A-List Education (A-List) has launched SAT consulting and teacher training initiatives at Paramus High School (Paramus) and North Bergen High School (North Bergen) of New Jersey. The training programs equip the schools with the resources necessary to manage their own, in-house SAT preparation courses that can be offered free of charge to their students. This arrangement allows Paramus and North Bergen teachers, who have first-hand knowledge of students’ proficiencies, to build on their relationships with students and provide them with an SAT program that is fundamentally tailored to their needs.
In the past, A-List has run successful SAT courses using its own instructors at tri-state area high schools including Dumont High School in New Jersey. Here, A-List developed a strong, working relationship with the Dumont School District’s then superintendent, Dr. James Montesano. Looking to build on the success of the Dumont program, where many students’ SAT scores increased in excess of 150 points, Dr. Montesano welcomed A-List into Paramus, where he is currently superintendent of schools. This time Dr. Montesano asked A-List to work directly with teachers to create a customized SAT program implementing A-List’s materials and methodologies, enabling teachers to utilize them with each new junior class.
“Most students can’t afford to spend thousands of dollars on test preparation,” Scott Farber, president and co-founder of A-List said. “Schools can play a vital role and by training their teachers can offer outstanding SAT instruction at no cost to their students. It’s our hope to bring this program to high schools across the nation and to level the playing field.”
The program begins with senior A-List instructors conducting extensive seminars for the schools’ English and math teachers, equipping them with the content and strategies necessary for students to master the SAT. Teachers receive The A-List Book of Knowledge and companion teaching aids that offer explanations of answers and give detailed pedagogical reasoning about what types of mistakes students make and how to correct them. Students use A-List’s Vocab Videos, an innovative online vocabulary system, to learn more than 500 of the most frequently tested SAT words. Throughout the program, A-List provides the schools with detailed score reports that assess each student’s progress, indicate to teachers where a student is struggling, and suggest techniques to help improve scores. In addition, A-List consults with Paramus and North Bergen administrators to develop a customized curriculum and course structure, ensuring the program fits seamlessly into the school day.
“I’ve seen firsthand what A-List can do,” said Dr. Montesano, superintendent of schools, Paramus, NJ. “A-List’s SAT teacher training program allows the district to leverage its own assets and to institutionalize A-List’s proven approach to test prep. Their comprehensive materials and Vocab Videos are extraordinarily effective resources. Students, teachers, and the Paramus School District will all benefit from this program.”
Monday, December 14, 2009
Thursday, December 10, 2009
Seniors Named as NJ Rising Scholars for 2009
Fifty-five talented high school seniors have been selected as New Jersey Rising Scholars for 2009, Commissioner of Education Lucille E. Davy announced.
The Rising Scholars Program was established to honor high-achieving students from diverse backgrounds who have expressed interest in attending a Historically Black College or University (HBCU) and who are leaders in their schools and communities.
“We are living in an era when it is more critical than ever for all of our students to succeed and when a college education is more important than ever,” Commissioner Davy said. “The Rising Scholars program plays an important role in providing opportunities to recognize and encourage students to realize their dreams to further their education.”
This year’s Rising Scholars were selected from a pool of 180 applicants. Nine review teams from the New Jersey Department of Education, the New Jersey Amistad Commission and the Malcolm Bernard Historically Black Colleges and Universities (HBCU) College Fair of New Jersey, selected applicants based on the their desire to attend an HBCU, their grade point averages and SAT / ACT scores, school and community service activities, leadership abilities, and an essay. Governor Corzine’s commitment to education includes supporting NJ Rising Scholars and similar programs that promote equity and opportunity for all students.
Each honored student received a certificate and a comprehensive guide of available HBCU scholarships, as well as a chance to attend a college fair and meet recruiters from the participqting colleges and universities. Students who attend may receive on-site admission to selected institutions and three students will be selected to receive a $1,000 HBCU Rising Scholars Fund Scholarship.
New Jersey high school seniors who were taught at home or were attending public or private schools, were eligible to apply.
The Rising Scholars Program was established to honor high-achieving students from diverse backgrounds who have expressed interest in attending a Historically Black College or University (HBCU) and who are leaders in their schools and communities.
