. Para el año escolar 2012-13 y en adelante, se han agregado 40 minutos adicionales de tiempo de instrucción a la jornada escolar para todas las escuelas intermedias y sus estudiantes, dentro del distrito escolar. [45]

En un esfuerzo cooperativo del gobierno del condado, la Junta de Educación y la Comisión de Planificación y Parques de la Capital Nacional de Maryland (M-NCPPC) [46], algunos centros comunitarios de M-NCPPC están conectados físicamente con las escuelas secundarias de todo el distrito. Los exclusivos centros comunitarios de parques y escuelas cuentan con áreas de uso compartido que incluyen un gimnasio, una sala de usos múltiples, una sala de ejercicios/fitness, una sala de baile, una sala de artes y manualidades, un laboratorio de computación, oficinas, áreas de almacenamiento, un patio y baños. Hay canchas de tenis y campos sin iluminación ubicados en el lugar en centros selectos.

Escuelas especializadas

Las escuelas magnet dedicadas se ofrecen en el sistema PGCPS solo en los grados PreK-8, primaria y secundaria. A partir de 2012-13, Glenarden Woods y Heather Hills son las únicas escuelas magnet dedicadas de nivel primario completo en el sistema. [51] Las escuelas magnet dedicadas son programas de "toda la escuela" y se diferencian de las escuelas integrales tradicionales, ya que (1) todos los estudiantes de la escuela están inscritos y reciben instrucción en el programa magnet y (2) las áreas de asistencia tradicionales para asignar estudiantes a una escuela son reemplazadas por zonas de asistencia geográfica mucho más grandes, generalmente divididas entre el condado norte (áreas al norte de Central Avenue ) y el condado sur (áreas al sur de Central Avenue). Se ofrecen programas magnet dedicados para toda la escuela a través de los programas magnet de Artes creativas y escénicas, Inmersión en francés, Montessori y Talented & Gifted Center. Los estudiantes reciben instrucción especializada que varía del programa integral típico, ofrecido en la mayoría de las otras escuelas. Los estudiantes son seleccionados para los programas magnet a través de una lotería magnet para los programas de Inmersión en francés y Montessori y también para el programa de Artes creativas y escénicas en el nivel de la escuela primaria. La aceptación en el programa de Artes Creativas y Escénicas se realiza únicamente mediante una audición en el nivel de la escuela secundaria. La aceptación en los Centros TAG de las escuelas primarias Glenarden Woods y Heather Hills se realiza únicamente mediante pruebas TAG especializadas.

Escuelas primarias y secundarias combinadas

Las escuelas que van desde el jardín de infantes hasta el octavo grado son, en esencia, escuelas primarias y secundarias combinadas, que se imparten en un solo edificio. La mayoría de estas escuelas se denominan "academias" en el distrito escolar. La escuela primaria suele comenzar en el jardín de infantes y finalizar en el quinto grado, y la escuela secundaria comienza en el sexto grado y finaliza en el octavo grado. Estas escuelas suelen ofrecer un nivel de aprendizaje ligeramente superior y los estudios han sugerido que los estudiantes se han beneficiado de estar en una instalación continua desde el jardín de infantes hasta el octavo grado, sin tener la interrupción de tener que asistir a una escuela completamente nueva, durante los años de la escuela secundaria. La escuela primaria Cora L. Rice y la escuela secundaria G. James Gholson no son verdaderas academias. Ambas escuelas están ubicadas en una sola instalación, pero funcionan como dos escuelas completamente separadas a todos los efectos.

Escuelas primarias

Escuela primaria Rosa L. Parks
Escuela primaria Lewisdale

Las escuelas primarias del condado de Prince George funcionan en varias configuraciones, que van desde Pre-K (Head Start) hasta el grado 6. La mayoría de las escuelas primarias funcionan bajo una configuración de jardín de infantes a grado 6, y carecen de un programa de pre-kindergarten/Head Start. Más recientemente, con los reajustes de los límites para aliviar la superpoblación y con la apertura de escuelas más nuevas y más grandes y el aumento de la financiación, varias escuelas han cambiado a una configuración de Pre-K a 6to grado, mientras que otras han agregado Pre-kindergarten, pero eliminaron el sexto grado, para cambiar a una escuela de Pre-K a grado 5. Los sextos grados de esas escuelas se agregaron a las escuelas intermedias de las escuelas primarias.

