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

Sunday, December 17, 2017

Data Modeling for Pre Service Teachers and Everyone Else (Petrosino and Mann, 2018)

SantaCon in Hoboken, NJ 2017 (Read Story from WNBC News)
This is a final draft copy of a forthcoming article on data modeling with college students. The article will appear in The Journal of College Science Teaching. JCST is a peer reviewed journal on college teaching in STEM that is published multiple times a year by the National Science Teachers Association (NSTA). The work published here centers on data modeling activities by over 100 undergraduate students as they struggle to make sense of the use of data in their everyday activities as well as preparation for the possibility of teaching this subject matter to K-12 students in our nation's schools. My colleague and co-author Michele Mann was instrumental in overseeing major portions of this study and in helping out with the analysis of the data and editing of the final manuscript. 


Tuesday, December 12, 2017

Using Computer Science to Model Inclusion and Diversity in STEM Content Area


Troy's Athletic Club- Little League Team (circa 1961)
Explaining segregation is more difficult than one might imagine due to the deeply rooted inequities based on historical policies and practices that have carved and shaped this city. The ability for all learners to understand the legal (“de jure”) and social (“de facto”)  process of segregation is imperative for uncovering misconceptions and addressing narratives about equitable participation in society. To address this need, Dr. Anthony Petrosino leads the Group-based Cloud Computing (GbCC) for STEM Education project, which works to develop curricula using cognitive tools to help all learners understand complex problems like segregation.

GbCC is a collaborative agent-based modeling program based on NetLogo (Wilensky, 1997). These agent-based models allow students to engage in simulations that explore how actions and interactions of autonomous agents have an effect on the system as a whole. This platform empowers students to take agency in their own learning by controlling variables, making changes to code, and sharing changes with classmates anonymously. GbCC addresses diversity and inclusion in the classroom by providing a platform that allows all students to participate in real-time modeling of scientific content.

Using the GbCC segregation model, students have investigated how small changes in simple variables, such as wanting neighbors similar to yourself, can result in emergent segregation of society. Dr. Sepehr Vakil and doctoral student Jason Harron have used this tool to discuss complex social challenges associated with the gentrification of East Austin with pre-service STEM teachers in the UTeach course, Classroom Interactions. Pre-service teachers were able to learn about redlining - the legal process of denying services based on geographic location - and modify the NetLogo code to alter the functioning of the model.

Since the environment is authorable, GbCC provides students with a low-threshold to begin exploring with little or no programming background knowledge. As students advance in their programming skills, the platform continues to provide room for growth (high-ceilings) allowing students to create more sophisticated models (Myers, 2000). During the Fall of 2017, models developed by undergraduate Computer Science student Mica Kohl and curricula developed by  graduate student Max Sherard were used to teach students about ecosystem species interactions in a week-long unit exploring how wolves shape rivers in Yellowstone National Park (“How Wolves Change Rivers [Remastered],” 2017). The models were used at two school sites with almost 400 students in fifth and sixth grade level science classrooms, with approximately two-thirds of students being economically disadvantaged. Continued partnership with these two teachers is planned for the Spring of 2018.

The GbCC for STEM Education is a National Science Foundation funded project that is the product of collaboration between four universities: Northwestern, Vanderbilt, University of Massachusetts at Dartmouth, and the University of Texas at Austin. Dr. Anthony Petrosino coordinates the implementation, development, and demoing of GbCC Model-based curricula with (1) the UTeach program and pre-service teachers, (2) graduate students in STEM Education, (3) in-service teachers, and (4) learning science and education conference attendees around the country. This past summer, Dr. Petrosino and Dr. Walter Stroup of the University Massachusetts at Dartmouth presented progress on developing 12 open-source GbCC models lesson to attendees at the annual convention of the American Society of Engineering Education (Petrosino, Stroup, Harron, & Sherard, 2017). Most recently, Dr. Petrosino implemented segregation models in his graduate course Systemic Reform. Graduate students engaged with the segregation model to discuss how this tool could be used to inform systemic initiatives related to equity in school reform.

GbCC models are designed with the capacity to simulate complex problems; however, these models are only as sophisticated as the learning experiences in which are used. The work of Dr. Anthony Petrosino and his colleagues seeks to design meaningful learning experiences with individuals, contexts, and equitably access to learning in mind.

