The New Jersey State Department Of Education

Institutions of higher education often struggle to find strategies that successfully engage students in learning. In the article “Faculty Work, Student Success,” Colleen Flaherty attempts to address this problem by analyzing the benefits that undergraduate research has on students and faculty. However, she points out that faculty have a hard time balancing the demands of focusing on teaching students while keeping up with research, without sacrificing the quality of one or both pursuits. Flaherty uses the College of New Jersey, as an example of an institution that took a risk and did a complete reformation of their curriculum focusing on the teacher-scholar model and undergraduate research (Flaherty, 2014). Since the implementation of the program in 2004, it had benefited both students and faculty alike such as increased retention and recruitment rates and increased student-faculty interactions (Flaherty, 2014). The new curriculum lightened the faculty teaching requirement to three courses a semester than were focused on undergraduate research and scheduled time to pursue their own research while encouraged to include students in that as well (Flaherty, 2014). While this new model has worked well for this university to engage students in learning through an emphasis on undergraduate research and balancing the faculty’s workload by changing their curriculum, this model may just not be feasible for some institutions since they vary greatly in size, focus, and resources, etc.

The overview of these three programs and attaining them is optimal, essentially a cycle of opportunity. By providing these services it develops a base for a long-term goal of achieving self-sufficiency and out of poverty. However, the accessibility of these beneficial resources may be difficult to obtain based on eligibility. New ideas that may help improve or reduce disparities in future programs can begin by concentrating on and expanding educational resources. For instance, a program that holds educational sessions on a monthly base, targeting communities, informing families of available resources and assisting with the application process. Another idea would be collaborating with the school system, specifically low-income based communities. After school program can be initiated to target parents that need assistance with extra resources and services. Lastly, innovating a classroom setting program for the duration of one-year, furthering educational and leadership ability for

In NYC, access to after-school programs remains a problem for many children especially those from low-income/unstable families due to the lack of funding by the government. After school programs are slowly diminishing in the city and many people are not interested in reviving them. Over the years, many people have downplayed afterschool programs and their benefits to children especially those that come from low-income/unstable families. The social development of children from unstable backgrounds could greatly improve by the promotion and valuation of afterschool programs. They offer activities, memories, and a sense of community all of which these kids need to excel and gear away from the negativity that surrounds them.

The New York City Department of Education (DOE) serves 1.1 million students across schools (“About Us”). During the Bloomberg administration more than 140 schools were closed with no indication that the “administration’s closure policy improved outcomes for students in the city’s struggling schools” (“Standardized Testing Is Counterproductive, Corrosive and Corrupting”). Several studies have detailed the damage and disruption the city’s closure policy had on struggling schools in high-need populations with significant academic challenges (Fruchter). Bloomberg’s education policies were guided by The No Child Left Behind law, which required standardized test-based school reform including annual testing, greater flexibility for states and increased teacher qualifications in order to receive federal funding (Ujifusa). This standardized test-based school reform trend continued under the Obama administration 's with the Race to the Top program. Race to the Top rewarded states that used exams and data systems to track the performance of students and teachers, among other initiatives (Cite).

Despite my work experience, I have yet to discover the appropriate methods that will allow for school administrators to better serve youth from disadvantaged backgrounds. The most recent statistics reveal a spike in the number of homeless and foster youth in the Los Angeles community, and I do believe that education, which still correlates with high success rates, despite the residual effects of the Great Recession, is the answer to save this community of

To better our country’s education system, we believe in school choice initiatives. Parents and children should never be limited in their choice of school due to income and location. In order to provide their child with the best education, both parents and children should feel free to choose a school that best fits the child’s educational needs. Money may be removed from federal funding to provide assistance to struggling families that wish to send their children to private or charter schools in order to provide their child with the right educational

The New York Department of Education is debating re-zoning some of Manhattan’s schools in order to diversify the student bodies. Of all of the proposed integrations, the re-zoning of Public School (PS) 199 and PS 191 has led to the most persistent parent protests. On the one hand, this change would lead to a more diverse student body, reduce overcrowding at PS 199, and break down the walls of racial, political, and socio-economic division. On the other hand, it would potentially cause disruptive relocation, decrease property values, and create awkward zoning boundaries.