En un esfuerzo conjunto del gobierno del condado, la junta de educación y la Comisión Nacional de Parques y Planificación de Maryland (M-NCPPC), varios centros comunitarios de M-NCPPC están conectados físicamente con escuelas primarias en todo el distrito. Los exclusivos centros comunitarios de parques y escuelas cuentan con áreas de uso compartido que incluyen un gimnasio, una sala de usos múltiples, una sala de ejercicios/fitness, una sala de baile, una sala de manualidades, un laboratorio de computación, oficinas, áreas de almacenamiento, un patio y baños. En algunos centros hay canchas de tenis y campos sin iluminación en el lugar.

Former schools:

Accolades and achievements

Newsweek's America's Best High Schools

In June 2010, seven PGCPS high school were listed in Newsweek's annual list of the top 1600 high schools in the nation. This was up from five county high schools which made the list from the previous year. The 2010 list included Eleanor Roosevelt High School in Greenbelt (#409), Oxon Hill High School in Oxon Hill (#957), Bowie High School in Bowie (#1,173), Laurel High School in Laurel (#1,343), High Point High School in Beltsville (#1,361), Central High School in Capitol Heights (#1,429), and Parkdale High School in Riverdale (#1,481).[59]

The schools are ranked on the number of Advanced Placement, International Baccalaureate and/or Cambridge tests taken by all students in a school in 2009, divided by the number of graduating seniors, called the "Challenge Index". The schools represent the top six percent of all public high schools in America. In June 2009, five PGCPS high schools were named in the best high schools list.[60][61] It included Bowie High School in Bowie, Charles Herbert Flowers High School in Springdale, High Point High School in Beltsville, Oxon Hill High School in Oxon Hill, and Eleanor Roosevelt High School in Greenbelt. Eleanor Roosevelt ranked the highest out of county schools at 372nd on the nationwide list, Oxon Hill ranked 918th, High Point ranked 961st, Bowie ranked 1,370th, and Charles Herbert Flowers ranked 1,445th.

Since 2007, U.S. News & World Report has ranked high schools in PGCPS among the Best High Schools in America. High Point High School, Northwestern High School, and Eleanor Roosevelt High School have been recognized as Silver Medal Schools.[62]

State and national Blue Ribbon Schools

PGCPS has 16 state Blue Ribbon Schools, 13 of which are USDE National Blue Ribbon Schools of Excellence.[63][64][65]

National Blue Ribbon Schools of Excellence

Maryland Blue Ribbon Schools

Magnet programs and centers

Magnet programs were first implemented in PGCPS in 1985, to fulfill a court-ordered desegregation mandate. Up until as late as the late 80s, Prince George's County had been predominantly white in terms of racial demographics. In order to desegregate mostly all-White schools in the school system, PGCPS created several magnet programs that eventually were instituted in over fifty schools, spread throughout the county.

By the late 1990s, the population demographics of the county had shifted towards a mostly African American majority. Magnet programs (as they were set up) were costing PGCPS approximately $14 million per year, to operate. The programs were costly and this was exacerbated by the fact that the school system's operating budget was greater than the final budget the school system had traditionally been allotted, an issue that had plagued the school system for years. Since the county's population now primarily consisted of African Americans, and due to the expense of operating the Magnet Schools Program, courts began to investigate the justification of PGCPS's magnet program. In 2004, a court ruled to discontinue court-ordered busing which had existed in the county, for over 30 years, based primarily on the fact that desegregation was no longer an issue in the predominantly Black Prince George's County.

