Wednesday, February 14, 2018

Hoboken Board of Education- February 2018 Detailed Meeting Agenda

Meeting Agenda for the February 13, 2018 Hoboken Board of Education Meeting--- 

More and more people are not buying into the district narrative that "everything is wonderful" in the Hoboken School district and are beginning to speak out about institutional racism in the Hoboken District, how black students are being treated and corresponding low expectations placed upon them, the high per pupil spending and low test scores and rankings, sexual assaults and rape culture in the Hoboken Public Schools as well as unresponsiveness of the Board on transparency concerning student safety. 



PATRICIA WAITERS- NJ ASSOCIATION OF BLACK EDUCATORS


COURTNEY WICKS- Low Academic Achievement of Black Students in Hoboken


BRIAN MURRY


ELIZABETH ADAMS- School Security and Sexual Assaults and Rape Culture in the Hoboken Public Schools and Lack of transparency and lack of leadership


Friday, February 9, 2018

Calabro Excels While Connors Elementary, Hoboken Middle School, Wallace Elementary and Hoboken High School Score Low on New NJDOE School Rating System- Hudson County Results

Kolo Club. Hoboken American Legion Post 107 - Jan 2018

New Jersey education officials have for the first time assigned a score of 1 to 100 to each of the state's more than 2,000 public schools. The new ratings consider important factors the state uses to determine which schools need the most help which is a federal requirement.

These school scores are similar to a letter grade at the top of a student's essay, with the rest of the report card containing important context, such as a teacher's comments.

In a statement, the state Department of Education said it designed the new ratings to comply with the Every Student Succeeds Act, the new federal education law that replaced No Child Left Behind.

The law requires states to "meaningfully differentiate" schools' performance based on a variety of metrics and publish that information on school report cards, said Julie Woods, a policy analyst for the Education Commission of the States, which tracks state policy.

Nationwide, 45 states and the District of Columbia use some form of summative rating, such as a 1-100 rating, A-F rating or labels like "great," "good" and "excellent," Woods said.

School- Summative Rating (Summative Score)
Calabro Elementary School - 84 (73.3)
Wallace Elementary School- 37 (41.7)
Hoboken High School- 17 (22.7)
Hoboken Middle School- 8 (18.4)
Connors Elementary School- 7 (16)

Of the 97 public schools scored in Hudson County, Calabro is ranked 10th; Wallace Elementary is ranked 50th; Hoboken High School is ranked 83rd; Hoboken Middle School is ranked 88th and Connors Elementary School is ranked 89th.

Tuesday, February 6, 2018

Petrosino Attends National NSF Workshop: What Universities Must Do to Prepare Computer Science Teachers: Networked Improvement in Action