Project: Group-based Cloud Computing for STEM Education




Monday, December 4, 2017

Merging Literacy and Science Methods: A New Database Developed by Dr. Petrosino Helps Pre-Service Teachers


This is a recent article ---it discusses a database I designed and developed centering on children's science books. Its essentially a resource for teachers and parents wishing to introduce their students and children to scientificlly appropriate literature. -Dr. Petrosino

 Because of the foundational importance of literacy to education, teachers are increasingly expected to integrate reading across various subjects, including science. But choosing appropriate texts can be a challenge for teachers, who may not be well-versed in how to critically evaluate them. 

Associate Professor Anthony Petrosino of the College of Education at The University of Texas at Austin’s STEM Education program and doctoral student Sarah Jenevien have developed a solution that addresses this challenge.

The two collaborated with the college’s Office of Instructional Innovation to develop an online Children’s Science Book Database, where pre-service elementary teachers post reviews of science-related children’s books. The database was created in 2014 and has become part of pre-service teachers’ coursework within their science methods class.

“The review template encourages pre-service teachers to engage critically with the texts in terms of their scientific content, fostering scientific process skills and identifying potential stereotyping or gender bias,” says Petrosino.

Pre-service teachers are asked research-based questions. They must critically assess the literature for processes, content, readability, engagement, and interest. Their reviews provide basic information, such as a summary of the book and the maximum and minimum grade levels it would be appropriate for.

For example, one student wrote of the book Volcanoes, “The book could be considered slightly gender-biased because only images of male geologists are included. However, considering the publishing date, it’s most likely that only men were given credit for the science discoveries at the time.”

Currently, over 130 children’s books have been reviewed for the database, including titles such as Pluto’s Secret, A Butterfly is Patient, What Makes Day and Night? and Cloudy with a Chance of Meatballs, which one reviewer noted has many positive aspects, but is not based on sound scientific principles, “as it is impossible for food to fly down from the sky three times a day.”

“By searching the database, pre-service teachers can easily find books that match their grade level and subject area, which decreases the difficulties associated with integrated lesson planning and increases the likelihood that they will use children’s books during their field teaching experiences,” says Petrosino. “This work helps teachers become critical consumers of children’s literature.”
The database is available for educators and the public to view reviews.

Friday, December 1, 2017

Kids First didn't want a dual language program in the district when they were presented the opportunity and Kids First-Forward Together members have tried to use the courts to put aside Hola's renewal and expansion ever since...while claiming threats of bankruptcy with a $5 million dollar surplus

Various members of the Kids First-Forward Together
Political Group from Hoboken, NJ responsible for the
current state of public education in the town
Below is a list of all the schools and learning centers in the City of Hoboken, NJ. I have placed an asterisk next to the schools that then Hoboken Board member and President Leon Gold determined is/was the reason for bankrupting the school district...even though the district enjoys a $5,400,000+ surplus this year according to its annual audit.

Dr. Leon Gold is also a member and supporter of the political group known as "Kids First"- a group  who voted against a dual language program in the Hoboken Public Schools in 2009 (Dr. Gold was not on the Board at the time) and then a few years later initiated a lawsuit to terminate the school and its efforts to renew its charter and expand.

The Hoboken Dual Language Charter School (HOLA) has been twice recognized by the State of New Jersey as an exemplary dual language school. It should be noted that all members of the Kids First-Forward Together group, when given the opportunity, have voted against a dual language program in the school district, voted in favor of initiating a lawsuit against the dual language school and initiated a repeal of the original decision by the State of New Jersey. Recently, the Hola Dual Language School field for first place in the very competitive PARCC NJ State assessments. The Hoboken Public Schools which these trustees oversee came in 346th. 

In short, Kids First/Forward Progress/"reform" (sic) did not want a dual language program in the district when they were presented the opportunity (using unfounded excuses that the program was not in compliance*) and Kids First and Forward Together members have tried to use the courts to put aside its charter renewal and expansion since. Even resorting to using ridiculous claims of bankruptcy while having consecutive million dollar surpluses.

As we now know-- all the claims by the Hoboken Board of Education against the segregation and economic impact of a single small charter school on the Hoboken school district were judged unfounded.