With the ending of the court-ordered busing, also came changes to the school system's Magnet Schools Program. The program had gained national attention, as it was one of the largest in the country. It served as a model for school systems across the nation. Dr. Iris T. Metts, the superintendent of schools at the time, formulated an ambitious plan to actually expand the magnet programs in PGCPS, as well as reassign magnet programs that weren't performing well at one location, to other schools. Due to long and highly publicized in-house issues between Metts and the board of education, Metts was replaced by Dr. Andre Hornsby at the end of her contract with PGCPS. When Hornsby arrived, he essentially reversed the decision that Metts had made, in regards to the future of the county's magnet programs, and he decided to instead eliminate most of the school system's magnet programs, most of which had been identified as under-performing for several years. Ten magnet programs were identified for elimination, which proved extremely controversial because some of the proposed eliminated programs were located at sites in which the program in question had been extremely successful, such as the Academic Center magnet program at Martin Luther King, Jr. Academic Center, which had been the highest performing middle school in the system for several years and also was a blue ribbon school.

Despite the opposition by parents, in 2006 the magnet programs in PGCPS underwent an overhaul, and most of the magnets were eliminated. A few programs that were determined to be "successful" were either expanded and replicated at other locations, or consolidated and relocated to a dedicated magnet school that would serve large geographic areas of the county.

Current magnet programs

ES = elementary school; MS = middle school; HS = high school

Magnet program descriptions

Aerospace Engineering and Aviation Technology

The Aerospace Engineering and Aviation Technology program[66] is a college and career preparatory program, offering areas of study in Aerospace Engineering and Aviation Technology. It is supported by partnerships with the College Park Aviation Museum, NASA, local colleges and universities, and private industry.[66] This program is designed to prepare students for college and high-demand careers.[66] Each student receives a laptop upon entry into the program, and is provided with transportation.[66]

Admission to the program is based on the same criteria and examination used for the Science and Technology Center.

Locations:

Biomedical

The Biomedical Program at Bladensburg High School is a high school curriculum that focuses on medical and health careers, such as physicians and research doctors. Students who have a strong interest in pursuing a career in health-related fields have an opportunity to engage in biomedical research, internships, and practicums, and to enroll in medical-related science courses and other advanced placement courses. The curriculum introduces students to a wide variety of medical careers through field trips, speakers in the medical field, internships, accelerated courses, a wide variety of electives related to the biological and social sciences, and independent research.

Locations:

Biotechnology

The Biotechnology Program offers a four-year, college-preparatory program of study in molecular biology, biochemistry and technical career training that includes scanning electron microscopy. Students have first-hand experience with the advanced technologies used in biotechnology research, academia, and industry.

Courses are taught in modern laboratory classrooms equipped with the latest biotechnology instrumentation. The facilities include gel electrophoresis, refrigerated centrifugation, scanning spectrophotometry, high pressure liquid chromatography, gas chromatography and access to scanning electron microscopy. Computers will support classroom instruction as well as student initiated research projects.

Students study biotechnology theory and technique in a cyclic fashion where concepts introduced in beginning courses will be emphasized in depth during upper level classes. Mini-research projects are conducted by science students to demonstrate their understanding of course content and laboratory procedures. Complementing the specific science offerings of the Biotechnology Program is a full selection of courses, including Advanced Placement level in English, social studies and mathematics.

Eligibility Requirements: Students who express interest are eligible to apply. No pre-testing is required. Admission to the program is through a race-neutral random magnet lottery application process, on a space-available basis.

Locations:

Career and Technical Education (CTE) Program

The Technical Academy is a program that provides students with technical skills and knowledge. Benefits to students include gaining a foundation for a college major in a technical field, having access to a technical career after high school if college is postponed, and having access to a part-time technical job to help with college expenses.