“We are living in an era when it is more critical than ever for all of our students to succeed and when a college education is more important than ever,” Commissioner Davy said. “The Rising Scholars program plays an important role in providing opportunities to recognize and encourage students to realize their dreams to further their education.”
This year’s Rising Scholars were selected from a pool of 180 applicants. Nine review teams from the New Jersey Department of Education, the New Jersey Amistad Commission and the Malcolm Bernard Historically Black Colleges and Universities (HBCU) College Fair of New Jersey, selected applicants based on the their desire to attend an HBCU, their grade point averages and SAT / ACT scores, school and community service activities, leadership abilities, and an essay. Governor Corzine’s commitment to education includes supporting NJ Rising Scholars and similar programs that promote equity and opportunity for all students.
Each honored student received a certificate and a comprehensive guide of available HBCU scholarships, as well as a chance to attend a college fair and meet recruiters from the participqting colleges and universities. Students who attend may receive on-site admission to selected institutions and three students will be selected to receive a $1,000 HBCU Rising Scholars Fund Scholarship.
New Jersey high school seniors who were taught at home or were attending public or private schools, were eligible to apply.
NJ A Top 10 State for Afterschool Programs
Afterschool Alliance Survey of New Jersey Households Finds Marked Increase in Afterschool Enrollment Since 2004, But Also Vast Unmet Demand for Afterschool Programs
Comparatively strong participation in afterschool programs by New Jersey youth, along with high satisfaction rates among their parents, has landed the state in the Afterschool Alliance’s newly named “Top 10 States for Afterschool” list. The ranking is based on data from the landmark America After 3PM study, conducted for the Afterschool Alliance:
After School Care Arrangements
• 28% (421,824) of New Jersey’s K-12 children are responsible for taking care
of themselves after school. These children spend an average of 8 hours per
week unsupervised after school.
• 14% (213,883) of New Jersey’s K-12 children participate in afterschool
programs. On average, afterschool participants spend 11 hours per week in
afterschool programs. Participation averages 3 days per week.
• 67% of New Jersey K-12 children spend some portion of the hours after
school in the care of a parent or guardian.
• Other care arrangements include traditional child care centers (12%), sibling
care (14%) and non-parental adult care, such as a grandparent or neighbor
(37%).
Notes: The maximum amount of time in after school care arrangements is limited to 15 hours
per week, which reflects the after school hours of 3:00 to 6:00 p.m. Care arrangements add
up to greater than 100% due to multiple regular care arrangements for many children.
Satisfaction with and Support for Afterschool Programs
• 95% of New Jersey parents are satisfied with the afterschool program their
child attends.
• New Jersey parents cited convenient location (78%), child enjoyment (74%)
and quality of facilities (71%) as their top three reasons for selecting an
afterschool program.
• 90% of adults surveyed in New Jersey agree that there should be “some type
of organized activity or place for children and teens to go after school every
day that provides opportunities to learn” and 80% support public funding for
afterschool programs.
Need or Demand for Afterschool
• 35% (444,995) of all New Jersey children not in afterschool would be likely
to participate if an afterschool program were available in the community,
regardless of their current care arrangement.
• Parents of non-participants believe that their children would benefit most from
afterschool programs in the following ways: by having fun, staying safe and
out of trouble, improving their workforce skills, receiving academic
enrichment and improving their social skills.
“New Jersey is ahead of the pack on afterschool, and can be proud of that,” said Afterschool Alliance Executive Director Jodi Grant. “But the data also show another side of the story. The majority of New Jersey parents who want their kids in afterschool programs aren’t able to find them, usually because programs aren’t available, they can’t afford the fees, or transportation issues make it impossible. These are all barriers we can and should overcome. Quality afterschool programs keep kids safe, inspire them to learn, and help working families. Every New Jersey family that needs an afterschool program should have access to one.”
“We’re proud of the progress we’ve made in providing afterschool for New Jersey kids and families,” said Diane Genco, executive director, NJSACC, the network for New Jersey’s afterschool communities. “But this survey is a call to action – to many children who need afterschool programs don’t have them, and families are carrying a heavier burden as a result. That’s particularly difficult during these hard economic times. For afterschool programs to meet the huge unmet demand from families, they’re going to need more support from all sectors – from the business and philanthropic communities, as well as from the government at all levels.”