Are these complaints not the same ones that appeared a century ago? Improvement is desperately needed, but where should it start? Cleveland, Milwaukee, and the state of Florida have suggested an answer: a school voucher system. Voucher proponents believe that the system which they support is a starting place. Voucher proponents across the nation believe that through this program, which places the burden of improvement upon schools, progress can be made.

Dear New Jersey Educational board, in response to your request to form a task force I have been appointed to serve as the task force’s educational policy historian. It is my job to examine historical education policies in order to discover if there is anything that can be used to improve today’s educational system. While searching through our great nations historical records, it came to my attention that, as a society, we have overlooked one very large and obvious issue with our educational system. Our state is not prioritizing our student’s education or their future. Schooling is expensive, the number of citizens in poverty is high, and there exists a skills gap throughout the entire country; however, all of that is fixable. Our educational

The Department of Youth and Community Development’s (DYCD) central task is administering available City, State and Federal funds to effective Community-Based Organizations (CBO’s) to provide high-quality youth and family programming (DYCD). In an effort to turnaround the Mayor’s rigorous Renewal School implementation timeline, DYCD was asked to help serve as a procurement engine to get the contracts registered on a timely basis so funds could quickly be infused into the schools. The RFP process was a collaboration between the Mayor’s Office, DOE and DYCD. The RFP’s primary purpose was to support the 83 Renewal Schools in becoming Community Schools by securing experienced CBO’s to partner with the failing schools in implementing the Community

The U.S. Department of Education’s study of 22,000 kindergartners in the kindergarten class of 1998-99, found that Black and Hispanic children were substantially behind when they entered kindergarten (Children’s Defense Fund, 2009). Children from low-income are less likely to participate in high quality early childhood and pre- kindergarten programs that prepare children to succeed in school. Early Head Start programs serve only 3% of infants and toddlers from eligible low income families (Fiester, 2010).

The purpose of this project is to introduce a possible approach and solution to address inequality in the United States public education system. As such, it presents evidence to support the claim that academic outcomes improve when children participate in school-readiness programs prior to entering primary education. Moreover, the emphasis of this project is to present the process for an exploratory analysis using the constructionist approach and basic framework of the social problem process by Joel Best (2008, pp. 33-40). First, it introduces the claim that educational outcomes are dependent on socioeconomic status, advocates for compulsory early childhood education, and proposes the Initiatory Public Education Policy. This includes

Nonetheless, each Community School will be allocated funding for this initiative based “on a formula” that combines “foundation base” and “need weights” (Community School strategy). The “foundation base” for each school will be $225,000 (Community School strategy). The “need weights” will apply funding for other elements such as “grade weight”, “campus model” and “need weight”. The “grade weight” will be based on the FY16 Fair Student Funding model (see appendix ___) that vary based on grade level, general education, ELL status, poverty, special education (self contained or integrated), and school portfolio (i.e. career and technical education, specialized academic or audition, transfer school, etc.) (Community School strategy). The “campus

Allowing school choice can have an impact on every type of schooling system. However, to first understand its affects, we must first explore what the intention of school choice is. Having school choice creates competition among all schools and is thought to help raise academic achievements (Lubienski, Gulosino, & Weitzel, P. 2009). Just as individuals have the freedom to choose where to shop for food, parents have options of where to send their children for an education. Schools may create specialized programs often found in Magnet Schools, Public Schools may have a particular focus, Charter Schools may advertise smaller class size, and Private Schools may go for a value-driven and religious education. These focuses or programs make the school more attractive to parents and students. For example, a child from a low income family may not be able to attend a private school, but really wants to receive a religious

Ever since the early 2000’s, the United States has been lagging behind in some areas compared to other developed countries. U.S. elites and many Republicans ignore the fact that well-functioning and well-resourced public schools are the key to maximizing a child’s future potential.  But the major areas that need to be improved are: the education system, the infrastructure, and the criminal justice system.