Locations:

Centers for the Visual and Performing Arts

The Centers for the Visual and Performing Arts (CVPA) has been in existence since 1986, originally at Suitland High School. The program was expanded to Northwestern High School in the fall of 2013. The CVPA is a rigorous four-year arts program that offers artistically talented high school students educational opportunities designed to prepare them artistically for college, professional study, or career options in the arts. Strong association with the arts in the Washington, DC-area offers distinct advantages. Students study with professional artists, dancers, actors, musicians, singers, directors/producers, and radio/television personalities. Students explore, and eventually major, in any one of the six principal concentrations: vocal music, instrumental music, dance, theatre, visual arts, and interactive media production. Suitland High School offers a 1000-seat auditorium and experimental theatre, a fully equipped dance studio, and a television and recording studio. Northwestern High School offers an 1100-seat auditorium, fully equipped dance studio, state-of-the-art music rooms, several music practice rooms, a piano lab, and a television and recording studio. Admission into the CVPA magnet program is through audition only.

Locations:

Creative and Performing Arts

The Creative and Performing Arts Magnet Program is located at three sites. The programs at Thomas G. Pullen and Benjamin D. Foulois are open to students in Kindergarten through eighth grade; the program at Hyattsville Middle School is open to students in seventh and eighth grade (Hyattsville Middle School has a limited program boundary).

The Creative and Performing Arts Magnet Program is designed to develop the interest and talents of students in the arts, and feature an enhanced interdisciplinary academic program that encourages creative and artistic expression. Experiences and training are designed to challenge and develop skills of all students, as well as to provide exceptional opportunities for artistically talented students.

The curriculum provides in-depth experiences in each art discipline, plus related arts experiences and an infusion of the arts in the overall curriculum. The arts are provided as an integral part of a strong academic program.

The Creative Arts Schools follow the general curriculum guidelines that are used for all Prince George's County public elementary and middle schools. Basic instruction is provided in reading, mathematics, English, science, and social studies, as well as specialized instruction in the arts - art, drama, music, dance, physical education, creative writing, media production, literary arts, and related computer lab experiences.

Locations:

French Immersion

The French Immersion Magnet Program is designed for kindergarten through twelfth grade. It is referred to as a "full immersion program" as all academic subjects are taught through French, in grades K-5. In grades 6-8, the students have two periods per day of French, one period for French Language Arts and one period of world studies in French. In high school, students have two courses in grades 9 and 10 with a focus on literature and the francophone world, which are part of the Pre-International Baccalaureate (IB) Program. At the elementary level, students are immerse totally in French by their bilingual teachers, as they learn math, science, social studies and language arts.

At the middle school level, students also study Italian. In addition, Algebra and Geometry are possible options in mathematics. The interdisciplinary approach for English, Art and World Studies includes special themes, seminars, field trips, and a strong focus on essay writing. International travel is an enrichment part of the French Immersion Program.

At the high school level, students may take one of the immersion courses and the continuation of the second foreign language started at the middle school level. Other options are IB preparation courses for English, history, science, and access to Chemistry and Calculus. Higher level IB or Advanced Placement (AP) courses, are available. There is an Exchange Program with a school in France and other exchanges are being explored for high school students. In addition to the immersion continuity, students may continue the study of their second foreign language which began in middle school — either Russian, Italian, Latin, or German.

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International Baccalaureate

The International Baccalaureate (IB) Diploma Magnet Program is an academically challenging and balanced course of study, that prepares students for success in college and life beyond. The mission of the program is to develop inquiring, knowledgeable, and caring young people who help to create a better, more peaceful world through intercultural understanding and respect.

The IB program offers many benefits to its participants, such as: higher university and college acceptance rates for IB graduates; increased scholarship and grant opportunities; a college-level academic program that transitions students to university and college standards; and teacher development using IB strategies.

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Montessori

Prince George's County Public Schools has implemented two facilities dedicated to the Montessori instructional program — the Robert Goddard Montessori School and the John Hanson Montessori School. As dedicated facilities, these schools do not have a neighborhood attendance area. Entry into the program is through the random lottery application process only.