List of all the schools and learning centers in the City of Hoboken, NJ. 
All Saints Episcopal Day School
Apple Montessori School
Bright Horizons Early Education & Preschool
Dwight-Englewood School
Elysian Charter School
French American Academy
Hoboken Catholic Academy
Hoboken Charter School
Hoboken Children’s Academy
Hoboken Dual Language Charter School (HOLA) *
Hoboken Montessori School
Hoboken Public Schools: Early Childhood Education
Hoboken Public Schools: Elementary Schools
Hoboken Public Schools: Middle School
Hoboken Public Schools: Hoboken High School
HOPES Cap, Inc.
Kaplan Cooperative Preschool
Kiddie Academy of Hoboken
Mile Square Early Learning Center
Mustard Seed School
Park Prep Academy
Prime Time Early Learning Center
Smart Start Academy
Solomon Schechter Day School of Bergen County
Stevens Cooperative School
Tessa International School
The Elisabeth Morrow School
The Ethical Community Charter School
The Hudson School
The Scandinavian School
Viaquenti Preschool
Waterfront Montessori

* The only school  sued by the Hoboken Board of Education

"There is no lawsuit against Hola"....-

Sunday, November 26, 2017

Project Lead the Way Students Score Lower in Math and Science Than Non- Project Lead the Way Students says Leading Engineering Education Researchers

There has been much talk and discussion about the incorporation of Project Lead the Way (PLTW) in schools around the country as well as in the Hoboken Public Schools. Certainly trying to incorporate engineering into the STEM curriculum is noteworthy and Project Lead the Way is a successful company which markets it curriculum to school districts around the country. There is certainly a great deal of enthusiasm for this program. Publicizing the purchase and incorporation of Project Lead the Way is an interesting way to give the impression that rigorous STEM education is taking place. But what does the research tell us about Project Lead the Way?

I thought it might be worthwhile sharing some actual peer reviewed research that was conducted on students in Project Lead the Way classrooms and a comparison group. This research was not conducted nor funded by Project Lead the Way - rather it was funded with a grant from the National Science Foundation (EEC-0648267) for the AWAKEN Project: Aligning Educational Experiences with Ways of Knowing Engineering. The NSF is very interested in quality K-16 engineering education.

Noteworthy also is that the work I am reporting was published by the leading journal in the field of engineering education in the world-- The Journal of Engineering Education or JEE. The article is titled Pre-College Engineering Studies: An Investigation of the Relationship Between Pre-college Engineering Studies and Student Achievement in Science and Mathematics and is authored by Tran and Nathan.


Summary of the Results: 
"Students enrolled in PLTW foundation courses showed significantly smaller math assessment gains than those in a matched group that did not enroll, and no measurable advantages on science assessments, when controlling for prior achievement and teacher experience." -Tran and Nathan (Journal of Research in Engineering Education)
For the Full Paper Click HERE

TITLE: Pre-College Engineering Studies: An Investigation of the Relationship Between Pre-college Engineering Studies and Student Achievement in Science and Mathematics

Abstract

Background
The U.S. has experienced a shift from a manufacturing-based economy to one that overwhelmingly provides services and information. This shift demands that technological skills be more fully integrated with one's academic knowledge of science and mathematics so that the next generation of engineers can reason adaptively, think critically, and be prepared to learn how to learn.

Purpose (Hypothesis)
Project Lead the Way (PLTW) provides a pre-college curriculum that focuses on the integration of engineering with science and mathematics. We documented the impact that enrollment in PLTW had on student science and math achievement. We consider the enriched integration hypothesis, which states that students taking PLTW courses will show achievement benefits, after controlling for prior achievement and other student and teacher characteristics. We contrast this with alternative hypotheses that propose little or no impact of the engineering coursework on students' math and science achievement (the insufficient integration hypothesis), or that PLTW enrollment might be negatively associated with student achievement (the adverse integration hypothesis).

Design/Method
Using multilevel statistical modeling with students (N = 140) nested within teachers, we report findings from a quantitative analysis of the relationship between PLTW enrollment and student achievement on state standardized tests of math and science.

Results
While students gained in math and science achievement overall from eighth to tenth grade, students enrolled in PLTW foundation courses showed significantly smaller math assessment gains than those in a matched group that did not enroll, and no measurable advantages on science assessments, when controlling for prior achievement and teacher experience. The findings do not support the enriched integration hypothesis.

