Sunday, November 29, 2015

Hoboken School District On Statewide Violence List - Violence and Vandalism Rate More than 2X Jersey City and More than 6X Bayonne - Hoboken Reporter

Hoboken Water Main Break- November 23-28, 2015
Here is an excerpt from a recent story in the Hoboken Reporter concerning Violence and Vandalism in the Hoboken Public Schools by Steven Rodas-- Dr. Petrosino 

Numbers released last month by the New Jersey Department of Education (DOE) place Hoboken No. 81 on the top 100 school districts with violence (from schools with highest rates per 1,000 students).

The Commissioner’s Annual Report to the Education Committees of the Senate and General Assembly on Violence, Vandalism, and Substance Abuse in New Jersey Public Schools added up the cases between July 1, 2014 and June 30, 2015. 

The mile-square city, which has a total of 1,888 students in its district according to the state, had 42 cases from 2014 to 2015 that made it to the state-sanctioned Violence and Vandalism Report: 30 cases of violence, 1 of vandalism, 1 of weapons-offenses, 4 of substance offense, and 9 of HIB (harassment, intimidation, and bullying). However, the statistics are contingent upon districts reporting the incidents properly. In past years, districts like the New York City public schools have been accused of underreporting their statistics (note: there have no reported instances on NJ schools under reporting). 

Other nearby districts were reported to have more cases of violence, but due to a substantially larger student body, they didn’t make the top 100 because the rate per student was lower. For instance, Jersey City, which has an enrollment of 27, 810 students in the district, had 249 cases. And in Bayonne, which has as many as 9,611 students, 32 cases were reported**

The list that includes Hoboken has, at the top, districts like Beverly and Cumberland.

Read more:  Hudson Reporter - Brandt says bye to scaffolding after 4 years School board meeting Future projects violence stats politics 

** note: Using the numbers reported by the Hoboken Reporter for this article we see Hoboken has a violence, vandalism, and bullying rate more than twice as high as Jersey City and almost six times higher than Bayonne-  In fact, Hoboken has the highest rate of Violence, Vandalism, and Bullying in Hudson County, NJ). 

Wednesday, November 25, 2015

Hoboken School Board Recount

Spectacular Sunset- Hoboken NJ Nov 22, 2015
Sts. Peter and Paul Church
From the Hoboken Reporter.... HOBOKEN – A school parent and fourth place finisher in the Nov. 3 Hoboken Board of Education race,  has filed for a recount with the City of Hoboken, Deputy Clerk at the Hudson County Clerk’s Office Hilda Rosario said Thursday. 

Rosario said the candidate, who was 36 votes shy of tying with school board winner Britney Montgomery in the race for three seats, filed the paperwork on Nov. 16. The judge ruled that the count will be administered Monday, Nov. 23, Rosario said. The candidate ran alongside an incumbent and another parent on the Reach Higher, Hoboken! ticket supported by Mayor Dawn Zimmer. 

Only the incumbent won on the Reach Higher, Hoboken! slate, with 2,572 votes. It came down to the wire for the other two winners, with mail-in votes pulling newcomers John Madigan and Britney Montgomery in the seats. Madigan – who ran with Montgomery and Alanna Kauffmann on A Smarter Future slate – earned the most votes with 2,711. The recount candidate came only 36 votes behind Montgomery with 2,343 and 2,379 votes respectively. “[she] is seeking an order directing a recheck and recount of the voting machines, and mail-in, provisional and emergency ballot cast in the entire city of Hoboken,” reads an excerpt from the document. The recount will cost the candidate $1,080 and has to be paid by Nov. 20.

Read more:  Hudson Reporter - Hoboken school board candidate files for recount

Monday, November 23, 2015

2016 National Council of Teachers of English Children's Book Awards Announced

November 21, 2015 – Minneapolis, MN – Stella by StarlightStella by StarlightAtheneum Books for Young Readers, has been named the winner of the 2016 Charlotte Huck Award for Outstanding Fiction for Children and Drowned City: Hurricane Katrina & New Orleans by Don Brown, Houghton Mifflin Harcourt Books for Young Readers, has been named the winner of the 2016 Orbis Pictus Award for Outstanding Nonfiction for Children from NCTE.
The NCTE Charlotte Huck Award recognizes fiction that has the potential to transform children’s lives by inviting compassion, imagination, and wonder. The award honors the work of educator Charlotte Huck, who led children’s-literature studies at Ohio State University from the mid-1950s to 1986, championing the classroom use of storybooks to teach reading and language arts.