In late January, I joined 60 representatives from 22 universities  — along with key stakeholders from the broader computer science education and engineering education communities — at the University of Colorado Boulder. The challenge was to attract more STEM teachers from engineering majors and to significantly strengthen the preparation of computer science teachers. The meeting was planned by representatives from UTeach programs at Boise State University, CU Boulder, and Drexel, with support from the UTeach Institute at The University of Texas at Austin. In total, about half of the national network of universities implementing the UTeach secondary STEM teacher preparation model were represented. A couple of other universities learned of our meeting and we were thrilled to have them join.
This meeting built on the CSforAll movement, which after decades of reports recommending high school CS education for all US students, is finally making headway. Federal agencies and STEM and CS education organizations (UTeach included) have been broadening participation in CS by integrating industry expertise into classrooms, training in-service teachers, integrating CS into existing STEM courses, and implementing introductory CS courses like AP CS Principles and Exploring Computer Science.
In-service teacher professional development has been key to the explosive growth of K–12 CS education offerings, but the role of universities in the preparation of computer science teachers is absolutely critical if we are going to address the current shortage of CS teachers at scale and with any kind of lasting impact. Yet there are precious few exemplars on which to model new programs. Partly this has been a chicken and egg problem. For example, the UTeach program at UT Austin has had an undergraduate pathway to CS certification for more than ten years. But with so little demand for CS teachers at secondary schools throughout the state, very few students were recruited and prepared. Now that the demand for CS teachers is increasing, UTeach Austin and other UTeach partner universities are ramping up and expanding their efforts.
There was widespread consensus among our group at CU Boulder last week that a variety of pathways were needed in order to recruit and prepare excellent CS teachers. All the universities in attendance described either new pathways that had been implemented within the last two years, or pathways currently under development. These included:
  • Undergraduate, four-year degree plans that add teaching to a CS major. (YES, CS majors CAN be recruited into teaching.)
  • Undergraduate, four-year degree plans that add a CS concentration to a math major with teaching.
  • Undergraduate CS certificate programs that any teaching major could add (not clear if this can all be done in four years, however).
  • Post-baccalaureate pathways designed for career-changers or new graduates with no teaching background. These pathways included streamlined preparation lasting between 1 and 1.5 years, designed to lead to a full CS teaching certification/credential.
  • Post-baccalaureate pathways designed for in-service, fully credentialed teachers. These pathways could lead just to additional CS credentials or also to a Master’s degree. These pathways might comprise a series of micro-credentials intended for in-service teachers to add over time and leading to various levels of expertise, and ultimately to full CS teaching certification in states that offer it.
There was also widespread agreement that, in addition to the development of various pathways leading to both adequate CS content and pedagogical preparation, the following considerations are critical to successful implementation:
  • Attention to the integration of computational thinking into the preparation of ALL future STEM teachers.
  • Attention to proven strategies for recruitment of students/professionals into pathways, especially developing partnerships between colleges of education/teacher preparation units and CS departments and advisors.
  • Attention to informing CS research faculty about high school teaching, so that CS majors are exposed to this career possibility.
  • Attention to providing adequate support, including financial, to students pursuing these pathways.
  • Attention to further development of the CS education research community.
  • Attention to issues of equity and diversity both from a pedagogical perspective and also as a teacher workforce concern. Broadening participation in CS should include explicit strategies to attract and prepare a diverse CS teaching corps.
  • Attention to the unique needs and issues of capacity of rural schools and districts.
  • Creative solutions to the need for adequate CS education field placements.

Engineering students at the University of Colorado, Boulder discuss 
their experience preparing to also become teachers.

UTeach programs at universities across the nation are well-positioned to develop and implement these CS teaching pathways. The UTeach STEM Educators Association, made up of 45 UTeach programs and affiliated organizations, is a robust networked improvement community that promotes and supports university-based, secondary teacher preparation in STEM. TheUTeach program model has been proven effective and has already been customized to meet the unique needs of undergraduate STEM majors and future STEM teachers. Further customization to bolster recruitment and preparation of CS teachers is not such a huge lift. Additional funding, however, will be necessary to design and successfully launch new pathways, particularly with regard to hiring clinical and research faculty with CS expertise, developing coursework, and recruiting and supporting students.
In the months following this meeting, a UTeach CS Education Working Group will be developing a white paper to be published this summer. A follow-up meeting is also planned for May 24, in conjunction with the annual UTeach Conference in Austin, Texas. 

Friday, February 2, 2018

See How Each Hoboken Public School Scored in the 2018 New Jersey Department of Education's Scoring System (1-100 scale)

2018 NJDOE Hoboken Public School Ratings
It seems as if the information coming out concerning the academic condition of the traditional Hoboken Public Schools gets worse with each independent 3rd party evaluation of the school district. Today's rating is by the New Jersey Department of Education (NJDOE) and paints a sobering picture of Hoboken High School, Hoboken Middle School, Connors Elementary, and Wallace Elementary. -Dr. Petrosino

New Jersey education officials have for the first time assigned a score of 1 to 100 to each of the state's more than 2,000 public schools.
Burying the simplified scores was intentional, said Pete Shulman, a former assistant education commissioner under Gov. Chris Christie. The new ratings consider important factors the state uses to determine which schools need the most help (a federal requirement), but they don't capture the complete picture of a school, Shulman said.

He compared the scores to a letter grade at the top of a student's essay, with the rest of the report card containing important context, such as a teacher's comments. 

In a statement, the state Department of Education said it designed the new ratings to comply with the Every Student Succeeds Act, the new federal education law that replaced No Child Left Behind. 
The law requires states to "meaningfully differentiate" schools' performance based on a variety of metrics and publish that information on school report cards, said Julie Woods, a policy analyst for the Education Commission of the States, which tracks state policy. 