“This research confirms what we see every day, that afterschool programs are reaching only a fraction of the children and families that need them – and the recession is making matters worse,” said Afterschool Ambassador Diane Sellers, Executive Director of Haddonfield Child Care. “Afterschool programs make such a difference in children’s lives and futures. We simply must find a way to significantly expand the availability of afterschool programs.”
The “Top 10 States for Afterschool” in the new report are: Hawaii, Arizona, New York, California, New Jersey, Virginia, New Mexico, Florida, Texas and North Carolina.
In key respects, the New Jersey results from the America After 3PM study reflect national findings:
• The number and percentage of children participating in afterschool programs in the nation has increased significantly in the last five years, with 8.4 million children (15 percent) now participating. That compares with 6.5 million children in 2004 (11 percent).
• But the number of children left alone after the school day ends also has risen, to 15.1 million children (26 percent of school-age children) in 2009. That is an increase of 800,000 children since 2004. Thirty percent of middle schoolers (3.7 million kids) are on their own, as are four percent of elementary school children (1.1 million children).
• The parents of 18.5 million children (38 percent) not currently participating in an afterschool program would enroll their children in a program if one were available to them, a significant increase from the 15.3 million (30 percent) seen in 2004.
• The vast majority of parents of children in afterschool programs are satisfied with the programs their children attend, and overall public support for afterschool programs is similarly strong. Nine in 10 parents (89 percent) are satisfied with the afterschool programs their children attend. Eight in 10 parents support public funding for afterschool programs.
Comparatively strong participation in afterschool programs by New Jersey youth, along with high satisfaction rates among their parents, has landed the state in the Afterschool Alliance’s newly named “Top 10 States for Afterschool” list. The ranking is based on data from the landmark America After 3PM study, conducted for the Afterschool Alliance:
After School Care Arrangements
• 28% (421,824) of New Jersey’s K-12 children are responsible for taking care
of themselves after school. These children spend an average of 8 hours per
week unsupervised after school.
• 14% (213,883) of New Jersey’s K-12 children participate in afterschool
programs. On average, afterschool participants spend 11 hours per week in
afterschool programs. Participation averages 3 days per week.
• 67% of New Jersey K-12 children spend some portion of the hours after
school in the care of a parent or guardian.
• Other care arrangements include traditional child care centers (12%), sibling
care (14%) and non-parental adult care, such as a grandparent or neighbor
(37%).
Notes: The maximum amount of time in after school care arrangements is limited to 15 hours
per week, which reflects the after school hours of 3:00 to 6:00 p.m. Care arrangements add
up to greater than 100% due to multiple regular care arrangements for many children.
Satisfaction with and Support for Afterschool Programs
• 95% of New Jersey parents are satisfied with the afterschool program their
child attends.
• New Jersey parents cited convenient location (78%), child enjoyment (74%)
and quality of facilities (71%) as their top three reasons for selecting an
afterschool program.
• 90% of adults surveyed in New Jersey agree that there should be “some type
of organized activity or place for children and teens to go after school every
day that provides opportunities to learn” and 80% support public funding for
afterschool programs.
Need or Demand for Afterschool
• 35% (444,995) of all New Jersey children not in afterschool would be likely
to participate if an afterschool program were available in the community,
regardless of their current care arrangement.
• Parents of non-participants believe that their children would benefit most from
afterschool programs in the following ways: by having fun, staying safe and
out of trouble, improving their workforce skills, receiving academic
enrichment and improving their social skills.
“New Jersey is ahead of the pack on afterschool, and can be proud of that,” said Afterschool Alliance Executive Director Jodi Grant. “But the data also show another side of the story. The majority of New Jersey parents who want their kids in afterschool programs aren’t able to find them, usually because programs aren’t available, they can’t afford the fees, or transportation issues make it impossible. These are all barriers we can and should overcome. Quality afterschool programs keep kids safe, inspire them to learn, and help working families. Every New Jersey family that needs an afterschool program should have access to one.”
“We’re proud of the progress we’ve made in providing afterschool for New Jersey kids and families,” said Diane Genco, executive director, NJSACC, the network for New Jersey’s afterschool communities. “But this survey is a call to action – to many children who need afterschool programs don’t have them, and families are carrying a heavier burden as a result. That’s particularly difficult during these hard economic times. For afterschool programs to meet the huge unmet demand from families, they’re going to need more support from all sectors – from the business and philanthropic communities, as well as from the government at all levels.”