The NCTE Orbis Pictus AwardDrowned CityOrbis Pictus—The World in Pictures (1657), considered to be the first book actually planned for children.
The 2016 Charlotte Huck Honorable Mention books are:
  • Little Tree by Loren Long (Philomel Books);
  • New Shoes by Susan Lynn Meyer (Holiday House);
  • Paper Things by Jennifer Richard Jacobson (Candlewick);
  • Strictly No Elephants by Lisa Mantchev, illustrated by Taeeun Yoo (Simon & Schuster); and
  • Tiger Boy by Mitali Perkins, illustrated by Jamie Hogan (Charlesbridge). 
The 2016 Charlotte Huck Recommended books are:
  • Circus Mirandus by Cassie Beasley (Dial Books);
  • Crenshaw by Katherine Applegate (Feiwel & Friends);
  • Francine Poulet Meets the Ghost Raccoon: Tales from Deckawoo Drive, Volume Two by Kate DiCamillo, illustrated by Chris Van Dusen (Candlewick);
  • George by Alex Gino (Scholastic Press);
  • Last Stop on Market Street by Matt de la Peña, illustrated by Christian Robinson (G.P. Putnam's Sons Books for Young Readers);
  • Little Elliot, Big Family by Mike Curato (Henry Holt and Company); 
  • Sidewalk Flowers by JonArno Lawson, illustrated by Sydney Smith (Groundwood Books); and 
  • Two White Rabbits by Jairo Buitrago, illustrated by Rafael Yockteng, translated by Elisa Amado (Groundwood Books).
The 2016 Orbis Pictus Honorable Mention books are:
  • Funny Bones: Posada and His Day of the Dead Calaveras by Duncan Tonatiuh (Abrams Books for Young Readers);
  • Growing Up Pedro by Matt Tavares (Candlewick);
  • Mesmerized: How Ben Franklin Solved a Mystery that Baffled All of France by Mara Rockliff, illustrated by Iacopo Bruno (Candlewick);
  • Swan: The Life and Dance of Anna Pavlova by Laurel Snyder, illustrated by Julie Morstad (Chronicle Books); and
  • Terrible Typhoid Mary: A True Story of the Deadliest Cook in America by Susan Campbell Bartoletti (Houghton Mifflin Harcourt).
The 2016 Orbis Pictus Recommended books are:
  • Courage & Defiance: Stories of Spies, Saboteurs, and Survivors in World War II Denmark by Deborah Hopkinson (Scholastic Press);
  • Game Changer: John McLendon and the Secret Game by John Coy, illustrated by Randy DuBurke (Carolrhoda Books);
  • The House that Jane Built: A Story about Jane Addams by Tanya Lee Stone, illustrated by Kathryn Brown (Henry Holt & Company);
  •  Most Dangerous: Daniel Ellsberg and the Secret History of the Vietnam War by Steve Sheinkin  (Roaring Brook Press);
  •  My Story, My Dance: Robert Battle’s Journey to Alvin Ailey by Lesa Cline-Ransome, illustrated by James E. Ransome (Simon & Schuster Books for Young Readers);
  •  Raindrops Roll by April Pulley Sayre (Beach Lane Books);
    • Trombone Shorty by Troy “Trombone Shorty” Andrews, illustrated by Bryan Collier (Abrams Books for Young Readers); and 
  •  W Is for Webster: Noah Webster and His American Dictionary by Tracey Fern, illustrated by Boris Kulikov (Farrar, Straus and Giroux).
The National Council of Teachers of English, with 30,000 individual and institutional members worldwide, is dedicated to improving the teaching and learning of English and the language arts at all levels of education.

Tuesday, November 17, 2015

Decentralized thinking and understanding of evolution in K-12 evolution education (Petrosino , Lucero, and Mann, 2015)

The following is an upcoming research article on decentralized thinking and understanding in the area of evolution. This research article is published in the journal Evolution Education and Outreach and its official publication date will be December 2015 (although available online since February of this year). This is a peer reviewed article that has been examined and commented on by 3 anonymous reviewers as well as the editor of the journal and the editorial staff. Previous drafts of this manuscript were read by colleagues and graduate students and a version was presented at a national conference. -Dr. Petrosino 

Petrosino, A. J., Lucero, M. M., and Mann, M. J. (2015). Decentralized thinking and understanding of evolution in K-12 evolution education. Evolution Education and Outreach. Vol. 8 No. 2. 