Nationwide, 45 states and the District of Columbia use some form of summative rating, such as a 1-100 rating, A-F rating or labels like "great," "good" and "excellent," Woods said. 

Parents and citizens of Hoboken should pay particular attention to the percentile scores of the following public schools in Hoboken, NJ: Wallace Elementary, Connors Elementary, Hoboken Middle School and Hoboken High School. 

The HoLa Dual Language School leads all Hoboken public schools in the new New Jersey Department of Education scoring system.

Friday, January 26, 2018

Press Release- HOLA ANNOUNCES ENGLISH LANGUAGE LEARNER PREFERENCE IN LOTTERY AND AN INCREASED CHANCE FOR LOW-INCOME STUDENTS

HoLa Dual Language School Classroom
The following is the official press release of the 2018 HoLa Dual Language Lottery. Of special note is the fact that HoLa continues to be a leader in both the City of Hoboken as well as across the State of New Jersey in terms of incorporating approved preferences for both ELL students (English Language Learners) as well as low-income students. This year the preference has been increased from 2 to 1 to 3 to 1. While these preferences do not assure enrollment, they increase the probabilities of being selected in the lottery substantially for ELL and low-income students. HoLa is the first pubic charter school in NJ to offer ELL and low-income preference in its lottery. 

Friday, January 19, 2018

Hoboken High School's "Great Schools" December 2017 Analysis- Test Scores- (rank 2 out of 10): Very concerning: College Readiness (rank 3 out of 10): A worrisome sign; Equity Overview (rank 1 out of 10): Very concerning

Sometimes there is a need for objective, third party evaluation of a particular situation. This is especially true of schools and school systems. Administrators often paint glowing and overly positive portraits of the work they are conducting while pundits sometimes are criticized for being over zealous in their criticism. The public school district in Hoboken, NJ is one such example that we will look at today. Administrators claim progress while pundits claim systemic and chronic problems on many different levels including academics and equity. 

Great Schools is an independent organization and rates schools all over the country on a number of different areas that are important in terms of offering a quality educational experience for students and families. Great Schools ranks schools in 3 main areas: ACADEMICS, EQUITY, and ENVIRONMENT. Each of these areas have a number of subcategories. Specifically, ACADEMICS: test scores, college readiness, and student progress; EQUITY: equity overview, race/ethnicity, low income students, and students with disabilities; and ENVIRONMENT: students, discipline and attendance, teachers and staff, and neighborhood. The site generally ranks from 1-10 with 1 being the lowest and 10 being the highest. The site also offers a brief objective and data driven narrative analysis. 

What follows is GREAT SCHOOLS latest assessment of Hoboken High School in Hoboken, NJ. The data is presented without commentary. And to reiterate, the data and narrative is compiled by an independent and objective 3rd party and is done for most schools (public and charter) across not only Hudson County, or New Jersey but across the entire country. 

HOBOKEN HIGH SCHOOL (as of December 2017): Overall Ranking is 2 out of 10 (where 10 is the highest)

ACADEMICS 
Test Scores- (rank 2 out of 10): Very concerning: Test scores at this school fall far below the state average. This suggests that students at this school are likely not performing at grade level.

College Readiness (rank 3 out of 10): A worrisome sign: This school is below the state average in key measures of college and career readiness. (Remember: high graduation rates don't mean much if students are graduating without the coursework and test scores they need to succeed.)

Student Progress (rank 2 out of 10): Very concerning: Students at this school are making far less academic progress given where they were last year, compared to similar students in the state. Very low progress with low test scores means students are starting at a low point and falling even farther behind their peers.

This rating measures how much students at this school improved from one year to the next, compared to students with similar proficiency levels at other schools in the state. 

EQUITY 
Equity Overview (rank 1 out of 10): Very concerning:  Disadvantaged students at this school may be falling far behind other students in the state, and this school may have large achievement gaps.

Race/Ethnicity: Various rankings-- see graphic below but a summary would be a ranking of 2 out of 10 for ALL students; a ranking of 2 out of 10 for HISPANIC students, a ranking of 1 out of 10 for BLACK students, and a ranking of 6 out of 10 for WHITE students. 

Low Income Students: (rank 2 out of 10): Very concerning:
Test scores for low income students at this school fall far below the state average for all students.