Tuesday, November 21, 2017

2016 NJ PARCC Composite Mean Score for All "FG" School Districts

2016 NJPARCC COMPOSTITE MEAN SCORE- ALL “FG” School Districts
Data: New Jersey Department of Education

COUNTY NAME
DISTRICT NAME
DFG
MEAN SS
OCEAN
LONG BEACH ISLAND
FG
775
BERGEN
NORTHVALE BORO
FG
769
MONMOUTH
SPRING LAKE HEIGHTS BORO
FG
766
UNION
CLARK TWP
FG
762
PASSAIC
LITTLE FALLS TWP
FG
762
MONMOUTH
MATAWAN-ABERDEEN REGIONAL
FG
761
MIDDLESEX
MONROE TWP
FG
761
SUSSEX
SANDYSTON-WALPACK TWP
FG
760
PASSAIC
BLOOMINGDALE BORO
FG
759
WARREN
HOPE TWP
FG
759
HUNTERDON
HOLLAND TWP
FG
758
CAPE MAY
STONE HARBOR BORO
FG
758
BERGEN
DUMONT BORO
FG
757
BERGEN
FORT LEE BORO
FG
757
PASSAIC
NORTH HALEDON BORO
FG
757
BURLINGTON
BORDENTOWN REGIONAL
FG
756
OCEAN
POINT PLEASANT BEACH BORO
FG
756
OCEAN
POINT PLEASANT BORO
FG
756
GLOUCESTER
WOODBURY HEIGHTS BORO
FG
756
MONMOUTH
HOWELL TWP
FG
755
BERGEN
ROCHELLE PARK TWP
FG
755
MIDDLESEX
SOUTH PLAINFIELD BORO
FG
755
GLOUCESTER
MANTUA TWP
FG
754
CAMDEN
COLLINGSWOOD BORO
FG
753
MORRIS
LINCOLN PARK BORO
FG
753
MIDDLESEX
MIDDLESEX BORO
FG
753
BERGEN
NEW MILFORD BORO
FG
753
CAMDEN
GIBBSBORO BORO
FG
752
BERGEN
MAYWOOD BORO
FG
752
GLOUCESTER
SOUTH HARRISON TWP
FG
752
CAPE MAY
UPPER TWP
FG
752
BURLINGTON
HAINESPORT TWP
FG
751
SUSSEX
HARDYSTON TWP
FG
751
GLOUCESTER
LOGAN TWP
FG
751
MIDDLESEX
OLD BRIDGE TWP
FG
751
MORRIS
ROCKAWAY BORO
FG
751
SUSSEX
STILLWATER TWP
FG
751
BERGEN
BERGENFIELD BORO
FG
750
BERGEN
HASBROUCK HEIGHTS BORO
FG
750
ESSEX
NUTLEY TOWN
FG
750
ATLANTIC
PORT REPUBLIC CITY
FG
750
BURLINGTON
SPRINGFIELD TWP
FG
750
SALEM
WOODSTOWN-PILESGROVE REG
FG
750
GLOUCESTER
EAST GREENWICH TWP
FG
749
PASSAIC
WEST MILFORD TWP
FG
749
BERGEN
WOOD-RIDGE BORO
FG
749
BURLINGTON
CINNAMINSON TWP
FG
748
WARREN
KNOWLTON TWP
FG
748
MORRIS
RIVERDALE BORO
FG
748
MORRIS
BOONTON TOWN
FG
747
PASSAIC
POMPTON LAKES BORO
FG
747
SUSSEX
VERNON TWP
FG
747
WARREN
BLAIRSTOWN TWP
FG
746
SUSSEX
FRANKFORD TWP
FG
745
MIDDLESEX
MILLTOWN BORO
FG
745
MORRIS
MINE HILL TWP
FG
745
BURLINGTON
BURLINGTON TWP
FG
744
MIDDLESEX
DUNELLEN BORO
FG
744
MIDDLESEX
NORTH BRUNSWICK TWP
FG
744
MONMOUTH
EATONTOWN BORO
FG
743
CAMDEN
HADDON TWP
FG
743
MERCER
HAMILTON TWP
FG
743
GLOUCESTER
WASHINGTON TWP
FG
743
MONMOUTH
WEST LONG BRANCH BORO
FG
743
HUDSON
HOBOKEN CITY
FG
742
CAMDEN
BARRINGTON BORO
FG
741
BURLINGTON
LUMBERTON TWP
FG
739
HUNTERDON
KINGWOOD TWP
FG
738
MONMOUTH
OCEAN TWP
FG
737
BURLINGTON
DELRAN TWP
FG
736
BURLINGTON
EASTAMPTON TWP
FG
736
WARREN
MANSFIELD TWP
FG
736
GLOUCESTER
PITMAN BORO
FG
736
SUSSEX
HOPATCONG
FG
735
SOMERSET
SOMERVILLE BORO
FG
732
SUSSEX
OGDENSBURG BORO
FG
730
SUSSEX
ANDOVER REG
FG
728