A r c h i v e d  I n f o r m a t i o n

New Jersey

Team Report

In May 1996, based on its Strategic Plan for Systemic Improvement of Education, the State Board of Education adopted Core Curriculum Content Standards and cumulative progress indicators to form the basis of curriculum, instruction, and assessment in New Jersey schools. These standards and indicators define the knowledge and skills that all students are expected to acquire by the completion of their thirteen-year public school education. The Core Curriculum Content Standards specify results in seven academic areas: the visual and performing arts, comprehensive health and physical education, language arts literacy, mathematics, science, social studies, and world languages. They also define cross-content workplace readiness standards; career planning; use of technology, information, and other tools; critical thinking, decision making, and problem solving; self-management; and application of safety principles.

The Core Curriculum Content Standards aim for excellence with the expectation that all students will achieve at high levels. While the attainability of high standards may vary among students, it is the state?s mission to prepare all students with an equally challenging education so that, upon graduation, all New Jersey students leave with the ability to succeed in the workplace, post-secondary education, and life.

While the Core Curriculum Content Standards point to the educational destination, they do not mandate specific courses or curricula. The Department of Education publishes curriculum frameworks, containing activities and strategies that may assist districts and charter schools in the development of local curricula aligned with the Core Curriculum Content Standards. Each district board of education or charter school then determines the curriculum, selects the most appropriate materials, and designs the instructional strategies that are most appropriate for all students to achieve at higher levels.

New Jersey is developing an aligned statewide assessment system in all content and workplace readiness areas to be administered at grades 4, 8, and 11-12. The passing of all assessments at grade 12 is a high school graduation requirement. The state publishes a "Directory of Test Specifications and Sample Items" for each assessment program. These documents provide important information to teachers and curriculum developers in the instruction and assessment of the standards.

A new professional development requirement going into effect in January 2000 mandates that all teachers must complete 100 hours of continuing education every five years. The new requirements will ensure that teachers and educational services staff continuously update and enhance their knowledge and skills to help students meet the high learning expectations contained in the standards.

Research shows that early childhood education is essential for students to be successful in school. Whole School Reform efforts require all elementary schools in the stateÆs special needs districts to implement specific models, such as Success for All, the Comer School Development Program, and others by the commencement of the 2000-2001 school year. School reform initiatives provide for the expansion of early childhood programs and full-day kindergarten in these districts. The goal of whole school reform is to raise student performance.

A New Jersey Success Story

When Cramer Elementary School first adopted "Success for All" in 1992, over 65 students out of 172 in grade one were reading below grade level. As of June 1998, the number has shrunk to 13 out of 128. Also, there has been a definite increase in reading for enjoyment and a greater appreciation for literature and writing.

For further information, contact:

Annetta M. Braxton, Principal
Rhoda L. Chasten, Facilitator
Cramer Elementary School
2800 Mickle St.
Camden, NJ 08105
(609) 966-8910
(609)756-0328 Fax

State Commitment Form

State: New Jersey
Team Leader: Iliana Okum
Phone Number: 609-292-8777

As a result of attending this Summit, what two things does your state team commit to doing in the next six months toward enhanced literacy for children and their families?

1. Prepare a memo to Commissioner and State Board of Education President citing the research findings and making recommendations in the areas of early childhood certification, preschool standards and continuing education tied to the report findings.
2. Disseminate all findings and recommendations to Chief School Administrators and principals and to parent organizations in the state.

1. Post information on the USDOE web page on the early childhood program models and early childhood certification requirements being used by states across the nation.
2. Require that funding be put aside for research and evaluation of early childhood models. (OERI and other program areas)
3. Require that states match dollars received from federal programs for early childhood education. (Title I, Special Ed., Title VII - Bilingual Ed., other funding sources)

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[North Carolina]