Hopefully this analysis will provide some information for those people attempting to make sense of the many different inputs they are receiving concerning the academic and equity issues at Hoboken High School in Hoboken, NJ. There is also plenty of data available at the New Jersey Department of Education's website. 

Wednesday, January 17, 2018

2017 Hoboken Public Schools District-Wide PARCC Scores by GRADE in Language Arts and Math- After Grade 5 Over 50% of the District Fails to Meet Passing Expectations

Cal's Hot Dogs at the corner of Newark and Harrison
Circa 1953
In September of 2017 the New Jersey Department of Education released the results of the 2017 PARCC (Partnership for Assessment of Readiness for College Careers) scores for all New Jersey schools and school districts. The test is given each spring to students in grades 3 through 11. Students receive scores ranging from 1 to 5 on the computerized tests. Those who score a 4 or a 5 are considered to be meeting the expectations of their grade level. Those scoring a 3 are "approaching" their grade level, while students earning a 1 or a 2 need significant improvement. 

Previously, 2017 PARCC data was presented by Grade and by School. The New Jersey Department of Education also presented District wide data which combines data from all schools by GRADE level. Presented here therefore is the 2017 Hoboken School District PARCC results for Grade 3, 4, 5, 6, 7, 8, 9, 10, and 11. So slight note is high school math is categorized by subject. Therefore, Math Grade 9 = Algebra I; Math Grade 10 = Geometry; and Math Grade 11 = Algebra II. This corresponds roughly with the grade these particular math classes are taken. 


Click to Enlarge 
Some interesting aspects of this data: 

1) After Grade 4, the District Wide passing rate for Mathematics in ANY grade never surpasses 20% and hits a low of 3% (!) in Geometry- Grade 10. 

2) After Grade 5 Reading (Language Arts), the District Wide passing rate for Reading in ANY grade never surpasses 50%. 

3) At no point in secondary school (Grades 9, 10, and 11) does the passing rate in Mathematics exceed 18%

These scores do not bode well for college readiness. In general, a College Ready student is an academically prepared student, ready for postsecondary education (college) or training without the need for remedial coursework. Its challenging to imagine the majority of students leaving the Hoboken School District satisfying this general definition of college readiness given the fact that over 60% of 11th graders are not passing Reading (Language Arts) and over 80% of Hoboken High Math students are not passing MATH expectations in Algebra I, Algebra II, and Geometry. 





Source Data

Reading Math
Grade 3 58.3 52.5
Grade 4 58.3 41.8
Grade 5 64.1 41.2
Grade 6 46.5 18.2
Grade 7 44.1 20.2
Grade 8 38.8 9.6
Grade 9 34.5 17.4
Grade 10 37.4 3
Grade 11  37.7 15.1

Saturday, January 13, 2018

2017 PARCC Results for Hoboken School District: Grades 3 to 11 Reading (Language Arts) and Mathematics: Mixed Results in Early Grades; Middle School Scores Well Below 50% on Adequate Progress; College Readiness Measured by PARCC Scores Very Low in Hoboken High School

Hudson River- Hoboken January, 2018 
In September of 2017 the New Jersey Department of Education released the results of the 2017 PARCC (Partnership for Assessment of Readiness for College Careers) scores for all New Jersey schools and school districts. The test is given each spring to students in grades 3 through 11. Students receive scores ranging from 1 to 5 on the computerized tests. Those who score a 4 or a 5 are considered to be meeting the expectations of their grade level. Those scoring a 3 are "approaching" their grade level, while students earning a 1 or a 2 need significant improvement.

Data for the Hoboken School District will be presented in two different ways. First, by some quick to read charts (see Charts 1, 2, and 3 below) and second by a more detailed handout that can be viewed online or printed out for closer examination. There is more information in the handout than in the chart. For instance, in Charts 1, 2, and 3 only "passing" scores of 4 or 5 are represented. In the handout, percentages for each PARCC level (1, 2, 3, 4, or 5) in each grade (3rd, 4th, 5th, 6th, 7th, ith, 9th, 10th, and 11th) in each school (Calabro, Connors, Wallace, Middle School, Hoboken High School) are presented along with DISTRICT scores.