Background- Previous work found four areas critical to understanding evolution: variation, selection, inheritance, and deep time.

Methods- An exploratory qualitative approach was taken with a variety of data sources from a larger data corpus. Data were analyzed for emphasis of either decentralized or centralized thinking. Data were analyzed and discussed exploring how a group of high school biology teachers from the same department taught evolutionary concepts.

Results- The paper presents evidence that demonstrates a common lack of thinking from this perspective or incorrectly thinking that evolutionary processes are “driven” by some centralized force.

Conclusions- We now identify a critical fifth component: decentralized mindset or thinking of evolution as a complex system. Possibilities of how this new area can affect learning about evolution are discussed and implications for assessment are also discussed.

Keywords- Decentralized Complex systems Evolution Cognition Teachers High school biology

UTeach College of Natural Sciences aims to reduce STEM teacher shortages

UTeach students discussing pedagogy
The following is a recent article about a Secondary Education Program which I co-founded at The University of Texas at Austin known as UTeach Natural Sciences. This article was published on November 17, 2015 and was written by Ashley Tsao of The Daily Texas. UTeach is now in over 40 universities around the United States and has taught thousands of STEM teachers. This program has been funded by the Howard Hughes Institute, recognized by the White House, and a major component of the National Math and Science Initiative (NMSI). Read more about UTeach here. -Dr. Petrosino

A UT STEM teaching certificate program aims to reduce STEM teacher shortages in Texas by certifying an average of 60 to 70 students per year, according to UTeach executive director Michael Marder.

UTeach College of Natural Sciences allows students to pursue a teaching certificate in a variety of science, technology, engineering and math fields to teach at a middle or high school level while they are completing their current degree. Created in 1997 at UT, the STEM program has spread to 44 universities across the U.S. Ninety percent of certified students go on to become teachers, according to Marder.

“If you compare this number to the number of people that were coming out of UT-Austin 20 years ago, it’s more than twice as much,” Larry Abraham, co-founder of UTeach College of Natural
Sciences, said.

According to the Texas Education Agency, Texas lacks computer science, math and science teachers for the 2015–2016 school year. Throughout the U.S., most STEM courses in high school are taught by teachers with no degree in their main assignment or no teaching certification, according to the Nationwide Center for Education Statistics.

According to Jill Marshall, associate director of UTeach College of Natural Sciences, the program increases both the quantity and the quality of STEM teachers in Texas. “UTeach focuses on project-based and problem-based instruction … using mathematics and science to solve problems in the real world,” Marshall said. “Instead of saying that we will teach you to teach physics, at UTeach, we will teach you how to teach your students to solve problems in their lives and the lives of other people using science and math.”

UTeach also remains unique among most other instructor preparatory programs by integrating math and science students into the same teaching classes together, Abraham said.

“A lot of students that are taking a math class in high school don’t really understand it because they don’t really understand what these numbers are for,” Abraham said. “If the teacher can build in science examples and solve problems in science using math, students can figure out what this math is really needed for.”

The program stresses the importance of having the content knowledge behind teaching, Megan Wood, biology junior and UTeach student, said.

“If you’re not an expert in it, then you’re not qualified to teach it,” Wood said. “It’s important to know everything about your subject. And even if you don’t want to be a teacher, I think it’s just good to learn communication, organization and planning skills that are embedded within UTeach.”

Thursday, November 12, 2015

Latest Percentage of Highly Effective Teachers in New Jersey Released: Results for Hudson County, New Jersey

Whether we are parents, taxpayers, policy makers, or educators, we all want highly effective teachers in our classrooms teaching our children. Earlier this year the New Jersey Department of Education released data on teacher and principal effectiveness. In July of 2015 NJPATCH posted the results (from highest to lowest) of high performing teachers in the State of New Jersey. The report was complied by an award winning journalist. This information was picked up by a blogger in Bayonne, NJ and many other journalists and policy people around New Jersey including NJ.COM. Results were also posted by for Hoboken, NJ. 
Prior to 2013-14, New Jersey teachers were either rated satisfactory or unsatisfactory based on as little as one observation by an administrator. The evaluation system was revamped by TEACHNJ and now calls for at least three observations for new teachers, along with the consideration of student academic growth on local tests or quizzes and student improvement or decline on annual standardized tests.Teachers are classified as "highly effective" or "effective" if they are satisfactory and "partially effective" or "ineffective" if they are not. -NJ.COM
More information of the new staff evaluation system (TEACHNJ Act and N.J.S.A.18A:6-120) can be found at the New Jersey Department of Education website. It is worth noting that suppressed records are indicated by an (*). Records that have less than 10 subjects are called "suppressed" (e.g., if 9 or fewer teachers/staff received a rating of Ineffective, the record is suppressed).