“This research confirms what we see every day, that afterschool programs are reaching only a fraction of the children and families that need them – and the recession is making matters worse,” said Afterschool Ambassador Diane Sellers, Executive Director of Haddonfield Child Care. “Afterschool programs make such a difference in children’s lives and futures. We simply must find a way to significantly expand the availability of afterschool programs.”
The “Top 10 States for Afterschool” in the new report are: Hawaii, Arizona, New York, California, New Jersey, Virginia, New Mexico, Florida, Texas and North Carolina.
In key respects, the New Jersey results from the America After 3PM study reflect national findings:
• The number and percentage of children participating in afterschool programs in the nation has increased significantly in the last five years, with 8.4 million children (15 percent) now participating. That compares with 6.5 million children in 2004 (11 percent).
• But the number of children left alone after the school day ends also has risen, to 15.1 million children (26 percent of school-age children) in 2009. That is an increase of 800,000 children since 2004. Thirty percent of middle schoolers (3.7 million kids) are on their own, as are four percent of elementary school children (1.1 million children).
• The parents of 18.5 million children (38 percent) not currently participating in an afterschool program would enroll their children in a program if one were available to them, a significant increase from the 15.3 million (30 percent) seen in 2004.
• The vast majority of parents of children in afterschool programs are satisfied with the programs their children attend, and overall public support for afterschool programs is similarly strong. Nine in 10 parents (89 percent) are satisfied with the afterschool programs their children attend. Eight in 10 parents support public funding for afterschool programs.
NEW JERSEY'S FOURTH AND EIGHTH GRADERS AMONG NATION'S LEADERS IN MATH
Fourth grade scores surpass national average by eight points; Eighth grade scores eleven points higher than national average
Scores for New Jersey eighth graders on the 2009 NAEP (National Assessment for Educational Progress) mathematics test are among the best in the country and have improved significantly since 2007.
According to The Nation's Report Card: Mathematics, 2009 issued today by the National Center for Education Statistics (NCES), only students from Massachusetts and Minnesota scored better on the eighth grade test. New Jersey fourth graders continue to score higher on the NAEP math test than students in all but three other states, the report noted. The average math score of fourth graders in New Jersey was 247, while the average score for public school students across the nation was 239.
New Jersey students with disabilities showed particular improvement on the eighth grade math test; the average score for those students increased from 251 in 2007 to 259 in 2009. The national average grade eight math score for students with disabilities was 249 in 2009.
The NAEP tests in various subjects - including math, reading, writing and science - are administered nationally on a rotating basis to a representative sample of fourth and eighth grade public students in the 50 states, the District of Columbia and the Department of Defense schools.
This year, 168,800 fourth graders and 161,700 eighth grade students across the country took the math test. The NAEP math score scale ranges from 0 to 500.
New Jersey students have a history of strong performances on the NAEP tests. In the 2007 New Jersey eighth graders were the best writers in the nation for their grade level, and fourth graders trailed only Massachusetts in reading scores.
An NCES report issued in July indicated that New Jersey has made significant gains in closing the achievement gap between white and black students in fourth grade reading from 1994 to 2007; the gap dropped from 40 points in 1994 to 33 points in 2005, and to 26 points in 2007.
The report card can be viewed at http://www.nationsreportcard.gov
Scores for New Jersey eighth graders on the 2009 NAEP (National Assessment for Educational Progress) mathematics test are among the best in the country and have improved significantly since 2007.
According to The Nation's Report Card: Mathematics, 2009 issued today by the National Center for Education Statistics (NCES), only students from Massachusetts and Minnesota scored better on the eighth grade test. New Jersey fourth graders continue to score higher on the NAEP math test than students in all but three other states, the report noted. The average math score of fourth graders in New Jersey was 247, while the average score for public school students across the nation was 239.
New Jersey students with disabilities showed particular improvement on the eighth grade math test; the average score for those students increased from 251 in 2007 to 259 in 2009. The national average grade eight math score for students with disabilities was 249 in 2009.
The NAEP tests in various subjects - including math, reading, writing and science - are administered nationally on a rotating basis to a representative sample of fourth and eighth grade public students in the 50 states, the District of Columbia and the Department of Defense schools.