The Montessori Primary Program for children ages 3 to 6 years old is based on the Montessori educational philosophy. Taught by Montessori accredited teachers, young children are guided in developing an inner discipline, strengthening their coordination, and extending their concentration span. These accomplishments result with their readily learning to read, write and grasp mathematics. The program consists of a half-day morning for preschoolers (ages 3 ). Children older than four must be enrolled in a certified Montessori program to be accepted into the program.

The Montessori Lower Elementary Program is designed for students ages 6 to 9 years old with prior Montessori experience. Rapid growth and learning is observed in classrooms filled with appropriate educational materials. The Montessori Upper Elementary Program continues for the next age grouping of students ages 9–12 with prior Montessori experience. Taught by Montessori accredited teachers, these elementary program students study an integrated curriculum that includes: mathematics, geometry, language, cultural studies, astronomy, biology, chemistry, geography, history, geology, philosophy, art, music and physical education.

The Montessori Middle School Program completes the Montessori studies for students progressing to the seventh and eighth grades. An interdisciplinary teaching team provides the Montessori Program for multidisciplinary learning to include English Language Arts, mathematics, science and social studies. At the high school level, the student can apply for entry to Biotechnology, Biomedical, Military Academy, Center for the Visual & Performing Arts and/or the Science & Technology Center.

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Science and Technology Center

The Science and Technology Center (S/T) is a highly challenging four-year curriculum which provides college-level academic experiences in science, mathematics, and technology. The program is not a true magnet program, as students are admitted into the S/T program based on competitive examination only, as opposed to the standard magnet lottery process. Of twenty-eight possible credits, a student is required to obtain a minimum of thirteen credits in specific mathematics, pre-engineering technology, research and science courses. In grades nine and ten, the program consists of common experiences courses for all student. In grades eleven and twelve, each student must choose course work from at least one of four major study areas. Students are expected to be enrolled in a full schedule of classes during the entire four-year program. External experiences are possible and encouraged, but must be a direct extension or enrichment of the Science and Technology Program, and have the recommendation of the Science and Technology Center Coordinator prior to approval by the principal.

The program is offered at three centers — Eleanor Roosevelt High School in northern Prince George's County, Oxon Hill High School in southern Prince George's County, and Charles Herbert Flowers High School in central Prince George’s County. Students attend the center that serves their legal residence. Transportation is provided for all students. Each school is a four-year comprehensive high school, as well as a Science and Technology Center. Each school is an active member of the National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology (NCSSSMST).

Admission into the Science and Technology Center is highly competitive and contingent upon three criterion, with all criterion weighed equally. The criterion are:

All of these are factored into a final score. The number of students admitted into the S/T program vary from each school, but as an example, 225-250 students with the top scores are admitted to Roosevelt's Science and Technology Program. The next 60 students are placed on a waiting list. All interested 8th and 9th grade students who are residents of Prince George's County are eligible to apply for admission to the Science and Technology Center.

Locations

Spanish Dual Language Program

The Spanish Dual Language Program gives equal emphasis to English and non-English language speakers. Students learn Spanish and English through content based instruction in selected core subjects with a cross cultural understanding for both native and non-native speakers. Students read, write, listen and speak in both languages, becoming bilingual, biliterate and bicultural.

Locations

Spanish Immersion

Language Immersion is an educational approach in which students are taught the curriculum content through the medium of a second language, Spanish. Children learn their entire core subjects (reading, writing, mathematics, social studies, and science) in Spanish. Spanish speaking teachers immerse student completely in Spanish as they learn. In this way, immersion students not only learn the content, but also gain knowledge of the language in which it is taught.

Locations

Talented and Gifted Center (TAG)

Talented and Gifted Center (TAG) Magnet Schools provide a full-day intensive educational program appropriate for identified talented and gifted students, in grades 2-8. Each school offers a full-day of enriched and accelerated educational experiences in the four major content areas. Special offerings include elementary foreign language programs, computer laboratories, laboratory based science program, and fine arts programs.

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See also

References

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External links