Therefore wherever there is an (*) you can assume the number of teachers in that category is less than 10 or falls somewhere between 0 to 9 teachers. Giving the full benefit of a doubt, the chart below replaces every (*) in the Highly Effective category (High_EFF) with a (9) representing 9 possible teachers or the maximum number from the 0-9 range. There could be as little as no teachers (0) rated highly effective if there is an * in the category. As mentioned, 9 is the maximum possible suppressed number which warrants an (*).

What are the teacher evaluations based upon? Well, according to NJ.COM, 85% of the evaluation was based on observations of local administrators directly overseeing the teachers:
“Most teachers’ evaluations were based on the following: 85 percent on observations by administrators and 15 percent on student growth on local tests, quizzes or other projects. Only about 15 percent of teachers had their scores based 55 percent on observation, 15 percent on student progress on local tests and 30 percent on students’ annual improvement on state standardized tests.” 
To repeat--- 85% of the ratings for this teacher effectiveness scoring was assessed by school administrators where these teachers teach and not by student test scores. 

A number of individuals requested a compilation of Highly Effective Teacher percentages for districts in Hudson County, New Jersey. All data is from the New Jersey Department of Education and can be directly accessed by clicking HERE

Hudson County, New Jersey

HARRISON TOWN * * 56 92 149 61.74%
EAST NEWARK BORO * * 15 * 18 50.00%
SECAUCUS TOWN * * 85 74 160 46.25%
HUDSON COUNTY VOCATIONAL * * 148 63 211 29.86%
WEST NEW YORK TOWN * * 389 160 553 28.93%
GUTTENBERG TOWN * * 55 14 72 19.44%
NORTH BERGEN TWP * * 461 103 567 18.17%
UNION CITY * 11 566 86 663 12.97%
KEARNY TOWN * * 386 42 429 9.79%
WEEHAWKEN TWP * * 95 * 107 8.41%
JERSEY CITY * * 1824 106 2043 5.19%
HOBOKEN CITY * 11 157 * 177 5.08%
BAYONNE CITY * * 657 14 679 2.06%


Legend: INEFF= Ineffective Teachers; Part_EFF= Partially Effective Teachers; EFF= Effective Teachers; 

High_EFF= Highly Effective; Total= Total Number of Teachers in District; High EFF%= Percent of

Highly Effective Teachers


Monday, November 9, 2015

Hoboken Board of Education- Full Agenda November 10, 2015


Saturday, November 7, 2015

Dual-Language Programs Are on the Rise, Even for Native English Speakers -NYTimes

Students from Hoboken's Award Winning  and
Highly Ranked Dual Language
School-- Hoboken, NJ 
Here is a story by Elizabeth A. Harris of The New York Times entitled "Dual-Language Programs Are on the Rise, Even for Native English Speakers" published on October 8, 2015. The story brings some validation since I advocated for a dual language program in the Hoboken Public Schools back in 2009 but the proposal was voted down by the Hoboken Board of Education. Seven years later, we have a dual language charter school in Hoboken and the same Board of Education leadership (known as "Kids First") that voted against the dual language program being in the public schools is now waging a lawsuit against the charter and expansion of the state recognized charter school in the same town. Moreover, after both the success and popularity of this dual language program (which has to turn away almost 90% of families who want to be in the program because of space limitations and New Jersey Department of Education lottery restrictions) the existing Hoboken Public School district has been unwilling and unable to respond with a corresponding or alternative dual language program for the children of Hoboken. -Dr. Petrosino 

In New York City, there were 39 new or expanded dual-language public-school programs this fall, in addition to an increase of about 25 programs two years ago. The city has about 180 such programs, according to the Department of Education. Languages offered now include Arabic, Chinese, French, Haitian-Creole, Hebrew, Korean, Polish and Russian, as well as Spanish

In Utah, 9 percent of the state’s public elementary students are enrolled in dual-language programs. In Portland, Ore., 10 percent of all students, and nearly one in five kindergartners, participate. Statewide efforts to increase the number of programs, and expand access to them, are underway in states including Delaware and North Carolina.