There are a number of interesting findings that one sees only when data is presented in graphic or chart form. For instance, in Chart 1 we see some really interesting things:

• The disparity between Reading (Language Arts) and Mathematics within each school. This is especially evident in Connors 3rd Grade; Calabro 4th Grade, Calabro 5th Grade, and Calabro 8th Grade.

• The drop-off between Reading at Calabro from Grade 5 (100%) to Grade 6 (63%).

• Except for Connors Mathematics Grade 3, every elementary school at every grade tested scores at a higher percentage in Reading than Mathematics.



CLICK TO ENLARGE
Chart 1: 2017 Hoboken PARCC Scores by School Grades 3-6
In Chart 2 we see some really concerning things- primarily the overall low scores and especially the very low score in Grade 8 Mathematics. During the middle grades, students begin getting deeper and more complex content and effective pedagogy becomes critical. It should be noted that during the middle grades, students begin getting deeper and more complex content and effective pedagogy becomes critical. We will soon see how these scores play out in the high school but for now, here at the scores for Grade 7 and Grade 8 in Reading and Mathematics.

CLICK TO ENLARGE
Chart 2: 2017 Hoboken PARCC Scores Grades 7 and 8

In Chart 3 we see clearly some of the systemic and chronic failure of the Hoboken School District to adequately prepare students not only for college but arguably for future employment in our increasingly complex and STEM dominated world. Over 80% of the district students are not meeting the New Jersey Department of Education's expectations in Mathematics (Algebra 1, Algebra 2, and Geometry) and over 60% are not meeting the New Jersey Department of Education's expectations in Reading (Language Arts).
CLICK TO ENLARGE
Chart 3: 2017 Hoboken PARCC Scores Grades 9-11 (HHS)  

PARCC scores are not a perfect measure and certainly individual students who are not scoring a 4 or a 5 may still be learning and not necessarily be testing well. But educational leadership, educational policy, and educational administration demands looking at the big picture as well as the individual level. These latest PARCC results along with 7 years in a row of failed QSAC DPR's in INSTRUCTION AND PROGRAM are not independent of each other.  are I would encourage interested people to look at the more detailed handout of the 2017 PARCC results below. There is plenty of good and interesting data to be gleamed.

Summary: As we reflect on this Martin Luther King Jr. weekend, we need to begin to challenge the chronic and systemic issues our Black and Latino students and students from financially struggling families are facing in the Hoboken School District. A vast majority of the school district is demographically from under represented populations and qualify for Free or Reduced lunch. These students and their families have limited options and depend on public education more than any other group in the city for their future. Unfortunately, these PARCC results- most notably beginning in Grade 6- indicate that it is not any group or individual student who is failing. Rather, there appears to be a system wide failure taking place and no one is being held accountable or is taking responsibility at the school or district level. 





Tuesday, January 2, 2018

Hoboken School District Fails to Satisfy QSAC DPR for Instruction and Program for 7th Straight Year- Significant Lapse in Reporting Results to the Public

Brandt School - Hoboken, NJ
Summary: It has been approximately 7 months since the Hoboken School District received their latest QSAC placements and results still have not been widely reported to the public. The district failed the QSAC DPR in Instruction and Program for the 7th straight year.

Background: New Jersey districts must all undergo the Quality Single Accountability Continuum (QSAC). NJDOE staff review documents and analyze district performance against critical indicators in 5 QSAC areas. One of those areas, and I argue the most important, is INSTRUCTION AND PROGRAM. A score of 80% is seen as satisfying weighted indicators. While I was Assistant Superintendent, we were able to raise the QSAC score in INSTRUCTION AND PROGRAM from an initial score of 34% (a few months after we took over) to a high of 87%* in 2010 (after the HBOE approved the revised curriculum and the results of the 2009 state test scores were analyzed). 
* 2010 QSAC scores were based largely on academic year 2008-09 while I was Assistant Superintendent
However, after the 87% score in INSTRUCTION AND PROGRAM in April of 2010, the Hoboken School District has scored below 80% (failed) each year in the INSTRUCTION AND PROGRAM DPR (the district has passed the other 4 DPRs)

Perhaps more interesting is if you read the June 20, 2017 placement letter (below) you will read the following directly below the results: 