This year, 168,800 fourth graders and 161,700 eighth grade students across the country took the math test. The NAEP math score scale ranges from 0 to 500.
New Jersey students have a history of strong performances on the NAEP tests. In the 2007 New Jersey eighth graders were the best writers in the nation for their grade level, and fourth graders trailed only Massachusetts in reading scores.
An NCES report issued in July indicated that New Jersey has made significant gains in closing the achievement gap between white and black students in fourth grade reading from 1994 to 2007; the gap dropped from 40 points in 1994 to 33 points in 2005, and to 26 points in 2007.
The report card can be viewed at http://www.nationsreportcard.gov
Friday, November 27, 2009
New Schools, Lesson Plans & Graduation Requirements
New Schools
An estimated 1,370,000 public school students will return to school in early September. Openings are planned for 12 newly constructed schools that are replacing unsafe or inadequate facilities.
Personalized Student Learning Plans
An exciting new component in the state’s plan to transform secondary schools is personalized student learning plans (PSLPs). This concept involves using adult mentors, including parents, teachers and counselors, to help students recognize and achieve their education goals.
PSLPs will be piloted in 6 middle schools and 10 high schools in 2009-10. The pilot will guide future efforts to expand the program.
New High School Graduation Requirements
New high school graduation requirements began last year for incoming freshmen (the class of 2012) and will be phased in over time. The new requirements include a total of 120 credits and the integration of 21st century skills across all content areas.
New Jersey’s high school graduation requirements
An estimated 1,370,000 public school students will return to school in early September. Openings are planned for 12 newly constructed schools that are replacing unsafe or inadequate facilities.
Personalized Student Learning Plans
An exciting new component in the state’s plan to transform secondary schools is personalized student learning plans (PSLPs). This concept involves using adult mentors, including parents, teachers and counselors, to help students recognize and achieve their education goals.
PSLPs will be piloted in 6 middle schools and 10 high schools in 2009-10. The pilot will guide future efforts to expand the program.
New High School Graduation Requirements
New high school graduation requirements began last year for incoming freshmen (the class of 2012) and will be phased in over time. The new requirements include a total of 120 credits and the integration of 21st century skills across all content areas.
New Jersey’s high school graduation requirements
New Jersey ACT and SAT Results
ACT Results
The percentage of U.S. high school graduates meeting all four of ACT’s College Readiness Benchmarks increased slightly in 2009 as the pool of students taking the ACT® continued to expand, according to the not-for-profit ACT’s annual grad class report on college readiness. Nevertheless, the findings suggest continued effort to improve college readiness is needed on the part of states and school districts.
New Jersey ACT Report: http://www.act.org/news/data/09/pdf/states/Newjersey.pdf
SAT Results
More than 1.5 million students (1,530,128) in the class of 2009 took the SAT, the most widely used and researched standardized college admission test.
New Jersey SAT Report: http://professionals.collegeboard.com/profdownload/NJ_09_03_03_01.pdf
The percentage of U.S. high school graduates meeting all four of ACT’s College Readiness Benchmarks increased slightly in 2009 as the pool of students taking the ACT® continued to expand, according to the not-for-profit ACT’s annual grad class report on college readiness. Nevertheless, the findings suggest continued effort to improve college readiness is needed on the part of states and school districts.
New Jersey ACT Report: http://www.act.org/news/data/09/pdf/states/Newjersey.pdf
SAT Results
More than 1.5 million students (1,530,128) in the class of 2009 took the SAT, the most widely used and researched standardized college admission test.
New Jersey SAT Report: http://professionals.collegeboard.com/profdownload/NJ_09_03_03_01.pdf
Thursday, November 26, 2009
NJ Educational Data Score: 8 out of 10
The 2009 Annual Progress Report on State Data Systems is a Data Quality Campaign
publication that reports on states’ progress in building the 10 Essential Elements in their statewide longitudinal data systems. States are making progress; however, many states lack critical Elements essential for addressing college and career readiness and the impact that teachers have on student achievement (Elements 5, 6 and 7).
NJ report is here.
publication that reports on states’ progress in building the 10 Essential Elements in their statewide longitudinal data systems. States are making progress; however, many states lack critical Elements essential for addressing college and career readiness and the impact that teachers have on student achievement (Elements 5, 6 and 7).