Libia Gil, assistant deputy secretary and director of the office of English language acquisition at the federal Education Department, said that while there was no definitive count of dual-language programs nationwide, “there are clear indications of a movement." 

In some localities, like New York City, the primary goal of expanding dual-language programs is to increase access to them for English-language learners, officials at the city’s Education Department said.

Traditionally, these children were taught almost exclusively in English. But new research suggests that while these students can take more time to get on grade level in a dual-language program, by late elementary or middle school they tend to perform as well as or better academically than their peers and may be more likely to be reclassified as proficient in English.

But these programs also offer a partial solution to the intractable problem of de facto school segregation. John B. King Jr., a senior adviser at the federal Education Department who will soon become President Obama’s acting education secretary, said dual-language programs “can be a vehicle to increase socioeconomic and racial diversity in schools” by drawing more affluent parents.

At the School for International Studies, a sixth-through-12th-grade school in Cobble Hill, Brooklyn, the enrollment recently shot up to 100 sixth-grade students this year from 30 last year. The principal, Jillian Juman, estimated that half of that interest came from the school’s recently added International Baccalaureate program, and the other half from families looking for a dual-language program, which is offered there in French.

More and more, native English-speaking parents see biliteracy in their own children as important in a global economy. In Delaware and Utah, statewide initiatives to increase dual-language education were largely conceived as a way to increase bilingualism among English speakers.

“I want two things,” said Gov. Jack Markell of Delaware, a Democrat. “I want students from Delaware to be able to go anywhere and do any kind of work they want to do, and I also want to attract businesses from around the world, to say, ‘You want to be in Delaware because, amongst other things, we’ve got a bilingual work force.’ ”

For native English speakers, there is relatively little research on how dual-language programs affect their performance on standard metrics like state tests.

But Jennifer Steele, an associate professor at American University’s School of Education who is finishing research on Portland’s dual-language programs, said her work had found performance increases for both native English speakers and English-language learners in some grades and certain subjects once they reached late elementary school.

The climb to that advantage, however, can be daunting. Depending on the model, classes are generally taught from 50 percent to 90 percent of the time in the target language, with the rest taught in English. Some programs switch halfway through the day, while others switch every other day or by subject. Especially early on, many words spoken in class are ones a child has never heard.

Read more: CLICK HERE 

Here is a profile of a successful dual language school in San Antonio, TX: CLICK HERE 

Thursday, November 5, 2015

Hoboken Board of Education Confuses Linear and Exponential Growth in Claims of Charter School Funding

Figure 1: Linear Growth…not exponential
I was asked recently to clarify if the growth in funding for charter schools in Hoboken was exponential as has been stated. What follows is my analysis and disappointment at the misappropriation of terms. But, as it turns out, it is not the first time terminology has been misappropriated. 
Apparently, some members of the Kids First fraction of the Hoboken Board of Education seem to excel at making unsubstantiated claims. For instance, in March of 2014 one member claimed in a national article that the school district was being bankrupted by charter schools. But in January of 2015 we found that the Hoboken School District had a surplus of $1.5 million dollars as announced during their annual audit in December of 2014 (CLICK HERE and go to 24:00 to hear it for yourself). Difficult, by definition, to go bankrupt when you have a surplus. There were also claims of "white flight" in the same article that were also shown to be without merit, and of course errors about "average" temperature and climate data. Saying things forcefully and confidently make for effective rhetoric but does not necessarily assure accuracy. 

Currently, The Hoboken School District  claims the "exponentially" increasing funding impact charters are having on the District's budget is causing budgetary problems. In fact, the district is using aspects of such an argument to justify and support a lawsuit which has sought at various times to both revoke Hola's charter renewal as well as revoke its application for expansion. Such revocation would negatively impact hundreds of students and families in Hoboken.  
"The January 30, 2015 submission also outlined the exponentially increasing funding impact charters were having on the district's budget. Just in the last year, funding rose by $1 million" -Hoboken Board of Education June 5, 2015
 As many may realize, the use of the word "exponentially" is inaccurate at best, deceptive, ill-informed and erroneous at worst. The growth in charter school funding along with the corresponding student enrollment growth is arithmetical (increases by a certain amount every year) rather than exponential (doubles during a certain period)--see Figure 1.
"Saying things forcefully and confidently unfortunately does not assure accuracy"
In short, exponential growth grows faster and faster while arithmetical growth is  steady (see Figure 1). In the matter at hand, the increase in charter school funding is directly related to student enrollment and is reasonably predictable, directly dependent on student enrollment and is neither exponential nor is it growing exponentially
Excerpt from Hoboken Board of Education legal documents
against Hoboken's Charter Schools 

The confusion, misunderstanding and misappropriation of mathematical concepts and terminology misapplied to issues of educational policy, administration, and decision making by the Hoboken Board of Education is disappointing. 
Linear vs Exponential Growth

Note: Here is a wonderful problem intended for high school students the illustrates the difference between exponential growth and linear growth. It might be good practice to be able to work through this problem before initiating lawsuits in which you use such terminology.