Please be advised that QSAC regulations require your board of education to report these placement results at the next regularly scheduled board meeting.”  -June 20, 2017 NJDOE letter to the Superintendent
The first Hoboken Board of Education meeting after the placement letter was received was on June 27, 2017. A review of meeting agendas and televised meetings indicates the following: 

June 27, 2017- QSAC Results Not Presented to the Public as required    
July 25, 2017- QSAC Results Not Presented
to the Public as required   
August 22, 2017- QSAC Results Not Presented to the Public as required  
September 12, 2017- QSAC Results Not Presented
to the Public as required   
October 10, 2017- QSAC Results Not Presented
to the Public as required 

The NJDOE believes these scores should be reported promptly to the public. This link shows that the scores have been available to the public since at least mid July 2017: The QSAC letter below has been available from the State of New Jersey since Summer 2017.

INSTRUCTION AND PROGRAM is, in my opinion, the single most important and critical DPR for a New Jersey School District. That the Hoboken School District has failed this the INSTRUCTION AND PROGRAM DPR for 7 straight years is very concerning. That these scores are not being reported in a timely fashion in compliance with QSAC regulations is very disappointing. 




Saturday, December 23, 2017

Hoboken High School In Crisis - District and School Adminstration Questioned; Hoboken Reporter claims: "She also said she had told a school official in the past that she had had problems with the boys"

Click to Enlarge
The following is a post by the HUDSON COUNTY  CHRONICLES which is a local news site that attempts to distribute information and news of various things going on and taking place in Hudson County, New Jersey. This post asks the administration and district leadership of Hoboken High School and the Hoboken Board of Education for more information concerning the incident and asks for a public hearing. 

The most recent post centers on an alleged sexual assault/rape that occurred in Hoboken High School during the school day on November 30, 2017. This assault came a year after a previous assault in the school of a 12 year old female who was fondled in a supposedly secured elevator. Despite media coverage from WCBS, WNBC, WABC, and NEWS12-NJ, there has been little to no interaction between the district administration and the media although evidently a joint email was sent to some district parents sometime after news of this incident hit the Tri-State metropolitan area this past week by the Hoboken Superintendent, the Hoboken High School Principal, and the President of the Hoboken Board of Education. -Dr. Petrosino

The alleged sexual assault that took place on the Hoboken High School campus on November 30th caught most off guard.

The Hudson County Chronicles has been following this story for more than a few days, presently there are many unanswered questions concerning this case.

What we have learned is four male students are facing serious charges and one is being charged as an adult; the victim is also being vilified on social media. Lives will forever be affected by this incident regardless of the outcome.

This incident was first publicly revealed yesterday. How could the Administration not make the students' parents of Hoboken High School aware of these very serious allegations?

The Hoboken High School Administration led by Dr. Christine Johnson has failed the students and their families. Every parent should believe that their children's school is a protected safe haven for them.

Parents have the right to know immediately when anything has taken place which impacts the public safety of their children.


In the coming days, we must not pass judgment on the victim or the alleged perpetrators. The judicial system must be allowed to provide a fair and equitable investigation.


The parents, with the support of all residents of Hoboken, must demand answers from the Hoboken BOE, and the Administration. Public hearings must be conducted in which residents can seek answers on why the leadership of its educational system failed to notify the parents this incident in more timely manner.


 CLICK HERE FOR MORE INFORMATION FROM THE HOBOKEN REPORTER

Wednesday, December 20, 2017

WCBS TV- Hoboken High School Victim Speaks Out About Alleged Sex Assault at Hoboken High School During School Hours

CLICK HERE TO WATCH VIDEO
The victim, a 17-year-old junior, said four of her male classmates forced her into a storage closet at Hoboken High School on Nov. 30. She said she was leaving one class and about to head to another.
Hoboken police confirm the 18-year-old is one of the classmates and was charged with aggravated sexual assault.  The other three are juveniles so their names aren’t being released.
“He kind of got behind me and pushed me towards the room. I tried to stop him with my feet but that didn’t work,” the victim said in an exclusive interview with CBS2’s Lisa Rozner. “I repeatedly said to stop or I tried to scream but my mouth was covered. They pulled my shirt over my head and I tried to get it back off but my hands were being held so I couldn’t do that. My bra was pulled down, my pants were pulled down and I couldn’t do anything.”
The victim said she told a school employee that the boys had bothered her in the past.
Her mother is outraged.
“Protecting her from the streets and I would never think it would happen in school where there’s a lot of people… the police are there,” the victim’s mother  said.
Police said they have surveillance video from the school and one of the teens recorded the incident on a phone.
The Hudson County Prosecutor’s Office is investigating.
The victim is being home schooled and hasn’t been back at the school since the alleged attack.
The principal has not returned CBS2’s calls.