NJ report is here.
NJ: 'C' FOR POLICIES RELATING TO NEW TEACHERS
A report by the not-for-profit, non-partisan National Council on Teacher Quality (NCTQ) finds that New Jersey's policies for new teachers are in need of improvement.
NCTQ' looked at three areas of state policy that impact new teachers. New Jersey earned the following grades, earning the state an overall grade of C:
• Identifying Effective New Teachers – D
• Retaining Effective New Teachers – C-
• Exiting Ineffective New Teachers – B
NCTQ President Kate Walsh said, “The third through fifth years of teaching represent an opportunity lost for teacher quality. That’s certainly when teachers begin to add real value, and it’s also when they tend to make decisions about staying or leaving. Although New Jersey is showing some signs of progress, it can help districts do much more to ensure that the right teachers stay and the right teachers leave."
Walsh continued: “Many states argue that their school accountability systems nullify the need to intervene, and that setting the sort of requirements that would lead to better decision making about teachers would be overstepping their role. Such arguments hold little sway, as states already intervene substantially on teacher issues, they just don't do so productively. Further, states should not overlook their responsibility to ensure that all students—especially children in poverty –have quality teachers. Every problem hasn't been solved simply because states see a few upticks in their test scores.
“Even if there were only one classroom of children in an entire state that was ill served by a teacher, states have an obligation to those children.”
While school districts are certainly key players in shaping the quality of their own teaching force, the public may not fully appreciate the considerable and increasingly critical role played by states. Without exception, state laws and regulations touch upon every aspect of the teaching profession, having a measurable impact on the quality of new teachers.
Among the findings about New Jersey:
• Although New Jersey controls how and when its local districts may award teachers tenure, it does not require districts to collect any evidence of teacher effectiveness as part of that determination.
• New Jersey's pay and benefit policies for teachers—including the state-run retirement system—disadvantage newer teachers, offering inadequate incentives to stay in teaching.
• New Jersey does not articulate consequences that districts must follow for teachers that are rated unsatisfactory on their evaluations.
Despite these findings, New Jersey has some bright spots, including its requirement of multiple formal evaluations for new teachers and its effort to close loopholes that allow teachers who have not met licensure requirements to continue teaching.
NCTQ' looked at three areas of state policy that impact new teachers. New Jersey earned the following grades, earning the state an overall grade of C:
• Identifying Effective New Teachers – D
• Retaining Effective New Teachers – C-
• Exiting Ineffective New Teachers – B
NCTQ President Kate Walsh said, “The third through fifth years of teaching represent an opportunity lost for teacher quality. That’s certainly when teachers begin to add real value, and it’s also when they tend to make decisions about staying or leaving. Although New Jersey is showing some signs of progress, it can help districts do much more to ensure that the right teachers stay and the right teachers leave."
Walsh continued: “Many states argue that their school accountability systems nullify the need to intervene, and that setting the sort of requirements that would lead to better decision making about teachers would be overstepping their role. Such arguments hold little sway, as states already intervene substantially on teacher issues, they just don't do so productively. Further, states should not overlook their responsibility to ensure that all students—especially children in poverty –have quality teachers. Every problem hasn't been solved simply because states see a few upticks in their test scores.
“Even if there were only one classroom of children in an entire state that was ill served by a teacher, states have an obligation to those children.”
While school districts are certainly key players in shaping the quality of their own teaching force, the public may not fully appreciate the considerable and increasingly critical role played by states. Without exception, state laws and regulations touch upon every aspect of the teaching profession, having a measurable impact on the quality of new teachers.
Among the findings about New Jersey:
• Although New Jersey controls how and when its local districts may award teachers tenure, it does not require districts to collect any evidence of teacher effectiveness as part of that determination.
• New Jersey's pay and benefit policies for teachers—including the state-run retirement system—disadvantage newer teachers, offering inadequate incentives to stay in teaching.
• New Jersey does not articulate consequences that districts must follow for teachers that are rated unsatisfactory on their evaluations.
Despite these findings, New Jersey has some bright spots, including its requirement of multiple formal evaluations for new teachers and its effort to close loopholes that allow teachers who have not met licensure requirements to continue teaching.
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