"We're not against Hola, we're against the formula"

Wednesday, November 4, 2015

Incumbent and 2 newcomers win seats on Hoboken school board- Madigan Tops all Candidates

"A Smarter Future" Candidates- 2015 
This article from NJ.COM---- In a late-night upset, an incumbent Hoboken school board member was joined in the top the spots by two newcomers who challenged his mayor-backed slate on Tuesday night, based on the unofficial tally.
"I am so happy. I wish all three of us (on my slate) could have won. I think we ran a nice, clean campaign and we stayed on issues about the high school and about the charter schools," said an exuberant John Madigan, after receiving news late Tuesday night that he had not only not lost, but had been the evening's highest vote-getter. "Our issues were on point. The high school has dropped. They (the other slate) would not tell you the truth and the lawsuit, people were sick of the lawsuit."
Incumbent Thomas Kluepfel was the only member of the "Reach Higher, Hoboken" slate to be voted in, after the counting of the mail-in votes bumped his two running mates from their second and third place positions around 11:30 p.m. 
Kluepfel, who was elected to the school board in 2012, received 2,572 votes. Madigan received 2,711 votes, and his running mate Britney Montgomery received 2,379 votes.
"No congratulations are in order. This was a cynical defeat for Hoboken public education and district parents," Kluepfel said after the election.
Results of 2015 HBOE Election (unofficial) 
Madigan, a youth sports volunteer and parent to a county school student and older graduates, and Montgomery, a former New York City public schools teacher for 14 years, were both on the "Smarter Future" slate that did not have Mayor Dawn Zimmer's backing, unlike "Reach Higher, Hoboken."
"I'm really excited. I think we started some good conversations. We started getting different pockets of the community thinking and talking... It's not 'charter versus district and private,'" Madigan said, noting that she was ready to work with the board and new superintendent to make the district more "reflective" of "how awesome the town is." "I'm excited to be on the forefront of change."
Kluepfel's running mates Sheillah Dallara and Addys Velez, both parent volunteers and mothers to children in the public school district, appear to have lost by a slim margin, receiving a respective 2,315 and 2,342 votes.
Dallara and Velez have not yet responded to a request for comment.
HBOE Candidate Patricia Waiters
The other "Smarter Future" running mate Alanna Kauffmann, a stay-at-home mother to three children including a prospective public school student, received 1,788 votes. 
Independent candidate Patricia Waiters, a public school parent, local activist and opponent of the administration, received 1,521 votes.
"We all want the same thing, right?" Kauffman said after learning she appeared to have lost. "Whoever ends up winning obviously just has to do the best for the children."
She said she would likely run again.
Waiters, a mother of public school students who has run for varied Hoboken offices seven times as an independent, said she is not done running either and will continue to attend every school board meeting.
"I'm feeling a lot better (after the upset)," Waiters said. "The people that (are now) on the board, it feels like they did earn it and deserve it... I ran seven years with not a dime, not one penny I spent, but that shows you the respect that people in my community have for me."
"Could you imagine if the turnout was good, how many votes I'd have?" she asked. "I'm going to change that horrible high school system... No magic wand can make Pat Waiters disappear."
Laura Herzog may be reached at Follow her on Twitter @LauraHerzogL. Find on Facebook.

Tuesday, November 3, 2015

Hoboken Board of Education Results- unofficial

Board of Education - Hoboken
40/40 100.00%
Vote CountPercent
NP - Britney A. Montgomery2,37915.19%
NP - Thomas Kluepfel2,57216.42%
NP - John Madigan2,71117.31%
NP - Sheillah Dallara2,31514.78%
NP - Alanna M. Kauffmann1,78811.41%
NP - Addys Velez2,34314.96%
NP - Patricia Waiters1,5219.71%
Personal Choice350.22%