The Superintendent has not yet made a statement 

Tuesday, December 19, 2017

News 12 New Jersey, NJ.COM, and WNBC-4 Report on Sexual Assault in Hoboken High School During School Hours

Screen shot from News 12 NJ- December 20, 2017
News12 NJ Reports that "On December 19, 2017 four male students are facing charges after a 17-year-old female student was allegedly raped at Hoboken High School, according to police."

They further explain, "Hoboken police say that a male student, age 18, was charged in the sexual assault of another student on Nov. 30. Three other teens are facing charges that they allegedly aided the 18 year old in the assault. Their names were not released because of their ages."

See Video from News 12 New Jersey: http://newjersey.news12.com/clip/13995293/police-4-face-charges-after-alleged-sex-assault-at-hoboken-hs

Screen shot from News 12 NJ- December 20, 2017
Police say that the four teens forced the victim into a room. The incident was reportedly captured on the school’s surveillance video. Police say that the victim was then forced to perform a sexual act on one of the students. 

The incident was also allegedly recorded on one of the teen’s cellphones, according to police.

Authorities did not say if the assault happened during school hours.


The school's principal declined to comment on the investigation. 

According to NJ.COM who also picked up the developing story:
Four Hoboken High School students have been charged with forcing a female student to perform a sex act inside the school during school hours, the Hudson County Prosecutor's Office said.....Hoboken schools Superintendent Christine Johnson did not immediately respond to requests for comment. Juan Melli, a spokesman for the administration of Mayor Dawn Zimmer, could not immediately comment on the incident. - Steve Strunsky, NJ Advance Media for NJ.com


See News 12 Video Report: http://newjersey.news12.http://newjersey.news12.com/story/37104619/police-4-face-charges-after-alleged-rape-at-hoboken-high-school

See Story by New Jersey 101.5: CLICK HERE Who also report the following: 


Click to Enlarge

NBC 4 in New York not only is reporting the story but also made it the lead on their web page today


Click to Enlarge
WCBS TV has an exclusive interview with the victim and her mother: CLICK HERE


Hoboken Patch also is reporting on the Story: CLICK HERE

Not the First Time at the Hoboken High School  Building

18 months ago, in May of 2016 and at the same building, a 12 year old girl was fondled in a supposedly secured school elevator by a 16 year old student. NJ.COM reported at the time that the girl was "visibly shaken". 

Jersey Journal- May 25, 2016 (Front Page)
Similar to the recent sexual assault at Hoboken High School,  Superintendent of Schools Christine A. Johnson declined to comment further on the May 2016 incident. NJ.COM reported that then Hoboken Junior/Senior High School Principal Joseph Vespignani could not be reached for comment. 

According to NJ.COM- the seventh-grader's father said she's still not herself, and she she will not be returning to that school. "She is staying to herself more; she doesn't want to talk much. She just isn't who she was," said the father, whose name is not being used to protect the girl's identity. "She doesn't come into the living room and watch TV with us. She just goes straight to her room." The father said that at the beginning of the school year parents were told by a school official that the seventh- and eighth-graders "would be totally separated" from the older students. He said when he spoke to school officials on Friday, he was told they are 'semi-blocked off.' (Earlier in the school year) they said totally blocked off."

The father said his daughter told him that last week the boy kept popping up at her locker and other places. On Friday he asked to speak to her, and they took a walk and ended up on the elevator.

The father said the elevator is for students with medical issues, and a key is required to use it. He said school officials told him the boy did not have a medical condition, and they did not know how he got a key.

One father waiting to pick up his seventh-grade daughter at dismissal time today said the seventh- and eighth-graders are separated from the older students by security guards, but he worries about how effective that is and said the younger students should be somewhere else.

Jersey Journal- May 25, 2016